geography at the upper primary level at upper... · 2019-11-28 · india – a land of rich...

Research Development and Consultancy Division

Council for the Indian School Certificate Examinations New Delhi

Geography at the Upper Primary

Level

Year 2019 _________________________________________________________________________________

Published by:

Research Development and Consultancy Division (RDCD) Council for the Indian School Certificate Examinations

Pragati House, 3rd Floor47-48, Nehru PlaceNew Delhi-110019

Tel: (011) 26413820E-mail: [email protected]

© Copyright, Council for the Indian School Certificate Examinations

mailto:[email protected]

Unfolding the Curriculum: History, Civics & Geography Curriculum in Practice

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Part I

Part II

History, Civics and Geography at the Upper Primary Level

Section 1: Overview: Why, What and How of this Module

Section 3: HCG Curriculum at the Upper Primary Level

Section 2: HCG Curriculum in Context and Practice

Section 4: Assessment in HCG

Section 5: Recording and Reporting

HISTORY AND CIVICS

(Classes VI-VIII)

GEOGRAPHY

(Classes VI-VIII)

Section 6: Essential tips for Practitioners


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Structure of the Module

Part I: HCG at the Upper Primary Level - An Introduction

1.0 Overview: Why, What and How to use this module

2.0 HCG Curriculum in context and Practice 2.1 Introduction 2.2 EVS, Social Studies, History & Civics and Geography in the Curriculum 2.3 Essential Skills, Processes and Attitudes

3.0 HCG Curriculum at the Upper Primary Level 3.1 Objectives of teaching-learning HCG 3.2 Salient Features of the Curriculum 3.3 Major Components of the Curriculum 3.4 Suggested pedagogical principles in teaching -learning of HCG

4.0 Assessment in HCG

5.0 Recording and Reporting in HCG 5.1 Recording 5.2 Reporting

6. Essential tips for Practitioners.

Part II: Teaching-Learning Strategies for: History and Civics (Classes VI-VIII) Geography (Classes VI-VIII)

Expectations from this Module After reading/using this module the user/teacher will be able to:

• Understand the need and significance of this module. • Understand the nature, status of HCG in the curriculum • Discuss the salient features and key components of History, Civics and Geography

at Upper Primary level (VI-VIII). • Understand pedagogical processes involved in HCG teaching and learning. • Discuss the need for exemplars in the curriculum and use them in practical

situations. • Relate and frame learning based tasks for assessment. • Understand the importance of recording and reporting. • Understand some essential tips for practitioners.

Part I

History, Civics and Geography at the

Upper Primary Level An Introduction


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1.0 Overview: Why, What and How of this module The Curriculum of HCG includes diverse concerns of society and a wide range of content drawn from the discipline of History, Civics and Geography. This particular area of study equips the children with the knowledge and understanding of the past necessary for coping with the present and planning for the future.

1.1 Why this module?

This module aims at providing an understanding on various aspects of the History, Civics and Geography curriculum including its the salient features and pedagogical principles for teaching and learning. It also provides clarity on various components of the HCG curriculum such as learning outcomes, identified concepts in selected themes, transactional processes and learning resources. In order to develop a better understanding of all the components of the teaching learning process, some exemplars have also been provided.

1.2 What does this module include? This module is in two parts.

Part I comprises of six sections which are as follows:

Section I provides an overview to explain the why, what and how of this module.

Section II discusses the HCG Curriculum in context and practice and highlights the essential processes, skills and attitudes.

Section III discusses the HCG Curriculum at the Upper Primary level and includes the objectives of teaching-learning, salient features and major components of the curriculum along with the suggested pedagogical principles.

Section IV deals with assessment in the subject.

Section V focuses on recording and reporting processes.

Section VI provides some essential tips for practitioners for teaching History, Civics and Geography.

Part II is subject specific and includes subject specific exemplars and teaching-learning strategies for:

History and Civics (Classes VI-VIII)

Geography (Classes VI-VIII)


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1.3 How to use this module?

This module will be of interest to all stakeholders including parents and teachers in preparing materials relevant for the upper primary level. Exemplar given in this module should be used in a real classroom training. After using exemplar, peer reflection should be undertaken which would help in further improvement of this module.

2.0 HCG curriculum in context and practice

2.1 Introduction "The key concepts of geography, such as location, place, and region are tied inseparably to major ideas of history such as time, period, and events. Geography and History in tandem enable learners to understand how events and places have affected each other across time..."

-Educational Resources Information Center (ERIC), U.S. Department of Education

There is a close relationship between History and Geography as they represent two fundamental dimensions of the same phenomenon - History views the world from the perspective of time, while geography views the same from the perspective of space. While History studies people from different periods of time, Geography deals with people of different places. Both History and Geography are concerned with the inter-play of human and physical factors.

Throughout the ages, geographical factors have affected the course of History. Therefore, it is useful while studying a topic in History, to understand the Geography of the place and vice-versa. For example, the Himalayas have, for centuries acted as a natural barrier against foreign invasions and influences. Had it been plains, the course of India’s history would have been very different. Similarly, Shivaji’s close understanding of the geography of the land and the climate and pattern of monsoons of the region helped him device ingenious military strategies that helped him win many battles, despite having the disadvantage of small numbers. A study of History, without the relevant geographical background would indeed be incomplete and inaccurate!

Civics is the study of the rights and duties of the citizens of the country. A study of Civics helps children to understand the organization and structure of the government and what it means to be a citizen of the country. It deals with the relationship between the citizen and the state.

Both History and Geography are linked to Civics. Actions of the governments, political parties, political leaders and rulers, all create history. For example, the political events such as the Jallianwala Bagh massacre (1919) and movements such as the Non-cooperation Movement 1920, the Civil Disobedience Movement 1930, and the Quit India Movement 1942, have all had an impact on the course of history of India. Similarly, Geography is a key component in many political decisions and actions. The borders of countries, location of natural resources, access to ports, population density of a place and the demarcation of constituencies are a few of the many geographical factors that affect governments and their policies.

