rte - 2009

RTE RELATED INTIATIVES BY SCERT AS ACADEMIC RTE RELATED INTIATIVES BY SCERT AS ACADEMIC AUTHORITYAUTHORITY

Development of State Curriculum Frame Work – 2011 and along Development of State Curriculum Frame Work – 2011 and along with 18 position papers in various curricular areas and social with 18 position papers in various curricular areas and social concerns. The syllabus from class I to X have been revised and concerns. The syllabus from class I to X have been revised and developed academic standards for all subjects across grades. developed academic standards for all subjects across grades. Accordingly the textbooks are being revised in a phased manner Accordingly the textbooks are being revised in a phased manner for children learning through activities, discovery, and exploration for children learning through activities, discovery, and exploration in a child friendly and child centered manner.in a child friendly and child centered manner.

Development of Specially designed age appropriate learning Development of Specially designed age appropriate learning material (Bridge course material) for the dropout / never enrolled, material (Bridge course material) for the dropout / never enrolled, children enrolled in the age specific grades. The special training children enrolled in the age specific grades. The special training material developed is for classes I-VII for all subjects along with material developed is for classes I-VII for all subjects along with teacher handbook for the volunteers / teachers of special training teacher handbook for the volunteers / teachers of special training centres. The CDs of the material have been furnished to SPD for centres. The CDs of the material have been furnished to SPD for taking up of printing and providing to the special training centres. taking up of printing and providing to the special training centres. The SCERT designed training programme to the district teams for The SCERT designed training programme to the district teams for orientation of the volunteers of special training centres and orientation of the volunteers of special training centres and oriented them. oriented them.

Developed in-service training design with appropriate Developed in-service training design with appropriate teacher handbooks on New Textbooks, Continuous teacher handbooks on New Textbooks, Continuous Comprehensive Evaluation and oriented the District Key Comprehensive Evaluation and oriented the District Key Resource Persons. Detailed guidelines have been issued for Resource Persons. Detailed guidelines have been issued for the conduct of teacher trainings at district and mandal level the conduct of teacher trainings at district and mandal level through SSA.through SSA.

Developing Frame work and guidelines on the Developing Frame work and guidelines on the implementation of Continuous and Comprehensive implementation of Continuous and Comprehensive Evaluation, pupil cumulative record for every child which Evaluation, pupil cumulative record for every child which will be basis for the awarding completion certificate, will be basis for the awarding completion certificate, Development of Grade specific, subject specific, expected Development of Grade specific, subject specific, expected attainment targets in terms of competencies. This includes attainment targets in terms of competencies. This includes curricular subjects and co-curricular activities like Music, curricular subjects and co-curricular activities like Music, Dance, Painting, Art, Child Literature, Sports and Games, Dance, Painting, Art, Child Literature, Sports and Games, Work Experience, Computer Education in accordance with Work Experience, Computer Education in accordance with section 30 of the Act.section 30 of the Act.

Developing curricular material for Developing curricular material for children learning through activities, children learning through activities, discovery, and exploration in a child discovery, and exploration in a child friendly and child centered manner.friendly and child centered manner.

Developing guidelines and material on Developing guidelines and material on ban of corporal punishment and ban of corporal punishment and implementation of positive discipline.implementation of positive discipline.

Preparation of School Development Preparation of School Development Plan and guidelines for its Plan and guidelines for its implementation. implementation.

Teacher attainment levels – standards for Teacher attainment levels – standards for professional practice and teacher preparation professional practice and teacher preparation (Academic Standards) are being developed.(Academic Standards) are being developed.

Development of guidelines and source books Development of guidelines and source books for teachers on appropriate pedagogical for teachers on appropriate pedagogical procedures to promote learning through procedures to promote learning through activities, discovery and exploration in a child activities, discovery and exploration in a child friendly and child centered manner and friendly and child centered manner and development of physical and mental abilities development of physical and mental abilities to the fullest extent among all children.to the fullest extent among all children.

Examination reforms is an important component of Examination reforms is an important component of curriculum and the evaluation is powerful means of curriculum and the evaluation is powerful means of improving the quality of Education. All the improving the quality of Education. All the educational committees recommended for reducing educational committees recommended for reducing emphasis on external examinations and encouraging emphasis on external examinations and encouraging internal assessment through CCE. The scope of internal assessment through CCE. The scope of evaluation in schools extents all the areas of learners evaluation in schools extents all the areas of learners personality development. It includes both scholastic personality development. It includes both scholastic and co-scholastic areas and should be comprehensive and co-scholastic areas and should be comprehensive in nature. This is in line with the goals of education. in nature. This is in line with the goals of education.

