annexure 1-3 after chapter 6 - crpf public school · 3.5.1 provision for the patrachar vidyalaya...
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Scheme of Studies — 2010
3.1 SUBJECT OF STUDIES
3.2 ADDITIONAL SUBJECTS
NOTES
The learning areas will include :
(1) and (2) Two Languages out of :
Hindi, English, Assamese, Bengali, Gujrati, Kannada, Kashmiri, Marathi, Malayalam,Manipuri, Oriya, Punjabi,
Sindhi, Tamil, Telugu, Urdu, Lepcha, Limbu, Bhutia, Sanskrit,Arabic, Persian, French, German, Portuguese,
Russian, Spanish, Nepali, Tibetan and,Mizo, (Please also refer to notes) (i), (ii) and (iii)
(1) Mathematics
(2) Science
(3) Social Science
(4) Work Education or Pre-Vocational Education
(5) Art Education
(6) Physical and Health Education
Students may offer any one of the following as an additional subject :
Language other than the two compulsory languages (offered as subjects of study)
OR
Commerce, Painting, Music, Home Science or Introductory Information Technology.
(i) It is expected that all the students would have studied three languages upto class VIII. Those students who
could not clear the third language in class VIII, and have been promoted to class IX shall be examined by the
schools concerned at the end of class IX in the same syllabus and text books as are prescribed for class VIII.
Those who are still unable to clear the third language at the end of classIX may be given another opportunity
in class X. No student shall be eligible to appear at the Secondary School Examination of the Board at the
end of class X unless he/she has cleared the third language.
(ii) Hindi and English must be two of the three languages to be offered as stated in the note (i) above.Hindi and
English must have been studied at least upto class VIII.
(iii) Hindi and English must be one of the two languages to be studied in class IX and X. Hindi and English can
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also be offered simultaneously. In Hindi and English, two courses have been provided for class IX and X
keeping in view the varying background of the student. A student may either opt Communicative-English
(Subject Code 101) or English Language and Literature (Subject Code 184). Similarly, in Hindi, a student
may either opt for Hindi A or Hindi B.
Assuming an academic week consisting of 45 periods of 40 minutes duration each, the broad distribution of
periods per week will be as follows:
Language I 7
Language II 6
Mathematics 7
Science 9
Social Science 9
Work Education or Pre-Vocational Education 3+3*/6
(Please refer to the note on page 109)
Art Education 2
Physical and Health Education 2
Expected to be spent outside school hours.
Note: while designing the courses it has been presumed that, given margin for vacations, public holidays and
other contingencies, a minimum of 30 weeks of teaching time will be available in each session for actual
instructional transaction. Accordingly the distribution of periods over units and sub-units has been done which is
only suggestive in character. The school, keeping the overall number of periods in each subject/area the same,
may assign more or less number of periods to individual units according to their relative importance, if thought
necessary. The distribution of marks over each unit (unit wise weightage), is however, prescriptive hence shall
remain, unchanged.
In pursuance of the objectives of National Literacy Mission, Govt. of India, Special Adult Literacy
programmehas been taken up by the Board from the academic session 1991-92 beginning with classes IX & XI as
special measure to remove illiteracy through mass involvement of students. This has been termed as SALD. The
SALD has been made an integral part of prescribed curriculum and incorporated in work-education as an
essential component. Framework for SALD is given in Appendix 'A'.
3.3 INSTRUCTIONAL TIME
Subjects Suggested periods for Class X
3.4 SPECIAL ADULT LITERACY DRIVE (SALD)
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3.5 SPECIAL PROVISIONS
3.5.1 Provision for the Patrachar Vidyalaya Candidates
3.5.2 Provision for Candidates with Visual and Hearing Impairment
(a) The Patrachar Vidyalaya candidates are allowed to offer Home Science and Commerce in place of
Mathematics and Science.
(b) The Patrachar Vidyalaya Candidates from outside Delhi are, however, not allowed to offer subjects
involving practical work.
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OUTLINE OF CCE FOR CLASSES IX-X
Types of Assessment Advantages Caution for Suggestions for
tools/techniques teachers implementation
1. Observation •
Information can be
gathered about
children in 'natural'
settings. Some are
about learners in the
course of teaching. •
Others based on
planned and
purposeful observation
of students on
activites/tasks.