It is, therefore, necessary to develop awareness among teachers to visualise History, Civics and Geography as holistic learning, which alone can help achieve the aims and objectives of teaching


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the subject. Instruction in this subject should promote the values and ideas of humanism, secularism, socialism and democracy. It should impart knowledge, develop skills and inculcate attitudes necessary for producing healthy citizens.

2.2 EVS, Social Studies, History & Civics and Geography in the Curriculum

In the early years of schooling, children’s attempts to understand the world center largely around themselves and their surroundings. Children are curious by nature and are also extremely observant. They bring to school a variety of experiences, based on their interactions with family, friends and community, their exposure to media, their observations of how people behave and react, behaviours that are ‘expected’ or rewarded’, etc.

The Environmental Science (EVS) curriculum in Classes I and II, has been designed accordingly, to provide children an opportunity to systematically examine their experiences and observations and help them make sense of the world that they live in. The curriculum has been designed so that the children move systematically from near to far, concrete to abstract in a logical and phased manner, starting with learning about themselves (About Me) and Others in My World, My Needs, Keeping Oneself Clean, Safe and Healthy and moving on to Places in the Neighbourhood, Plants and Animals, Transport and Communication to The World Around Me (Sun, Moon and Stars).

The Social Studies curriculum for Classes III to V extends the child’s understanding of the world by touching upon themes in a graded manner, building on knowledge of previous classes and adding new knowledge so that there is a continuity and flow of concepts across classes.

In Class III, children are introduced to the theme Understanding Changes which helps them develop an understanding of the concept of time, wherein they are able to relate changes taking place over a period of time in their immediate and larger environment. This provides a base for introduction to History through the Story of the Past and the Almanac in Class IV, to Evolution of Mankind in Class V;

The theme Community – Helping each other develops an understanding of the role each citizen plays in society and provides a base for understanding Responsibilities of a Good Citizen in Class IV and the Basic Features of the Constitution in Class V;

The theme Safety Rules in Class III focuses on helping children understand the need to remain safe at home, in school and on the roads and the importance of following safety signs.

India – A Land of Rich Heritage in Class III, develops an understanding of the rich national, historical and cultural heritage of the country. The theme Our State in Class IV familiarizes children with the geographical features, climate, crops and vegetation of the State they live in, while Unity and Diversity helps them relate the geographical and socio-cultural features of the place in which they live with those of other parts of the country. This enables them to understand and appreciate the similarities and differences in the lives of people living in different parts of the country. In the theme India – A Diverse Country in Class V, children not only learn more


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about their country (climate, natural vegetation) but also view India in relation to the neighboring countries and other countries of the world.

The theme The Earth in Class III, not only helps children develop an understanding of Earth as a unique planet, an important part of the solar system but also introduces them to globes and maps. In Class IV, children learn more about The Earth - Its Movements and Major Landforms along with types of maps and the signs and symbols used while in Class V, in the theme The Earth – Its Geographical Features, this understanding is carried further.

An introduction to The Environment in Class III provides the base for learning more about Pollution and its Impact on the Environment in Class IV and Major Environmental concerns and Our Natural Resources in Class V so that children are able to appreciate the interdependence of people living in different parts of the world.

Introduction of the theme Major Occupations in India introduces children to the two major occupations, i.e. Agriculture and Industries, which are to be studied in greater at the Upper Primary level.

The CISCE curriculum at the Primary level thus aims at expanding the horizons of children so that by the time they reach Class V, they are able to see themselves in the larger context – as a part of a community, a country and as a world citizen.

At the Upper Primary level, children begin to be engaged in more independent learning. They are able to perceive and analyse relationships and reason about things never experienced. They are able to see situations from another perspective and are also able to think abstractly about cause and effect relationships. At this level, children are able to hypothesise, problem solve and engage in critical analysis. This is also the stage when their area of interest expands further, beyond their immediate environment and they are ready to learn about, experience and explore the world beyond.

At this level, the children continue their journey and through further study of people in different places and at different periods of time, they are able to extend their conceptual understanding of society and how the world works. Social Studies, at this level bifurcates into the subject History, Civics and Geography, wherein children learn more about their country and the rest of the world, and Science. The curriculum at this stage also, builds on the knowledge children gained at the primary level.

The curriculum of History, Civics and Geography at the Upper Primary level has been developed with an objective to make children understand the working of the world around them. It includes diverse concerns of the society and a wide range of content drawn from the disciplines of History, Civics and Geography. This particular area of study equips children with the knowledge and understanding of the past necessary for coping with the present and planning for the future. It focuses on helping children develop the ability to make interconnections between processes and events, between developments in the past and the present and also between one curricular area and another.


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Learning opportunities have been provided in the curriculum to help children understand how geographical conditions of a place have affected the socio-political life of the people.

2.3 Essential Skills, Processes and Attitudes

The Skills and Process that study of History, Civics and Geography develops are:

• Critical thinking and Problem solving - Analysing, evaluating or synthesising relevant information to form an argument or reach a conclusion based on evidence. This may involve challenging children to examine alternative positions on controversial topics or public issues, justifying their beliefs about what is true or good.

• Inquiry Skills – Using original texts, researching from data, and relating with experiences in everyday life. Asking why, inferring possible reasons from the events that occurred and analysing the process in the time and context are all possibilities.

• Information Processing Skills: This involves evaluating, interpreting, manipulating or transforming information.

• Communication (interpersonal and written): Listening, speaking, reading and writing with comprehension and clarity and being able to convey information and understanding to the target audience, not just through text or speech but also in multiple media formats.

• Management Skills: Involves planning, organising, directing and coordinating efforts to accomplish a goal.

• Social and Cross-Cultural Skills: Working appropriately and productively with others, leveraging the collective intelligence of groups, bridging cultural differences.

• Information and Technology Skills: involves the ability to gather information using various techniques such as surveys, questionnaires, interviewing, observing, etc.

The development of these processes and skills requires the choice by teachers to move from simple note taking and memorisation of dates and events, facts and locations to relating the ideas that these processes throw up. The use of maps, graphical representation is not to be done in isolation but linked closely with the study of the distribution of events, the spatial movements of population and the pattern of distribution linking History and Geography at each step.