1. 1. Implementation of Continuous Implementation of Continuous and Comprehensive Evaluationand Comprehensive Evaluation

CCE is a school based evaluation covering all CCE is a school based evaluation covering all the aspects of learners growth and the aspects of learners growth and development. The main aim is to find out how development. The main aim is to find out how far the curricular objectives were achieved. far the curricular objectives were achieved.

CCE and Examination Reforms CCE and Examination Reforms

Following are the proposed reforms as a part Following are the proposed reforms as a part of implementation of CCE. of implementation of CCE.

Making examinations more flexible an Making examinations more flexible an integrated into classroom teaching through integrated into classroom teaching through formative assessment.formative assessment.

Ensuring that learning is shifted away from rote Ensuring that learning is shifted away from rote methods and memory oriented and focus on self methods and memory oriented and focus on self expression.expression.

Grading in place of marks.Grading in place of marks.

Assessment of subject specific academic Assessment of subject specific academic standards / competencies rather than standards / competencies rather than information.information.

Assessment is school based through teacher Assessment is school based through teacher made test papers.made test papers.

Questions which are analytical and open ended Questions which are analytical and open ended which discriminate children of various abilities.which discriminate children of various abilities.

Teacher maintaining child wise, subject wise Teacher maintaining child wise, subject wise performance register.performance register.

The assessment tools are not only pen paper but The assessment tools are not only pen paper but also oral, projects, observations, portfolios, class also oral, projects, observations, portfolios, class work, activity reports etc., work, activity reports etc.,

Evaluation made comprehensive including co-Evaluation made comprehensive including co-curricular areas such as Art Education, Games curricular areas such as Art Education, Games And Sports, Work Experience, Value Education And Sports, Work Experience, Value Education etc.,etc.,

Evaluation made continuous and now become Evaluation made continuous and now become part of teaching through formative assessment.part of teaching through formative assessment.

Progress report compresses with descriptive Progress report compresses with descriptive statement on children performance covering all statement on children performance covering all curricular areas.curricular areas.

Periodic sharing of children progress with Periodic sharing of children progress with SMCs and parents.SMCs and parents.

Assessment starts with a base line assessment at Assessment starts with a base line assessment at the beginning of academic year for all subjects the beginning of academic year for all subjects and classes based on which the teacher set and classes based on which the teacher set targets and plan for teaching.targets and plan for teaching.

What is CCE?What is CCE?

CCE refers to a system of school based CCE refers to a system of school based assessment that covers all aspects of students assessment that covers all aspects of students development. development.

It emphasizes two fold objectivesIt emphasizes two fold objectives Continuity in evaluation and assessment of Continuity in evaluation and assessment of

broad based learningbroad based learning Behavioral outcomes Behavioral outcomes

CCE comprises three areas CCE comprises three areas

a) continuous b) comprehensive c) evaluation a) continuous b) comprehensive c) evaluation Continuous - Assessment is regular and periodical. Continuous - Assessment is regular and periodical.

Evaluation of students growth and development is Evaluation of students growth and development is continuous process rather than an event, built into the continuous process rather than an event, built into the total teaching learning process and spread over the total teaching learning process and spread over the entire span of academic session. entire span of academic session.

Comprehensive - is a holistic approach, covers both Comprehensive - is a holistic approach, covers both scholastic and co- scholastic areas. It provides ample scholastic and co- scholastic areas. It provides ample opportunity for the child to grow in all areas. opportunity for the child to grow in all areas.

Evaluation - is assessment of child in all aspects. The Evaluation - is assessment of child in all aspects. The emphasis shifted to testing of holistic learning. emphasis shifted to testing of holistic learning.

What is to be Assessed What is to be Assessed

The total feed back on child’s learning includes:The total feed back on child’s learning includes: The child’s learning and performance in different The child’s learning and performance in different

subject domains.subject domains. The child’s skills, interests, attitudes, motivation etc.The child’s skills, interests, attitudes, motivation etc. The changes that are happening in the learning The changes that are happening in the learning

process and behaviour of the child and the process and behaviour of the child and the developments that have occurred in a stipulated developments that have occurred in a stipulated period of time.period of time.

The reaction of the child to the different contexts and The reaction of the child to the different contexts and opportunities in and out of the school. opportunities in and out of the school.