Various aspects of • Avoid arriving at • Recording
personality inferences/interpr- details that not
development can be tations or jumping only describe
assessed through to conclusions. the actions but
observations. Important to take reveal how a
down more than child feels
Can be used to assess what is actually seen. about what she/
individuals as well as is doing, details
groups. on he how she/he
• Dependent on the something as
• Assessments can be skill of the observer well as when
made during varying which determines she/he does it,
time periods. 'what' is observed. the quality of
her/his
• Requires sensitivity interrelation-
• Evidence of child's and unobtrusiveness ship with people
performance/know in the way the and materials,
ledge is based on an observation is done. and what he/
'on-the-spot record. Observations to be she says etc.
made over a period • Noting
of time, across comments
• Over time, detailed different activities about the child's
observations of and settings. behaviour in
behaviour as well as parentheses
interests,challenges, based on which
-patterns/trends processes can
emerge which allow be inferred at a
teachers to create a later point of
comprehensive time.
picture/view of the
child.
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Types of Assessment Advantages Caution for Suggestions for
tools/techniques teachers implementation
2. Checklists • •
A systematic way of
recording specific
behaviour/action
helps focus attention
on particular aspects.
Quick and easy to Limited • Add a
implement. Provides information, onle 'comments'
specific information indicating presence column to add
about specific of a skill. Does not value to the
objectives. indicate child's information in
response to different the checklist
situations or provide marking
• Can point towards a specific examples of
trend of how and responses. Does not • Use this tool in
when skills have provide information conjuction with
been acquires by about context. other methods
the child as well as of assessments.
a group of children. • Can at times
become unwieldy
because of the
number of specific
items.
• If developed by
others, may not
be suitable for
the objectives
that you as
teachers have in
mind, or for the
groups, you wish to
use it with.
3.Assignments • Provides students an • Not too much • Going beyond
Theme based tasks to opportunity to search homework or collection of
be completed as class for information, class work should assignments by
work add/or construct their own be given which is following it up
homework. Can be ideas, and articulate currently the with analysis,
open ended or the same ideas normal practice. discussion and
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structured. Some through spoken, Assignments should reflection.
could be based on written and/or be such that they can
contexts outside visual expressions. be managed by • Creativity of
textbooks. students on their own. students is
• Helps assess a wide promoted.
range of objectives
and content of • Should not become • Encouraging
learning. the only method students to go
of assessment. beyond
• Provides students an textbooks.
opportunity to relate
and synthesize within • Group work is to
and outside school be encouraged.
learning. Can become
part of the
portfolio.
4. Portfolio • Provide a cumulative • Selecting work to be • Student
Collection of student's record. In the process, put into the portfolio participation in
work over a period of a picture of how a should have a specific selection
time. It could be day- skill or knowledge area reason. portfolio
to-day work or develops emerges. contents is to
selection of the be encouraged,
learner's best piece of • Enables the student • Not all papers/items as well as
work. to demonstrate to of work are to be criteria for
others, his/her included. This will selection the
learning and progress. become contents.
unmanageable.
• The child becomes • Continuous
an active participant updating of the
in learning and portfolio as the
assessment. child grows.
• Careful
structuring of
Types of Assessment Advantages Caution for Suggestions for
tools/techniques teachers implementation
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portfolio
material
accompanied by a
reflective
account.
• Clear labeling
and numbering
of content for
easy reference
5. Projects • Provide opportunities • The nature and • Project topics
These are undertaken to explore, work difficulty level of should be
over a period of time with one's hands, the projects should decided/
and generally involve observe, collect data, be such that chosen, planned
collection and analysis analyze, organize and students can do it and conducted
of data. Projects are interpret data and by themselves. by students
useful in theme-based draw generalizations. largely with the
learning.. • Materials to be teacher acting
used for the project as a guide.
should be available in
the school,
• Provides an neighborhood or
opportunity to work home setting. • Encouragement
in groups and in real These should not should be given
life situations. put a financial to group
burden on the projects.
• Helps develop a parents. These will enable
positive attitude students to
towards group work, work together,
sharing and learning • Each school could share
from each other. go in for a Resource experiences and
Centre, which would learn from each
have locally available other. Projects
materials. keep giving
Types of Assessment Advantages Caution for Suggestions for
tools/techniques teachers implementation
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6. Rating ScalesThese can be used to record the quality of a students' work and then judge the quality against specified criteria.Holistic rating scales require a single, overall assessment of a piece of work.