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The attitudes that the study of History, Civics and Geography develop are similar to those of the Sciences:

Curiosity and scepticism

Open mindedness

Ability to accept criticism and change for the better

Objectivity

Critical thinking

Logical thinking

Creativity and cross area correlation

Perseverance

Intellectual honesty and responsibility

Respect and sensitivity towards all and sensitivity towards the living and non-living


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3.0 HCG Curriculum at the Upper Primary Level

3.1 Objectives of teaching-learning of History, Civics & Geography To enable children to:

learn about the past by creating a sense of historical diversity; understand time lines and historical maps; compare the developments of one region in relation to other parts of the world; become aware of national perspectives with that of global ones in the process of

development; creating a strong a sense of human values, namely freedom, trust, mutual respect and

respect of diversity; make connections between political, social and economic issues and recognize the ways in

which politics affects their daily lives. imbibe the values of the Indian Constitution and their significance in everyday life. understand about the earth as the habitat of humans and other forms of life. become familiar with one’s own region and realise the interdependence of various regions

(local to global). understand the normative dimensions like issues of equality, justice and dignity in society

and polity.

3.2 Salient Features of the Curriculum

Salient Features What does it mean?

Some Implications for the teacher

Theme-based and integrated approach to learning

The present curriculum encourages a ‘theme-based’ rather than a ‘topical’ approach in this curricular area. Thus, it does not proceed with a list of topics where focus is on coverage of content.

Instead of moving from one topic/ subject area to another, in a disconnected, compartmentalised manner, the present curriculum encourages an integrated and enquiry-based approach to teaching-learning, so as to enable children to comprehend learning experiences as a unified whole.

Enable children to make sense of life’s experiences by helping them connect and correlate knowledge and experiences across various topics within as well as across subject areas.


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Child-centred approach

The curriculum gives primacy and evolves through to children’s experiences and their active participation. The identified concepts, skills, issues/concerns included in the curriculum are developmentally age-appropriate with the understanding of the child progressing gradually from self to the immediate surrounding and further to the wider environment.

− Provide some flexibility in the classroom to accommodate development along lines of enquiry of the children.

− Provide opportunities as well as the necessary resources to enable children to experiment, explore and discover for themselves.

− Create an environment where children feel free to ask questions.

Range of learning experiences

Recognising different learning styles and individual differences among children, the curriculum suggests a wide range of learning experiences and transactional strategies. Thus, the curriculum aims at ensuring that learning is a joyful experience for all children and that they are able to understand not only what they learn, but also how this learning is relevant in their lives, both for the present and the future.

Use a range of interesting and engaging activities/ tasks that cater to different learning styles -

e.g. various strategies ranging from, discussions, role play, hands-on experiences, case studies, field visits, project work, surveys, model making, poster making, slogan writing, etc. may be used.

Spiral approach to learning

As children progress, they will revisit certain concepts/themes which are repeated consciously as an entry level behaviour to build new learning. However, the depth and complexity of the theme/concept will increase with each revisit. The new knowledge would be put in the context of the pre-existing knowledge which would serve as a base or the foundation for the next level of learning.

− Plan lessons taking into account prior knowledge and experiences of the children. Thus, the new learning should be built on the previous experiences of the child.

− Be familiar with what is being covered in other subjects of the same class so that linkages with other curricular areas may be made.


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Holistic approach to learning

Different domains of learning, i.e., cognitive, affective and psychomotor (head, heart, hand) have been dealt with in an integrated manner rather than addressing them in isolation within/across the themes.

Use a range of pedagogical processes that cover all the three domains of learning (the same have also been suggested in the curriculum).

Scope for Contextualization

The curriculum provides flexibility to schools to adapt and contextualize as per their own requirements and the needs of the children. While the key concepts/areas have been spelt out for this subject in the curriculum, it is expected that the teachers would adapt and use appropriate transactional processes, based on the resources available, the interests and aptitude levels of children, as well as their geographical locations and the socio-economic and cultural contexts.

− Design activities and cite examples that are relevant for children in terms of their life experiences and local contexts.

− Help children in connecting and applying their learning to home and community

− Use learning resources that are locally available.

Social Constructivist approach

This approach lays emphasis on learning by doing (I do, I understand much better). Also, children learn better while interacting/discussing with elders/peers. Thus, this approach provides opportunities for children to construct their knowledge rather than placing them as recipients of information in the transactional process. The knowledge gained by them is thus an outcome of the children’s involvement in the learning process. Engaging/involving children in exploring, observing, discovering the world around them, helps in the process of construction of knowledge.

− Provide opportunities for collaborative and group learning through interaction with peers and elders (group learning)

− Provide opportunities as well as the necessary resources to enable children to experiment, explore and discover for themselves (learning by doing).

− Prompt inquiry by asking thought provoking, open-ended questions (opportunity for soft skills).


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Values and Life Skills

The values and life skills are not to be developed in isolation and are not as ‘add on’ activities, rather, these are to be developed in an integrated and infused manner from this curriculum area. (Age appropriate skills and life skills have been mentioned in the curriculum as a reference point for teachers).

Inculcate values and develop life skills as per the nature of the theme.

e.g. various skills such as questioning and reasoning, communication skills, leadership skills, critical thinking and problem solving, media and ICT skills, map and globe skills may be developed through the pedagogical processes suggested in the curriculum.

3.3 Major Components of the Curriculum

Each theme begins with a brief introduction, followed by learning outcomes. These learning outcomes cover different aspects of the child’s behaviour, i.e. knowledge, comprehension, skills, values/ attitudes. These learning outcomes are age-appropriate in nature. However, other relevant learning outcomes may be added, keeping in view the need, context and understanding of the children.

Transactional Processes

Learning Outcomes

Learning Resources

Key Concepts/Areas


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The curricular components have been dealt with in three columns.

Theme

Key Concepts Suggested Transactional

Processes Suggested Learning

Resources

In column 1, Key Concepts have been mentioned.

For example, the Theme, ‘The River Valley Civilisations, covers key concepts such as Meaning of Civilisation’, reasons for settlement near rivers, Major civilisations of the world: Indus Valley, Mesopotamian, Egyptian, Chinese, and their Main characteristics (Origin, location on map, rivers, society, social life, town planning, occupations, trade, art and architecture, religious beliefs).