Curricular Areas for AssessmentCurricular Areas for Assessment

Primary – Class I-VPrimary – Class I-V Mother tongue- (Telugu / Urdu / Hindi …….) Mother tongue- (Telugu / Urdu / Hindi …….) English English MathematicsMathematics Environmental StudiesEnvironmental Studies Arts and Crafts Arts and Crafts Music and DanceMusic and Dance Games and Physical EducationGames and Physical Education Health HygieneHealth Hygiene Work ExperienceWork Experience Ethics and ValuesEthics and Values

Upper Primary / High SchoolsUpper Primary / High Schools Mother tongue - (Telugu / Urdu / Hindi …….) Mother tongue - (Telugu / Urdu / Hindi …….) Second LanguageSecond Language Third Languages – EnglishThird Languages – English MathematicsMathematics ScienceScience Social Studies.Social Studies. Arts and Crafts Arts and Crafts Music and DanceMusic and Dance Games and Physical EducationGames and Physical Education Health HygieneHealth Hygiene Work ExperienceWork Experience Computer EducationComputer Education Ethics and Values Ethics and Values

Academic Standards and Subject Academic Standards and Subject specific attainment targets specific attainment targets

Languages:Languages: Listening comprehension and speaking with Listening comprehension and speaking with

thinking, confidencethinking, confidence Reading and Reading comprehension, ReflectionReading and Reading comprehension, Reflection Writing – Self expressionWriting – Self expression Creative ExpressionCreative Expression Vocabulary Vocabulary Language Elements – GrammarLanguage Elements – Grammar AppreciationAppreciation

Mathematics:Mathematics: Problem SolvingProblem Solving Reasoning with ProofReasoning with Proof CommunicationCommunication ConnectionConnection RepresentationRepresentation

Environmental Studies:Environmental Studies: Conceptual UnderstandingConceptual Understanding Information skillsInformation skills Experiment skills and field investigationExperiment skills and field investigation Mapping skillsMapping skills Drawing and Making modelsDrawing and Making models AppreciationAppreciation QuestioningQuestioning

Science:Science: Conceptual UnderstandingConceptual Understanding Asking Questioning and making HypothesisAsking Questioning and making Hypothesis Experiments and Field InvestigationExperiments and Field Investigation Data Handling, Analysis and ProjectsData Handling, Analysis and Projects Communication through Drawing and Communication through Drawing and

modelsmodels Appreciation and Aesthetic SensitivityAppreciation and Aesthetic Sensitivity Application in daily life and concern Application in daily life and concern

towards Bio-Diversitytowards Bio-Diversity

Social Studies:Social Studies: Conceptual understandingConceptual understanding Reading Comprehension and Interpreting Reading Comprehension and Interpreting

texttext Information skillsInformation skills Reflection on Social and Contemporary Reflection on Social and Contemporary

issues and Questioning issues and Questioning Mapping SkillsMapping Skills Constitutional Values, Appreciation and Life Constitutional Values, Appreciation and Life

SkillsSkills

OTHER CURRICULAR AREASOTHER CURRICULAR AREASArts and CraftsArts and Crafts

Colouring, drawing, decorationColouring, drawing, decoration Making models and toysMaking models and toys Origami, TongrammeOrigami, Tongramme Stitching, Netting, Knitting Stitching, Netting, Knitting

Music and DanceMusic and Dance SingingSinging Dance and Demonstrating local Art formsDance and Demonstrating local Art forms Dramatization, Acting and MimeDramatization, Acting and Mime Playing Musical InstrumentsPlaying Musical Instruments

Games and Physical EducationGames and Physical Education Interest and ParticipationInterest and Participation Rules and RegulationsRules and Regulations Sporting spirit and AppreciationSporting spirit and Appreciation Special skills, Yoga and MeditationSpecial skills, Yoga and Meditation

Health Hygiene and NutritionHealth Hygiene and Nutrition Physical developmentPhysical development Personal HygienePersonal Hygiene Environmental HygieneEnvironmental Hygiene Health, Nutrition and food habitsHealth, Nutrition and food habits

Work and EducationWork and Education Preparing various models and articlesPreparing various models and articles Skill in making use of tools and material / goodsSkill in making use of tools and material / goods Making use of services of persons Arts, Crafts and other produceMaking use of services of persons Arts, Crafts and other produce Participation in progammes, festivals and taking the responsibilitiesParticipation in progammes, festivals and taking the responsibilities

Computer EducationComputer Education Computer aided learningComputer aided learning Utilizing the computerUtilizing the computer Internet and E-mailsInternet and E-mails Presentation, PPTPresentation, PPT

Value Education – Life Skills and Human ValuesValue Education – Life Skills and Human Values Discriminatory knowledgeDiscriminatory knowledge Equality and Brotherhood Equality and Brotherhood Life SkillsLife Skills Observation of Human values, Morality and Human Rights Observation of Human values, Morality and Human Rights

Types of AssessmentTypes of Assessment

(A) Formative Assessment(A) Formative Assessment

(B) Summative Assessments.(B) Summative Assessments.