• Avoid inferences/interpretations of giving judgements. Concentrate on taking down what is seen.
• The skill of the observer may determine what is observed.
• Be sensitive and unobtrusive in the way the observation is done. This does not necessarily mean being at a distance.
• Make the observations over a period of time, and across different activities and settings.
• Various aspects of development can be assessed.
• Can be used to assess individuals as well as groups.
• Assessments can be made during varying time periods and in different environment settings.
• Evidence of the child's performance/knowledge is based on 'on-the-spot' record.
• Over time, detailed observations of behaviour as well as interests, challenges, patterns/trends emerge which allow teachers to have a comprehensive
• Record details that not only describe the actions but reveal how a child 'feels' about what she/he is doing.
• Also suggest corrective measures.
• Comments can be noted in 'parentheses' based on which processes can be inferred at a later point of time.
students an
opportunity to
explore,
investigate and
work in groups.
Children can be
encouraged for
judicious use of
materials and
keep them back
after use.
Types of Assessment Advantages Caution for Suggestions for
tools/techniques teachers implementation
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Types of Assessmenttools/techniques
7. Anecdotes and Cumulative Records Provides observational narrative records of significant incidents in a child's life.
Advantages
picture/view of the child.
• Provides a wealth of information across different developmental areas.
• Facilitates taking of notes on the child's social, emotional development , choices, interests and relationships etc.
• Identifies strengths and weaknesses and assesses children's progress over time.
Caution forteachers
• A single anecdote does not give conclusive information.
• Only 'problematic' situations may be noticed. It would be better to describe incidents rather than making statements of judgement.
• Selecting amongst the many interesting classroom events and not including all.
• Avoiding general comments.
Suggestions forimplementation
• Preparing and collecting anecdotes over a period of time about sustained interests and critical things that are happening in their life. Helps to understand the child's behaviour/ responses to different classroom situations.
• Collecting a cross section of anecdotes (from different children) indicates groups' thinking and feeling.
• Recording as soon as possible after the event so that rich, accurate and significant details can be included for later interpretations.
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Types of Assessmenttools/techniques
8.PhotographsProvides documentation of a child's experiences, while they are doing tasks/work, they could also be of finished products, project models etc.
9. Audio-VideoRecordingsSpecific situation or over a time span to cover important processes/aspects can be recorded, and analyzed later.
10. Quiz, Games and ActivitiesCould also be taken to assess children from time to time.
Advantages
• Provided accurate recall of events.
• Provides an insight into children's ways of thinking and interacting.
• Facilitates sharing of information with families.
• Provides an insight into the child's emotional, social and psychological aspects of development.
• Both allow language and the way it used to be 'captured' with accuracy.
• Movement and sound add to the understanding of the events taking place.
• Helps to understand student's explanations that indicate different ways of thinking.
Caution forteachers
• The aesthetic quality may not be critical.
• Avoid making the child self-conscious in front of the camera by your comments or suggestions.
• Analysis is time consuming,
• Children may occasionally be 'performing' for the camera.
• Expensive as it requires technical expertise.
Suggestions forimplementation
• The picture composition should include important details of the experience, process of product being photographed.
• Choosing where photographs need to supplement other tools.
• Using photographs to discuss with children about themselves at a later time.
• Careful selections of what to record of subsequently analyze is necessary.
• Giving children time to ger familiar and feet at ease with the equipment is a good idea.
Source : NCERT
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Tools of Evaluation in CCE
3.1 Sample of Anecdotal Records
3.2 Rating Scale
Format of Anecdotal Record Form
Name of the student……………..…Class……..…Section……..………Session…..………
Occasion and Place Factual account of incident/ Teacher's
Situation observed by teacher suggestions/comments
A. Assessment of Attitudes
Attitude
Towards Indicators of Assessment
Teachers • Is always
respectful and
helpful.
• Is respectful
and offers
help most of
the time.
• Generally
respectful and
offers help.
• Usually
respectful and
willingness
only when
asked.
School mates • Is highly
helpful and
cooperative.
• Can assert
politely and
tactfully.
• Is helpful and
cooperative
most of the
times.
• Can assert
politely most
of the times.
• Is helpful and
cooperative
most of the
time.