In column 2, suggested transactional processes have been mentioned. These transactional processes have been identified keeping in view the following:

Age/ Class

Nature of the theme

Key Concepts

Learning Outcomes

Learning Resources

In the third column, suggested learning resources have been mentioned. The learning resource(s) include any action or material which enhances the learning process. This includes audio-visual material such as documentaries, PowerPoint presentations, videos and films, maps, charts, visit to museums, etc.

In each theme, at the end of the Curriculum presentation, integration of the theme with other subjects has also been highlighted. The implication of this reference is that wherever there are linkages, they should be addressed simultaneously, rather than dealing with them in isolation.

Life Skills/ Values have also been addressed in the curriculum in an infused manner. While transacting the curriculum, life skills and values should be dealt with in context and in an integrated manner.


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3.4 Suggested pedagogical principles in teaching-learning of HCG

While transacting HCG in classroom some pedagogical principles must be taken into account:

• Draw on children’s experiences

Building on children’s own knowledge and experiences and linking the new information to what the children already know, helps them make connections and makes the content more relevant for them.

• Build on previous knowledge

Learners make sense of new information by relating it to the concepts learnt in previous classes, by selecting, sorting, corelating, discarding and integrating with previous knowledge. Hence, teachers need to distinguish new learning from existing learning which can be used as a base.

• Align teaching with the desired Learning Outcomes

Keep in view what the children are expected to know or be able to do when the compete the concept/theme. Activities and resources used need to be aligned with the outcomes, which may include conceptual knowledge, change in attitude or behaviour or development of certain values and skills. For example, if one of the outcomes is to develop critical thinking in children, the language used by the teacher and the kind of questions posed need to be aligned accordingly.

• Make classrooms inclusive

Use language that is inclusive of all learners. Also select resources that reflect a diversity of perspectives and provide a variety of experiences.

• Provide learning opportunities that relate to authentic issues and contexts

Stimulate interest of students by providing real-life experiences that focus on issues that are real and relevant to students’ lives, which give children a first-hand experience of a social/cultural or political situation.

• Promote active participation of children

Successful implementation of classroom transaction is that which involves all children in the classroom activities. Active participation of children is important in constructing knowledge. Lot of opportunities should be provided for hand-on activities, project work, visit to nearby/Historical places, interview, report writing, using ICT for information retrieval, dramatics, nukkad natak, etc.

• Use a variety of activities

The extent to which a student is able to remember the content of a sequence of learning activities depends to a large extent on the combination and variety of activities used. Children enjoy novelty and need to be exposed to a variety of experiences for optimal learning outcomes. Variety in learning experiences helps children recall and also differentiate between different learning activities. Select strategies that involve all aspects of human behaviour, cognitive (head), affective (heart/emotions) and conative (hands/ manipulative).


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• Use a variety of resources

In addition to the text books, use illustrations/pictures/tables/charts/graphs/audio-visual material. Also design activities that involve interaction with peers, family members, etc. This would help children in not only collecting the required information, but also develop their discussion and questioning skills.

• Focus on the Process of Learning

In addition to coverage of content/concepts, emphasis should be laid on the processes of learning. Give opportunities through a variety of ways to explore, observe, draw, categorize, discuss/ speak, ask questions and enlist, etc. to develop various skills /processes. These processes would make the classroom more child-centred and activity based.

• Be realistic and flexible

Transactional processes for selected key concepts need to be planned keeping practical aspects such as age-appropriateness and suitability, availability of time and resources, etc. in mind. One also needs to be flexible in approach. If any strategy does not work, switch to another one.

• Values and Skills

Activities/questions should not be used only for assessing children but also to develop skills and to inculcate values. Interpersonal and life skills such as seeing other’s point of view, accepting responsibility, dealing with conflict and leadership qualities can be developed through organizing various classroom and outdoor activities in an infused manner.

• Assessment for and of learning

Use assessment for learning (formative) for diagnostic purpose to improve children's learning and develop their best potential level. Use assessment of learning (summative) not to compare the progress of children but to track the progress of each child regularly. This assessment should be done periodically by using a variety of modes (not restricted to only the written mode). Suitable tasks should be designed for assessment for and assessment of learning and the same should be integrated in teaching learning process.

Using Current Events

Discussion on current events can not only stimulate the interest of children but also help them connect classroom teaching to real world events. The study of current events should be done in an infused manner.


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4.0 Assessment in HCG The process of assessment involves monitoring children’s progress, which enables parents and teachers to modify instructions to meet children’s needs and improve their performance.

During the teaching-learning process, the teacher assesses and monitors the child’s progress while focussing on different levels of learning. This also enables teachers to assess appropriateness of the activity/activities for the class and/or individual child and to find out what the child has learnt and how. Continuous assessment during teaching-learning provides input/feedback to the teacher to improve her/his teaching strategies or to plan for remedial teaching of the individual and/or the class.

The assessment can be more objective and useful if it provides for:

• feedback to each learner about his/her progress;

• feedback to the teacher about the strength/weaknesses in his/her method(s)/teaching strategies;

• information to individuals so as to prepare them for furtherance of their subject education and employment opportunities.

• children to develop interest in the subject.

• feedback about accomplishment of stated objectives of the curriculum and specific objectives of the given unit/theme.

To address the demands of a broader objectives of the curriculum, the teacher needs to employ a variety of tools, techniques and strategies. These tools include observations, analytical reviews of children’s computational and problem-solving tasks, portfolios, anecdotal records, checklists, rating scales, children’s self-assessment and traditional and non-traditional paper-pencil procedures.

The major focus of assessment lies on three essential parts; assessment for learning, assessment as learning and assessment of learning. Generally, the first two are termed as formative assessment and the last one as summative assessment. It is important to note that the formative assessment does not mean frequent testing. The above-mentioned tools help in assessing a child’s strengths and weaknesses. The gaps in learning found by teachers through continuous assessment need to be addressed through enriching and interesting classroom strategies.

After completion of each unit/theme, teacher may assess the children, keeping in view the learning outcomes related to that unit/theme. In due course (quarter, month, etc.), such information can provide a comprehensive picture of the child’s

Assessment, Evaluation and Grading

Assessment emphasizes finding out what children know and can do and recording that in a useable form.