(A) Formative Assessment(A) Formative AssessmentFormative Assessment is a assessment Formative Assessment is a assessment conducted during the process of teaching. It is conducted during the process of teaching. It is through observation of student responses, through observation of student responses, student engagement, student notebooks, student engagement, student notebooks, assignments and other written works. assignments and other written works. Formative Assessments will be conducted by Formative Assessments will be conducted by the teacher during instructions without the teacher during instructions without knowledge to the students. Teacher observes knowledge to the students. Teacher observes and record the children progress and as well as and record the children progress and as well as learning gaps. No paper pencil test for learning gaps. No paper pencil test for formative assessments. formative assessments.

Some of the main features of formative assessmentSome of the main features of formative assessment Is diagnostic and remedialIs diagnostic and remedial Makes the provision for effective feedback.Makes the provision for effective feedback. Provides the platform for the active involvement of students in their own Provides the platform for the active involvement of students in their own

learning.learning. Enables teaches to adjust teaching to take account of the results of Enables teaches to adjust teaching to take account of the results of

assessment.assessment. Recognizes the profound influence assessment has on the motivation and Recognizes the profound influence assessment has on the motivation and

self-esteem of students, both of which are crucial influences on learning.self-esteem of students, both of which are crucial influences on learning. Recognizes the need for students to be able to assess themselves and Recognizes the need for students to be able to assess themselves and

understand how to improve.understand how to improve. Builds on student’s prior knowledge and experience in designing what is Builds on student’s prior knowledge and experience in designing what is

taught.taught. Incorporates varied learning styles into deciding how and what to teach.Incorporates varied learning styles into deciding how and what to teach. Encourages students to understand the criteria that will be used to judge Encourages students to understand the criteria that will be used to judge

their work.their work. Offers an opportunity to students to improve their work after feedback.Offers an opportunity to students to improve their work after feedback. Helps students to support their peers, and expect to be support by them.Helps students to support their peers, and expect to be support by them.

Summative assessment takes place after a Summative assessment takes place after a period of instruction and requires making period of instruction and requires making a judgment about the learning that has a judgment about the learning that has occurred. This is through using paper occurred. This is through using paper pencil tests. It is to takes place at end of pencil tests. It is to takes place at end of term semester or school year. Special term semester or school year. Special learning outcomes and standards are learning outcomes and standards are reference points, and grade levels may be reference points, and grade levels may be the bench marks for reporting. This is the bench marks for reporting. This is assessment of learning. assessment of learning.

The techniques and tools for The techniques and tools for formative evaluationformative evaluation

The children’s learning process is continuously checked The children’s learning process is continuously checked and monitored and formative evaluation. Different kinds and monitored and formative evaluation. Different kinds of tools and techniques must be used to observed and of tools and techniques must be used to observed and record the different types of behaviour. These are as record the different types of behaviour. These are as follows:follows: Daily observations.Daily observations. Oral work (questions and answers, reading aloud, Oral work (questions and answers, reading aloud,

speech and conversation, role playing, interview, speech and conversation, role playing, interview, group discussions, etc).group discussions, etc).

Practicals / experiments.Practicals / experiments. Programmes / activities (individual / in groups, by self Programmes / activities (individual / in groups, by self

– learning).– learning). ProjectsProjects

Children Notebooks / Exercises / class –work Children Notebooks / Exercises / class –work (writing informative passages, descriptions, (writing informative passages, descriptions, essays, reports, stories, letters, dialogues, essays, reports, stories, letters, dialogues, fantasies, etc.)fantasies, etc.)

Others tools (like questionnaire, peer-Others tools (like questionnaire, peer-evaluation, self-evaluation and group work.)evaluation, self-evaluation and group work.)

Teacher dairy (Planning and reflection on Teacher dairy (Planning and reflection on TLPTLP

PortfoliosPortfolios Rating scalesRating scales Anecdotes Anecdotes

Tools and techniques for Summative Tools and techniques for Summative Evaluation Evaluation

Summative Evaluation should based on the written, Summative Evaluation should based on the written, oral and practical responses. oral and practical responses. Following are the tools for summative evaluationFollowing are the tools for summative evaluation Oral work (questions and answers, reading aloud, reading Oral work (questions and answers, reading aloud, reading

comprehension, speech and conversation, role playing, comprehension, speech and conversation, role playing, interview, group discussions, etc).interview, group discussions, etc).