• Can assert
sometimes but
not politely.
• Generally
helpful and
cooperative.
• Not always
helpful but is
cooperative on
occasions.
• Offers help
whenever
required.
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Indicators of Assessment
School
programs
School/Public
property
• Is very
enthusiastic
and
volunteers to
participate in
all school
activities
• Participates
willingly in
school
programs
most of the
time.
• Sometimes,
participates in
school
programs.
• Participates in
school
programs only
when
required.
• Occasionally
participates.
• Always takes
care and
prevents
others from
destroying it.
• Takes care of
property most
of the times
and prevents
others from
destroying it.
• Generally
takes care of
property and
prevents
others from
destroying it.
• Usually takes
care of
property and
prevents
others from
destroying it.
• Usually takes
care of
property but
does not
prevent others
from
destroying
it.
Environment • Is keen, alert
and
observant,
very much
aware of
surroundings
and
consciously
makes efforts
to keep
environment
clean
• Is keen, alert
and observant
and makes
efforts to keep
surroundings
clean.
• Is quite aware
of
surroundings
but lacks
enthusiasm.
• Lacks
awareness and
needs to be
more keen
and alert.
• Lacks
awareness.
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(Participation on
the basis of
frequency of
performance and
quality of
participation at
zonal, district,
state and
National level),
Team spirit and
Talent (strength,
stamina and
speed)
• Has team
spirit and
always plays
for winning.
• Outstanding
development
of skills and
displays high
performan-
ce.
• Has
excellent
development
of skills and
displays high
performance
most of the
times.
• Has team
spirit and
plays for
winning
most of the
times.
• Put efforts
but
individually
• Has very
good skill
development
but performs
occasion-
ally.
• Shows team harmony on and off.
• Has average skill developm-ent.
• The student is not a team player.
• Has slow skills developme-nts
Literary
Activities
• Highly
relevant and
very rich
content
organization.
• Very fluent
presentation
with appro-
• Content
organization
is rich
• Present-
ation is
mostly fluent
with appro-
priate
gestures.
• Mostly
relevant and
rich content
organized in
appropriate
sequences.
• Rather fluent
and appro-
Generally
relevant and
satisfactory
content
organized
properly.
• Presenta-
• Not quite
relevant
• Shallow
content.
Debates
(Content
organization and
presentation)
B. Sports & games
Indicators of Assessment
Indicators of Assessment
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Recitation
(pronunciation,
gestures and
reproduction of
matter)
priate
gestures,
• Uses correct
pronuncia-
tion.
• Most appro-
priate
pauses,
extremely
faithful
reproduction
of matter.
• Uses correct
pronuncia-
tion.
• Most
appropriate
pauses,
extremely
faithful
reproduction
of matter.
priate
gestures.
• Pronuncia-
tion is
correct and
pauses are
appropriate
partially.
• Matter is
reproduced
faithfully
tion is fluent
and appro-
priate
• Rather
faithful
reproduction
of matter but
lacking in
correct
pronuncia-
tion and
appropriate
pauses.
• Lack of
interest and
pronunciation
is not appro-
priate
Creative
Writing
(Subject matter,
language
presentation)
• Highly
relevant and
rich content.
• Has original-
ity of ideas
and effective
presentation
• Most of the
times
content is
relevant and
originality
of thoughts
is evident.
• Present-
ation is
effective.
• Content is
relevant
though not
very rich.
• Presenta-
tion is
effective
through not
very origi-
nal.
• Sometimes
content is
relevant with
some
originality
but lacks
effective
presentat-
ion.
• Rarely
relevant
content.
• No originality
of ideas.
• Needs
frequent
guidance.
Indicators of Assessment
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Dance
Interest, rhythm,
Skills of Body
Movements and
facial
expressions
• Is always
very keen to
participate
on one's own
in an appre-
ciable
manner.
• Has a good
sense of
rhythm and
keeps pace
• Is keen to
learn and
follow
instructions
most of the
time.
• Has good
sense of
rhythm but
sometimes
falters in
• Needs little
drive from
teachers and
classmates
to learn and
start.
• Sometimes
loses pace
with the
beat.
• Body
• Can dance in
group
• Sometimes
goes off the
beat and
cannot make
it up.
• Needs
constant
guidance
from teach-
• Does not
show much
interest.
• Hesitates in performing.