Evaluation establishes criteria for judging different levels of proficiency or performance, whether the performance is excellent, acceptable, or needs improvement.

Grading involves reporting the results of evaluation in some conventional manner, like A, B, C, …. or percentage.

The Assessment process:

Planning the assessment, Gathering data and

information, Interpreting and

understanding the data and Making decisions based on

the data.


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learning. The progress made by the children can be communicated to their parents along with the records. Based on this information, the teacher can draw inferences about performance of the individual child and the group as a whole and can modify his/her teaching strategies accordingly.

5.0 Recording and Reporting in HCG Recording and Reporting are essential components of the assessment process. Generally, school based formats are used to record and report the progress of a child. However, these may not reflect the actual teaching-learning process for providing inputs for improving child’s learning.

5.1 Recording Record keeping enables teachers to plan, organize and create the best learning environment for each child. Record keeping is also a useful tool for keeping a track of contributions made by different children in the classroom, for assessing children, for providing feedback to children and their parents about their progress over a period of time. It also helps teachers and children in setting future targets.

Recording should bring out a comprehensive picture of children’s development. Thus, the record of a child’s progress should be maintained in a qualitative manner and not in quantitative terms only (marks). Recording may be done through Anecdotal records (written descriptions of a child’s progress that a teacher keeps on a day-to-day basis), which provide specific observations of the child’s behaviour, skills, attitudes and provide information on the child’s learning along with the direction for further improvement. A Portfolio (a collection of a child’s work on various aspects and in a variety of formats over a period of time) may also be maintained by the teacher to track growth and progress of the child over the entire school year). This portfolio should be referred to while reporting the child’s progress on a quarterly/ half yearly basis. Other ways of recording include Classroom Observations, Teacher’s Diary, Check lists, Rating scales, etc.

Information from classroom record keeping may be shared with parents throughout the year so that they too can see specific examples of their child’s progress. Teachers/schools may create their own systems for recordkeeping to suit the environment in which they teach.

Remember Recording should be simple

and easy to understand by all users;

It should relate to the Learning Outcomes;

Language used should especially be sensitive to those whose attainment is currently below the age-related expectation.


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5.2 Reporting The progress made by the child over a period of time needs to be reported to the parents in a way that is easily understood by them. Providing information on the strengths and challenges faced by the learners can help teachers and parents focus on ways to support learning at school and at home.

Very often, the child’s progress is reported in the form of ‘grades’ such as ‘A’, ‘B’, ’C’ without giving any remarks/descriptions/feedback which neither communicates to children about their strengths or areas of interest nor communicates to parents/elders about the progress of the child.

In order for it to be useful, reporting needs to be:

Clear, informative and easy to understand;

Describe what the child can do (strengths) and the areas that require further development or improvement;

Constructive and positive in nature; Help set realistic targets;

Clearly explain the relationship between the child’s attainment and any comparative data provided;

ways the teacher is supporting the student’s learning needs (and, where appropriate, ways the student or the parents might support the learning

Sent to parents at times which allow for appropriate action or discussion to take place.

Report Cards are not the only ways to communicate student progress. Other means include: Informal reports which are an

important link between the school and home and can be in the form of weekly and monthly progress reports;

Telephone calls, notes, parent-teacher conferences, etc.

Homework can also be used to communicate critical information to parents.


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6.0 Essential tips for practitioners The teaching of History, Civics and Geography must adapt methods that promote creativity, aesthetics and critical perspective and enable children to draw relationship between past and present, to understand changes taking place in society. Teaching should utilize a variety of resources such as audio-visual materials, photographs, charts, globe, replicas of archaeological and material cultures, visits, interviews, role play, etc.

The national perspective in HCG needs to be balanced with reference to the local context. At the same time, Indian History should not be taught in isolation and there should be reference to developments in other parts of the world.

History should be taught with an intent of enabling children to better understand how their own world and their own identities came into being, shaped by a rich and varied past. History should help them discover processes of change and continuity in their world, and to compare the ways in which power and control were and are exercised.

The curriculum of Civics treats civil society as a sphere that produces sensitive, interrogative, deliberative and transformative citizens. Hence, such learning opportunities need to be provided so as to make children understand the normative dimensions like issues of equality, justice and dignity in society and polity.

The curricular areas of Geography should be taught keeping in mind the need to inculcate in the child a critical appreciation for conservation and concern for environmental along with developmental issues.

The curricular areas of History, Civics and Geography should not be taught in isolation. Rather intra-curricular and inter thematic approach may to be followed.

Gender concerns need to be addressed in terms of making the perspectives of women integral to the discussion of any historical event and contemporary concern.

The concept of human rights has a universal frame of reference. It is imperative that children are introduced to universal values.

Efforts should be made to relate the content as much as possible to the children’s everyday lives.

Concepts should be clarified through lived experiences of individuals and communities. The approach of teaching needs to be open-ended. Discussing different dimensions of social realities work towards creating increasing self-awareness amongst children.

Part II

Geography at the Upper Primary Level

Unfolding the Curriculum: Geography Curriculum in Practice

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1.1 Core concepts of Geography Curriculum for Classes VI-VIII

Representation of Geographical

Features

Landforms

Water Bodies

Agriculture

Minerals

Study of Continents: North America

and South America

Class VI


Features

Atmosphere

Weather and Climate

Weathering and Soil Formation

Industries

Energy and Power

Resources

Study of Continents: Europe, Africa,

Australia, Antarctica

Class VII


Features

Population Dynamics

Migration

Urbanisation

Natural and Man-made disasters

Asia: The Largest

Continent

India: Geographical Features

India - Human Resources

Class VIII

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1.2 Objectives of teaching Geography The geography course at this stage enables learners to:

• Understand the different elements of the physical environments which affect ways of living of the human beings.

• Realize that humans try to make best use of their environment. • Understand the variety of ways of living in different parts of the world. • Understand spatial distribution of natural and human resources in the world. • Explain interdependence of different regions and countries. • Appreciate the value of cooperative efforts at the local, national and the global scale for

developmental activities. • Locate countries, important waterbodies, distribution of natural resources, etc. on the world

map. • Interpret different types of maps, globe, atlas, photographs, diagrams, etc.