Written Test – Pen Paper testWritten Test – Pen Paper test ProjectsProjects

The questions must be qualitative i.e., open ended, The questions must be qualitative i.e., open ended, analytical in nature, drawing conclusions, giving analytical in nature, drawing conclusions, giving reasons, evaluating and interpreting in nature. They reasons, evaluating and interpreting in nature. They must discriminate children based on their intelligence must discriminate children based on their intelligence and creativity.and creativity.

When to Assess? – Periodicity When to Assess? – Periodicity

Base line test – June (Baseline) – A baseline Base line test – June (Baseline) – A baseline test which is diagnostic in nature to be test which is diagnostic in nature to be conducted at the beginning of the academic conducted at the beginning of the academic year to understand how far the children posses year to understand how far the children posses expected competencies to follow the regular expected competencies to follow the regular syllabus of the class. In case if the children do syllabus of the class. In case if the children do not posses required basic competencies a not posses required basic competencies a remedial teaching shall be planned by the remedial teaching shall be planned by the concerned teachers. This as per the RTE act concerned teachers. This as per the RTE act Section …….Section …….

Formative Assessments: This is a part of teaching Formative Assessments: This is a part of teaching learning process the teacher observes performance of learning process the teacher observes performance of the children through questioning, observation of the children through questioning, observation of children notebooks, assignments, class works, children notebooks, assignments, class works, projects etc., The teacher has to record the projects etc., The teacher has to record the performance of the children unit / lesson wise and performance of the children unit / lesson wise and accordingly consolidate and record against accordingly consolidate and record against Formatives Assessments against each competency / Formatives Assessments against each competency / Academic Standard. The frequency of formative Academic Standard. The frequency of formative assessments is given here under. assessments is given here under. FA1 – JulyFA1 – July FA2 – SeptemberFA2 – September FA3 – DecemberFA3 – December FA4 - February FA4 - February

Summative Assessment: Summative Summative Assessment: Summative Assessment is a terminal tests in nature and Assessment is a terminal tests in nature and shall be conducted twice in a year viz.,shall be conducted twice in a year viz., SA1 – OctoberSA1 – October SA2 – AprilSA2 – April

Who will Assess?Who will Assess?

School based assessment by the School based assessment by the concerned teachers.concerned teachers.

Test papers must be teacher made Test papers must be teacher made and never from external sources.and never from external sources.

Recording children performance Recording children performance

Grading in place of marksGrading in place of marks Three point scale grade – A, B, C gradingThree point scale grade – A, B, C grading

Performance Level

Achievement of Academic Standards up to the mark – Higher level performance

Achievement of Academic Standards to some extent – moderate

Achievement of Academic Standards – has made an attempt and requires more support

Grade

A – Grade

B - Grade

C – Grade

The grading will be absolute based on The grading will be absolute based on performance against each indicators and grade performance against each indicators and grade never will be on marks.never will be on marks.

Directly grades will be allocated based on the Directly grades will be allocated based on the performance.performance.

Children performance will be shown against Children performance will be shown against each academic standard in every subject.each academic standard in every subject.

Consolidated grade will be provided per Consolidated grade will be provided per subject per child and per class.subject per child and per class.

Descriptive analysis against each grade will be Descriptive analysis against each grade will be recorded in the cumulative achievement recorded in the cumulative achievement record.record.

Class / School gradeClass / School grade

A class / school will be graded into ‘A’ A class / school will be graded into ‘A’ provided 80% of children in the class achieves provided 80% of children in the class achieves ‘A’ Grade. If the ‘A’ grade children are 60% - ‘A’ Grade. If the ‘A’ grade children are 60% - 79% and it will be graded into ‘B’. Similarly if 79% and it will be graded into ‘B’. Similarly if ‘A’ grade children are 59% - 50% the school / ‘A’ grade children are 59% - 50% the school / class grade will be ‘C’ and if it is below 49% class grade will be ‘C’ and if it is below 49% the class / school will be ‘B’. The overall goal the class / school will be ‘B’. The overall goal of every school will be achieving expected of every school will be achieving expected academic standards by all children or atleast academic standards by all children or atleast 80%. 80%.

Class / School Grade

Achievement of Academic Standards by 80% of children and more

Achievement of Academic Standards by children between 60% - 79%.

Achievement of Academic Standards by the children between 50% - 59%

Achievement of Academic Standards by the children below 49%.