• Needs constant guidance and presentation from teachers.
Cultural
activities
Music
Interest, rhythm
and melody
• Has a good
sense of
rhythm
melody and
sings songs
and plays
musical
instruments
on one's own
in an
appreciable
manner.
• Has a good
sense of
rhythm and
keeps pace
with the beat.
• Enjoys
singing and
knows
something
about
musical
instruments
• Has a good
sense of
rythm but
goes off key
occasion-
ally.
• Is very keen to learn and know, follows instructions most of the times.
• Needs little
drive to
learn and
start.
• Sometimes
loses pace
with the
beat but can
come back
to tune.
• Sings songs
if asked for
but does not
know how to
play the
instruments.
• Sings songs
in groups but
does not
know about
musical
instruments.
• Lacks sense
of rhythm
Indicators of Assessment
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Dramatics
Interest, Script
writing
Skills of
dramatization,
drawing,
modeling and
other stage crafts,
creativity.
with the
beat.
• Has impres-
sive body
movements
and facial
expressions.
• Highly
creative, can
develop
scripts based
on social and
school
issues.
• Is extremely
enthusiastic
in taking part
in different
forms of
dramatics
and one-act
plays, street
theatre,
ballets and
community
awareness
keeping pace
with breath.
• Has
impressive
body
movements
and facial
expressions.
• Creative and
develops
scripts on
suggested
topics.
• Takes part
enthusiastical
ly in select
drama forms
only.
• Suggests
improvement
in existing
scripts,
costumes
etc.
movements
and facial
expressions
are restricted
due to
hesitation
and lack of
confidence.
• With little
drive can
take part in
select drama
forms
• Can develop
scripts on
guidance
from teach-
ers.
• Sometimes
gives
suggestions
on
improving
dialogues,
costumes,
stage setting
etc.
ers regarding
suitable body
movements
and facial
expressions
to different
situations.
• Occasional
participation
in selected
drama forms
with lot of
persuasion
and guidance
from teach-
ers
• Cannot
develop
scripts on
one's own.
• Dialogue
delivery,
actions and
movements
are
restricted.
Lacks rhythm.
• Lack of
confidence in
participation
dialogue
delivery
action and
movements
are highly
restrictive
and lacks
interest.
Indicators of Assessment
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Artistic
Activities
Drawing/painting
/interest
/creativity/
skill
programmes
etc. in
appreciable
manner
• Helps in
suggesting
improved
costumes
from local
resources.
• Always
shows great
enjoyment
and aptitude
for
drawing/pain
-ting.
• Has original-
ity and
innovativen-
ess in work.
• Shows
feelings and
expressions
in one's
work.
• Shows great
enjoyment
and painting
for
drawing/pai
nting most
of the times.
• Has original
drawing and
innovativene
ss in the
work.
• Shows
feelings and
expressions
in one's
work most
of the times.
• Enjoys
drawing/pai
nting and
shows
imagination
and
creativity
some times.
• Good at
reproducing.
• Shows
feelings and
emotions in
one' work
while
communica-
ting ideas.
• Needs
guidance
from
teachers
rather than
using one's
own
imagination.
• Can
communicate
the ideas in
terms of
effect and
appeal.
• Prefers to
reproduce
what is seen.
• Needs
continued
supervision.
• Lacks
creativity and
looks for
ideas and
instructions
from
teachers.
Indicators of Assessment
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Indicators of Assessment
Making things
from waste
material
Interest
Creativity
Skill
• Is extremely
skillful and
enthusiastic
in making
items of use
out of waste
materials.
• Has a vision
to convert
waste
material into
productive
items on
one's own by
using cost
effective
materials and
techniques in
an
appreciable
manner.
• Is skillful
and
enthusiastic
in making
items of use
out of waste
materials.
• Most of the
times uses
imagination
in his work.
• Is conscious
not to use
expensive
material and
techniques.
• Takes
interest in
making
useful items
of use out of
waste
material
when asked
by teachers.
• Sometimes
uses
imagination
in use of
low-cost
materials/tec
hniques.
• With little
guidance,
can make
reasonably
good items.
• Needs
guidance and
supervision
from
teachers.
• Uses little
imagination
and skill in
one' work.
• Lacks
interest.
• Needs
constant
guidance and
supervision
from teacher.
• Does not use
imagination.
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