2.0 Teaching and Learning Strategies

Problem Based Learning (PBL)

Problem based learning or PBL is a strategy that uses real world problems to develop understanding of concepts. The emphasis is on children learning through hands-on activities rather than simply memorising facts.

PBL fosters development of skills of critical thinking, questioning, analysis, hypothesizing, evaluating, etc. It also promotes creativity and imagination. This method provides ample scope for integrating various curricular areas. The goal is to activate prior knowledge of children and to help them to start a learning process by reconstructing their knowledge and making new sense of it.

Problem solving can be used to encourage children to locate a contemporary societal concern and see how solutions were arrived at. Multiple resources, both primary as well as secondary can be consulted to draw inferences.

Some suggested themes that can be discussed are:

Conservation of water bodies

Disaster preparedness

Migration and its impact on socio-economic structure of any region

Climate change- causes and consequences

Problem solving can be given as a project, role play or assignment, in pairs:

You may follow the following steps:

Identify the problem/ issue; Discuss the problem/ issue

with children; Allow children to discuss

among themselves and explore ways of addressing the same;

Encourage children to express the most probable solutions.


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The problem need not have a closed solution that is either right or wrong. It should allow for discussion so that different perspectives may be shared amongst children.

The problem under discussion should encourage a process among children of assessing and discussing the related issues.

Children must be encouraged to explore the causes, effects, impact and strategies of solutions evolved at different times.

Enquiry Method

Enquiry method involves children in problem solving, critical thinking, decision making, extrapolating and predicting, formulating hypotheses and reaching conclusions, and communicating in a variety of formats and presenting original ideas and solutions.

Instead of simply presenting established facts, enquiry-based approach starts with a question or a stimulus. The question should be such that it catches the curiosity and imagination of students, while

also providing scope for development of students’ learning. The stimuli used may include photographs, a film, a video clipping, newspaper article, a story etc. The question or the stimulus should be able create in the children the need to know more about the issue concerned. Information/ data related to the topic/ concerned issue may then be gathered through library research/ internet search/field work. The data collected is then analysed by children to develop an understanding of the issue concerned. During the process of analysis children build on existing knowledge as they try to make connections between the pieces of information they have, which helps in new knowledge construction. Thus, they arrive at a conclusion to the question and the plan of action.

Collaborative Learning

Collaborative learning is a kind of peer learning in which children work in pairs or in small groups to discuss concepts, or to solve problems. By sharing their knowledge, ideas and experiences, by clarifying doubts and misconceptions, children learn from each other. This method also instils in children accountability, skills of time management, appreciation for each other’s strengths and a spirit of team work. Collaborative learning can be used for multifarious themes and a rich teaching and learning repository may be prepared such as, videos, audios, audio-visuals, etc.

Some kinds of questions for geographical enquiry

Studying causes and consequences

Comparing and contrasting

Studying different view points

How has this landscape changed?

Why does river Ganga flow from west to east?

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Co-operative Learning

Cooperative learning is a specific kind of collaborative learning. In cooperative learning, children work together in small groups on a structured activity. They are individually accountable for their work, and the work of the group as a whole is also assessed. This method encourages group dynamics in the classroom.

You may encourage such methodology of teaching and learning by encouraging mixed groups, taking into account ability, gender, interest, origins and so on. This strategy promotes peer learning and sharing, builds team spirit, fosters sharing of responsibilities besides developing appreciation and value for each other’s contribution, accepting individual strengths, coping with differences and diversity of views, etc.

Using Maps and Atlases

Maps are one of the geographer’s most important tools, providing useful ways of storing and communicating information about people and places. If geography involves the study of relationship between people and places, then maps help geographers to present, describe and explain spatial information, patterns and processes that they observe in the world around them.

Teacher may use maps for the following purposes in the classroom: Locating places on the map, atlas, wall map; Displaying routes (street/railway/ airways) to get from point

A to point B; Sorting and isolating information from a wide range of items; Identifying pattern and relationship of selected information,

for example, distribution map of agriculture, natural resources, population distribution, relief map, etc.

Problem-solving, interpreting information, e.g. where to locate a factory?

Models

Models can be used very effectively in helping students learn and understand a range of ideas and concepts in Geography. Students can be very creative in building models such as those of river streams, volcano, landforms, hydrological cycle, etc. Even when the time is insufficient for each and every student to build his/her own model, the teacher can develop an example of model and leave some portions of that model unfinished, asking students to complete it. Such activities promote team work and collaborative learning.


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Field work

Fieldwork provides children first-hand experiences of actual situations/ phenomena, enabling them to observe, understand and think about their world from qualitative and quantitative perspective.

Children should be given opportunities to undertake studies that focus on geographical questions that involve fieldwork. It is important for fieldwork activities be well planned in order to maximise the wide-ranging educational benefits from such activities.

Teacher should identify what the children need to do to prepare for the field work activity. Interesting field work investigations can be carried out within the school site or its local area, for example, land use in the local area. Although fieldwork provides learners with experiences that are intrinsically valuable, teacher should plan a follow-up session that uses the findings and experiences to consolidate and extend learning. This involves more than just writing up and presenting data collected.

Newspaper Resources

Geography is a dynamic subject, the study of which is very relevant to the young people of today. Using Newspaper as a resource in the classroom, amply brings home this fact for children.

Newspapers provide opportunities to bring latest information about various issues and concerns related to Geography, into the classroom.

They are useful in developing case studies about places and people as well as global trends and issues that are of current relevance and concern.

Newspapers also provide information about the opinion and views of different people or interest groups involved in or affected by a geographical issue.

Newspaper articles on environmental issues and natural hazards, etc. which appear regularly in the newspapers, may be utilised for classroom teaching.

Field work: Enhances knowledge through

observing, mapping, measuring and recording real world phenomena

Helps in bringing students in contact with the real world

Develops geographical skills and processes

Gives opportunity to use a range of geographical tools

Provides a better understanding of different perspectives related to geographical issues and concerns

Encourages participation in community action

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Visuals (photographs, satellite images, etc.)