A – Grade

B – Grade

C – Grade

D – Grade

Performance Levels of Children Grade

GRADINGGRADING

S. No.S. No. SubjectSubject

No. of No. of Academic Academic StandardsStandards

A – GradeA – Grade B-GradeB-Grade C-GradeC-Grade

11 LanguagesLanguages 77 If a child If a child scores A scores A grade in grade in five above five above standards. standards.

Any Any combination combination other than other than ‘A’ & ‘C’ ‘A’ & ‘C’ grade grade specifications specifications

The child The child scores ‘C’ scores ‘C’ grade in grade in four and four and above above standards standards

Records and RegistersRecords and Registers Every teacher must maintain a register viz., CCE Every teacher must maintain a register viz., CCE

showing the progress of children against subject showing the progress of children against subject specific learning indicators over base line.specific learning indicators over base line.

Recording child’s work, teachers observations / Recording child’s work, teachers observations / remarks in the child’s progress card.remarks in the child’s progress card.

Every child completing his elementary education Every child completing his elementary education shall be awarded a certificate shall be awarded a certificate (enclosed as (enclosed as annexure)annexure)..

A cumulative achievement record at two levels will A cumulative achievement record at two levels will be used i.e., a) for primary (1-V classes) and b) Upper be used i.e., a) for primary (1-V classes) and b) Upper Primary (VI-VIII) Primary (VI-VIII) (enclosed as annexure)(enclosed as annexure). .

II. Teacher accountability towards II. Teacher accountability towards children learning achievementchildren learning achievement

The teacher accountability is focused on the The teacher accountability is focused on the important areas that promotes quality of important areas that promotes quality of children learning performance viz., children learning performance viz., 1) Performance of the duties of the teachers 1) Performance of the duties of the teachers 2) Teaching learning process 3) Focus on 2) Teaching learning process 3) Focus on children performance. The first two factors children performance. The first two factors shall have greater bearing on the third one i.e., shall have greater bearing on the third one i.e., children learning performance. Following are children learning performance. Following are the item wise indicators of performance to be the item wise indicators of performance to be checked and observed. checked and observed.

Duties of the TeachersDuties of the Teachers Maintain regularity and punctuality in attending Maintain regularity and punctuality in attending

schools.schools. Not to use Mobile phones in the classrooms and Not to use Mobile phones in the classrooms and

schools.schools. Setting goals and targets based on base line.Setting goals and targets based on base line. Conduct and complete the curriculum duly following Conduct and complete the curriculum duly following

child friendly and child centered methods. child friendly and child centered methods. Complete the curriculum with in specified time.Complete the curriculum with in specified time. Planning and providing special training to the children Planning and providing special training to the children

who logging behind to make them at par with others who logging behind to make them at par with others and posses class specific academic standards.and posses class specific academic standards.

Checking of homework and correction notebooks.Checking of homework and correction notebooks.

Valuation of test papers and maintaining the CCE Record.Valuation of test papers and maintaining the CCE Record. Planning and inviting the SMC members and parents to Planning and inviting the SMC members and parents to

the meeting.the meeting. Informing the children learning progress to the parents Informing the children learning progress to the parents

and SMC members.and SMC members. Developing question papers and conducting the periodic Developing question papers and conducting the periodic

assessment both formative and summative. assessment both formative and summative. Teachers not to leave school during school hours and not Teachers not to leave school during school hours and not

to abstained from schools without government orders.to abstained from schools without government orders. Maintenance of Teacher dairy reflecting planning and Maintenance of Teacher dairy reflecting planning and

reflection.reflection. Researches and studiesResearches and studies Basically Headmasters are also teachers and they must Basically Headmasters are also teachers and they must

take atleast two periods of a regular subject concerned in take atleast two periods of a regular subject concerned in case of high schools and the headmasters in case of other case of high schools and the headmasters in case of other schools must take responsibility of a class / subject.schools must take responsibility of a class / subject.

Teaching Learning ProcessTeaching Learning Process Preparation of Unit plan.Preparation of Unit plan. Preparation and use of Teaching Learning Material.Preparation and use of Teaching Learning Material. The entire period time is learning time for children. The entire period time is learning time for children.

Therefore, engage children on full time basis in the Therefore, engage children on full time basis in the period by way of teaching, engage in activities where period by way of teaching, engage in activities where teacher moving and supporting the children and teacher moving and supporting the children and clarifying the concepts.clarifying the concepts.

Encourage children to express and ask questions.Encourage children to express and ask questions. CCE is the part of Teacher Learning Process and CCE is the part of Teacher Learning Process and

assess the children on continues basis and support assess the children on continues basis and support them observations shall be recorded in the teachers them observations shall be recorded in the teachers dairy.dairy.

Children participation (engagement) individual and Children participation (engagement) individual and group work.group work.

Promoting learning through explorations, projects, Promoting learning through explorations, projects, experiments, discovery and child centered tasks.experiments, discovery and child centered tasks.

Classroom interaction – Teacher – pupil, pupil – Classroom interaction – Teacher – pupil, pupil – pupil, pupil and material. Inclusive classrooms – pupil, pupil and material. Inclusive classrooms – focusing on children lagging. focusing on children lagging.

Not to teach text but to construct text. Not to teach text but to construct text. Analysis of children performance and planning for Analysis of children performance and planning for

appropriate support to the children.appropriate support to the children. Formative assessment to understand the extent of Formative assessment to understand the extent of

children learning and support them.children learning and support them.

Exhibiting professionalismExhibiting professionalism Attending In-service trainings / workshops for Attending In-service trainings / workshops for

professional development and reading the modules professional development and reading the modules and implementing the training content / method.and implementing the training content / method.

Professional writings, readings, library membershipsProfessional writings, readings, library memberships Internet access and awareness of using technologyInternet access and awareness of using technology Reading professional literature and improve teaching.Reading professional literature and improve teaching. Book reviews and sharing in the school complex Book reviews and sharing in the school complex

meetings.meetings. Paper presentations and writing to Magazines, News Paper presentations and writing to Magazines, News

Papers etc.,Papers etc.,

Children PerformanceChildren Performance Clarity on learning outcomes / competencies.Clarity on learning outcomes / competencies. Implementation of Continuous and Implementation of Continuous and

Comprehensive Evaluation.Comprehensive Evaluation. Assess the learning ability of each child and Assess the learning ability of each child and

accordingly supplement additional instruction accordingly supplement additional instruction required if any.required if any.

Hold regular meetings with parents and Hold regular meetings with parents and guardians and apprise them about the guardians and apprise them about the attendance and learning achievement.attendance and learning achievement.

No child shall be excluded or repeated in the No child shall be excluded or repeated in the same class in the name of non-performance.same class in the name of non-performance.

Accountable for achieving subject wise academic standards Accountable for achieving subject wise academic standards according to SCF-2011.according to SCF-2011.Eg:Eg: Languages: Listening & Speaking Languages: Listening & Speaking

Reading ComprehensionReading Comprehension Self WritingSelf Writing Creative expressionCreative expression VocabularyVocabulary Language itemsLanguage items AppreciationAppreciation

Attaining subject specific competencies in all other subjects / Attaining subject specific competencies in all other subjects / curricular areas as above.curricular areas as above.

All children should achieve standards (except M.R/ children All children should achieve standards (except M.R/ children with special needs).with special needs).

Incentives / recognition may be given to teachers for 80% and Incentives / recognition may be given to teachers for 80% and above achievement levels. above achievement levels.

Checks and MeasuresChecks and Measures

Disciplinary action for default in achieving Disciplinary action for default in achieving performance among children and shall liable to performance among children and shall liable to disciplinary action under the service rules disciplinary action under the service rules applicable.applicable.

System level generation of appreciation / System level generation of appreciation / explanation based on the data. explanation based on the data.

5% external check should be done at the 5% external check should be done at the district level annually.district level annually.

1. School working days1. School working daysPrimary (1-5)Primary (1-5) Upper Primary Upper Primary High schools (6-10)High schools (6-10)

220220 220 220 220220

2. School working hours (Instructional hours – i.e. engaging 2. School working hours (Instructional hours – i.e. engaging children in learning tasks / activities)children in learning tasks / activities)PrimaryPrimary Upper Primary Upper Primary High schoolsHigh schools 800800 1000 1000 1000 1000

The above hours are instructional basically focusing on subject The above hours are instructional basically focusing on subject specific teaching learning processes with 100% interaction and specific teaching learning processes with 100% interaction and children engagement. The rest must be towards remedial children engagement. The rest must be towards remedial teaching, teacher preparation, other creative activities. teaching, teacher preparation, other creative activities.