Visuals are important resources that help geography teachers bring some real-life situations into their classrooms. They also make an important contribution to the development of children’s vocabulary through pictures and word association.

Skills of photographic interpretation must be developed gradually, and it is important to focus on some basic skills before challenging learners to make detailed analysis. For example, children should be encouraged to look carefully at and assimilate the content of a photograph before attempting any interpretation. They should also be given the opportunity to relate what they see to their own experiences.

When studying photographs of physical landforms, students should be encouraged to adopt a structured approach, examining different parts of

the photograph and identifying the significant components of the landscape shown. Patterns of land use, relief, drainage and vegetation can be interpreted. Evidence of people-environment interactions and interrelationships should also be identified, e.g.:

What influence do natural elements of the landscape have on people’s use of the area?

How have people changed the natural environment of the area shown in the visuals?

Role Play

Role play is an experiential learning activity which require children to take on the role of another person, in a particular time and place and take part in simulated activity (meeting or enquiry of some kind) where negotiations need to take place, some problems need to be solved and decisions need to be made.

The quality of the role play simulation can vary considerably depending on the aptitude and ability of the children, the quality of their preparation and communication skills, and the skill of the teacher in managing the activity.

A variety of themes may be selected for role play, such as, brain-drain, displacement of people due to natural hazards or due to development of multipurpose dam.

Role Play must be followed up with a debriefing exercise for children to define what they have learnt. This can be in the form of a class discussion, or a short-written assignment.

Conducting a Role Play Define the Objective – topics to

be covered, time available, conflict elements to be included, expected outcomes, etc.

Identify context and define roles Explain and discuss the exercise

– the objectives, background information, individual characters, etc and the expectations

Follow-up discussion/ assignment


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3.0 Geography Skills and Processes A range of skills and processes are used in Geography to develop an understanding of concepts. Some of these are given below:

Enquiring and seeking out information

Observing the world around them

Recording reading from instrument, data from surveys

Classifying and sorting out the information collected

Collaborating with others, working towards a common goal

Interpreting maps, charts, diagrams, graphs, models, films, videos, etc

Constructing charts, tables, graphs, drawings, etc. to represent geographical data

Communicating geographical information in different ways, through visuals, models, power point presentation, poem, essay

Appreciating different perspectives on a geographical issue

Taking a stand and justifying the same, giving logical arguments

Empathising with a particular group or community

Contributing and participating in the community

Using a range of techniques such as measurement, questionnaires, interview, observation, etc to gather information

Creating simple proformas, questionnaires to collect data

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4.0 Integrating Geography and History

Geography and History are inter-related, and it is difficult to teach one without the other. A geographical

context helps provide deeper insights into a period in History. For example, it helps us understand why

certain civilizations emerged in certain places or why they disappeared, why certain economies

flourished, how societies and cultures emerged, why some places were invaded throughout history while

others remained relatively isolated.

Some aspects of Geography that may be highlighted while teaching History:

Location: Every country and civilization has an absolute and a relative location. The absolute

location has a significant impact on the history of the place. With advancements in technology,

means of transportation, etc., the relative location, however, undergoes a change with time.

Place: Events in History that have occurred in a particular place, are influence by the physical

and human characteristics of the place. Physical characteristics include, the climate, landforms,

water bodies, natural resources, etc. while human characteristics include population distribution,

density, religion, customs and traditions, etc.

Human-Environment interaction: Human beings are influence by the environment in which

they live. They also influence their environment in a big way by cutting down forests, cultivating

crops, building roads, cities, dams, etc. These modifications have a significant impact not only on

the lifestyle of the people, but also on the population density, the economy and society, amongst

others.

Human Movement: Movement of people, goods, technology and ideas over the ages, has helped

shape History. This movement has been influences by physical features such as mountains, seas,

deserts, etc.

Regions: Regions are areas with similar characteristic, based on landforms, climate, soils, crops,

types of agriculture, vegetation cultures, economic characteristics, political boundaries, etc. that

have formed and changed throughout history. An understanding of Regions can help in

highlighting similarities and differences between two areas of the world or between groups of

people along with how the geographical features helped shape life of people over time.


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5.0 Exemplars in History and Civics

5.1 Need for Exemplars

The underlying idea for exemplars is to:

enable practitioners to translate the curriculum into practice in the classroom;

help teachers understand the different components of the teaching-learning processes in a sequential manner;

understand how to translate learning outcomes of the selected concepts in the classroom context.

5.2 Planning for the Teaching-Learning Process Select a theme/lesson;

Note down key concepts of the theme;

Plan an activity to access pre-knowledge of the students;

Select learning outcomes from the curriculum and write specific learning outcomes of identified concepts;

Select activities and pedagogical processes to develop concepts/skills;

Select learning resources material;

Plan for assessment for, as and of learning;

Select materials like diary, register, portfolio etc. for recording and reporting.

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5.3 Exemplar 1 Class VI

Theme: Water Bodies Key Concepts: Distribution of Oceans, Seas, Lakes and Rivers on the Earth

Life Skills: Communication, Problem solving, Creative thinking, Cooperation and Collaboration.

Integration: History, Geography, Civics, Art, Language and Literature

Learning Outcomes: Children will be able to:

locate oceans, seas, rivers, lakes on the world map; describe importance of different types of water bodies for the development of any area; explain the relationship between availability of water and settlements of people since the ancient

times; discuss causes of water scarcity pollution and remedial measures at the local level.

Learning Points Pedagogical Processes

Strategies Classroom Interaction

Distribution of water bodies on the earth

Characteristics of different water bodies

Importance of different types of water bodies for the development of any area

Relationship between availability of water and emerging River Valley civilizations

Sea voyages during historical periods

Problems related to water pollution/scarcity

Brainstorming and classroom discussion Activities with a Wall map, Globe and an Atlas

While introducing the topic in the class, a brainstorming session followed by a discussion may be done with the children on the availability of water in their surroundings. This can be related to availability of water in other parts of the world. This process would help you to relate local and global issues.

After having a discussion, you may show a wall map or globe to students and ask a few questions related to spatial distribution of water on the earth/globe. The questions may be as follows:

• What does the blue colour on the globe or the world map depict?

• Which colour dominates the globe/the world map?

• Which hemisphere (Northern or Southern) of the world map is mostly covered by water?

Since children have been introduced to the concepts of Continents and Oceans in Class IV, this activity will help them to recapitulate.


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Learning Points

Pedagogical Processes Strategies Classroom Interaction

Tell children that water bodies such as oceans, seas, lakes, rivers, etc. are a part of the hydrosphere, which also includes ice sheets in the polar ice caps and high mountains, underground water and water vapour in the air.

Ask the children to write down the names of the major oceans of the world on a separate sheet of paper or a card. Ask them to arrange these cards, according to the size of the oceans from the largest to the smallest and display them in the classroom.

After this activity, tell the children about the features of all the major oceans.

Group Work Thereafter, divide the children into groups and ask them to identify seas, lakes, gulfs, bays, rivers of different continents from the Atlas.

Pacific Ocean

Atlantic Ocean

Arctic Ocean

Indian Ocean

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Learning Points


Responses of students may be noted down on the blackboard. Names of these water bodies may be written on the blackboard according to the continents. After getting responses from the children, tell them about seas and their characteristics with examples. Tell them that minor water bodies include bays, gulfs and straits. Inland water bodies include lakes, lagoons and rivers. They can be asked to find out examples for each of the categories, first in the local or country context and then globally.

ASSESSMENT FOR LEARNING

The following worksheet may then be given to the children:

Match the following: Lake Characteristic

1. Baikal a. Highest navigable body of water 2. Titicaca b. Salt water lagoon 3. Victoria c. Second largest fresh water lake 4. Chilika d. Deepest fresh water lake

Chart making activity

Ask children to create a chart on any water body. Ask them to:

• Give it a suitable title • Cite examples with pictures • Give explanation with three facts about the

water body.

Asia- Caspian sea. Lake Baikal, Indus Africa- Nile, Congo Europe- Danube, Black Sea Australia- Murray and Darling ...……………… …………………..


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Learning Points


Let the children display the charts in the classroom. This will help better retention of them in information and facts.

ASSESMENT FOR LEARNING

Organise a quiz to locate water bodies on the world map.

OR Distribute a physical map of the world to children and ask them to locate important water bodies.

Initiate a class discussion on the importance of water bodies for the socio-economic development of any area. Children may come up with a variety of responses. Note them down on the blackboard. The points can be consolidated, pointing out to children that oceans, rivers and lakes serve as a means of trade and transport. These water bodies are good sources of food and water for people around the world. The waters of lakes and rivers is used for drinking, irrigation, navigation and for generating hydroelectricity. Water bodies are the backbone for socio- economic development of the region.

Presentations

Divide children into groups. Assign each group a type of water body - Oceans, Seas, Lakes, Rivers. Ask them to find out the characteristics (location, size, quality of water fresh/saline, shape, etc.) of the assigned water bodies and list them in a tabular form, as given below:

Used for household purposes Important for Agriculture/

Irrigation Means of Transport Important for Industry Fisheries, etc.

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Learning Points


Location (Lat/Long)

Continent Country Quality of water

Shape of water

body

You may pose the following questions to the children:

• How do these water bodies influence the socio-economic development of the area?

• What are the common and specific uses of water bodies?

Thereafter, you may ask each group to make a presentation. Encourage all the children to participate.

Narratives To generate an interest and curiosity among children in the subject, tell them stories of famous explorers like Columbus, Vasco De Gama, etc. and important sea voyages during historical periods in search of new lands. Children must also be made aware of the Indus Valley civilization and civilisation of Mesopotamia which are known as River Valley Civilisations. While narrating the stories show the geographical locations/ sea voyages on the world map.

ASSESMENT FOR LEARNING

Ask the children to write in 150 words why ancient civilisations as well as modern cities of the world like New York, London, Mumbai, Kolkata, Chennai, Delhi, etc. are situated near water bodies. Ask them to locate these cities on the world map. This will help you to gauge the level of understanding of children regarding importance of water for the development of socio-economic status of the society.

Use of Newspaper cuttings / Collage and Group activity

You may introduce the concept of water scarcity and water pollution by distributing newspaper cuttings among children showing long queues of people fetching water in urban areas and women and children carrying water in rural areas. Visuals should be from different parts of the world.


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Learning Points


Ask each group to discuss the following points and make a presentation: • Meaning of water scarcity (both qualitative and

quantitative). • Areas of water scarcity in the world. • Reasons for water scarcity in different parts of the

world. • Causes of water pollution. • Measures to control water pollution.

With the help of the above discussions you will be able to gauge the level of understanding of the children. You can provide them with other examples from around the world.

Role Play The children can be asked to role play ‘A day without water’. It can be done as a group activity.

Poster/Charts Children may be asked to prepare a poster/ chart (with illustrations) on the following issues: • Water scarcity in terms of quality and quantity. • Causes of water pollution in your area. • Suggestive measures to control water pollution. • Women or children carrying water. • Rain water harvesting.

Value education

• Sensitisation towards water pollution caused by human activities.

• Children should be sensitised to discuss issues related to water scarcity with CWSN. Pictures and news clippings should be interpreted for students with visual impairments.

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Assessment OF Learning

1. Tick () the correct option.

A. Which one of the following is the largest sea? a) Caribbean Sea b) Caspian Sea c) Black Sea d) Arabian Sea

B. What are small water bodies surrounded by land on all the sides called? a) Bay b) Lagoon c) Lake d) River

C. Which one of the following is known as the ‘Yellow River’?

a) Hwang He b) Danube c) Rhine d) Mississippi

D. Which of the following is the deepest place on the earth’s surface?

a) Mariana Trench b) Bermuda Triangle c) Bering Strait d) Lake Baikal

2. Explain in detail the reasons for the pollution of water bodies. 3. Write in 200 words the contribution of lakes towards the socio- economic

development of a region. 4. On an outline map of the world, mark the following:

Any two oceans Any two seas

5. Make a chart on the major seas of the world highlighting their location,

features and importance.

geography at the upper primary level at upper... · 2019-11-28 · india – a land of rich...

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