III. School Working days and Working Hours

Weekly hours (instructional and preparation)Weekly hours (instructional and preparation)PrimaryPrimary

45 hours (7 ½ hours daily)45 hours (7 ½ hours daily)

School timings - PrimarySchool timings - PrimaryFirst BellFirst Bell 8.45 a.m.8.45 a.m.Second BellSecond Bell 8.50 a.m.8.50 a.m.School AssemblySchool Assembly 8.50 a.m. to 9.00 a.m.8.50 a.m. to 9.00 a.m.Morning Session –Morning Session – 9.00 a.m. to 12.15 p.m.9.00 a.m. to 12.15 p.m.LunchLunch 12.15 to 1.15 p.m.12.15 to 1.15 p.m.Afternoon SessionAfternoon Session 1.15 p.m. to 4.30 p.m.1.15 p.m. to 4.30 p.m.

School timings – Upper PrimarySchool timings – Upper PrimaryFirst BellFirst Bell 8.45 a.m.8.45 a.m.Second BellSecond Bell 8.50 a.m.8.50 a.m.School AssemblySchool Assembly 8.50 a.m. to 9.00 a.m.8.50 a.m. to 9.00 a.m.Morning Session Morning Session 9.00 a.m. to 12.15 p.m.9.00 a.m. to 12.15 p.m.LunchLunch 12.15 to 1.15 p.m.12.15 to 1.15 p.m.Afternoon SessionAfternoon Session 1.15 p.m. to 4.30 p.m.1.15 p.m. to 4.30 p.m.

School timings – High SchoolsSchool timings – High SchoolsFirst BellFirst Bell 8.45 a.m.8.45 a.m.Second BellSecond Bell 8.50 a.m.8.50 a.m.School AssemblySchool Assembly 8.50 a.m. to 9.00 a.m.8.50 a.m. to 9.00 a.m.Morning Session Morning Session 9.00 a.m. to 12.15 p.m.9.00 a.m. to 12.15 p.m.LunchLunch 12.15 to 1.15 p.m.12.15 to 1.15 p.m.Afternoon SessionAfternoon Session 1.15 p.m. to 4.30 p.m.1.15 p.m. to 4.30 p.m.

Sl. Sl. No.No.

SubjectSubject No. of Periods No. of Periods (Weightage)(Weightage)

11 First Language First Language 1212

22 English English 66

33 Mathematics Mathematics 1212

44 Environmental Studies Environmental Studies 66

55 Physical and Health Education Physical and Health Education 44

66 Art and Craft Art and Craft 22

77 Music and Dance Music and Dance 22

88 Ethics and Value Education Ethics and Value Education 22

99 Work EducationWork Education 22

TOTALTOTAL 4848

Primary (I-V) :

Sl. No.Sl. No. SubjectSubject No. of Periods No. of Periods (Weightage)(Weightage)


22 Second LanguageSecond Language 66

33 Third LanguageThird Language 66

44 MathematicsMathematics 88

55 Science Science 66

66 Social StudiesSocial Studies 66



99 Music and DanceMusic and Dance 11

1010 Ethics and Value EducationEthics and Value Education 22


1212 Computer EducationComputer Education 22

TOTALTOTAL 4848

Upper Primary (VI-VII) :

Sl. No.Sl. No. SubjectSubject No. of Periods No. of Periods (Weightage)(Weightage)


22 Second LanguageSecond Language 44

33 Third LanguageThird Language 66

44 MathematicsMathematics 88

55 Physical Science Physical Science 44

66 Biological ScienceBiological Science 44

77 Social StudiesSocial Studies 66



1010 Music and DanceMusic and Dance 11

1111 Ethics and Value EducationEthics and Value Education 22


1313 Computer EducationComputer Education 22

TOTALTOTAL 4848

High School (VIII-X) :

Implementation IndicatorsImplementation Indicators Maintaining regularity and punctuality in attending schoolsMaintaining regularity and punctuality in attending schools Conduct and complete the curriculum duly following child friendly and Conduct and complete the curriculum duly following child friendly and

child centered methods child centered methods Display of class wise time table showing the subject weightages and Display of class wise time table showing the subject weightages and

timings as above.timings as above. Teaching learning as per the timetable.Teaching learning as per the timetable. Availability and display of teacher wise time table.Availability and display of teacher wise time table. Maintenance of registers for alternative arrangement of teachers in case of Maintenance of registers for alternative arrangement of teachers in case of

teacher on leave or absent.teacher on leave or absent. Teacher preparation and correction of notebooks during leisure periods.Teacher preparation and correction of notebooks during leisure periods. Teacher should posses one set of textbooks syllabus copies of all subjects Teacher should posses one set of textbooks syllabus copies of all subjects

taught by him, training modules provided since last five years.taught by him, training modules provided since last five years. Teacher dairy reflecting planning and reflection Teacher dairy reflecting planning and reflection CCE registerCCE register Minimum required reference books, dictionaries, magazines, puzzles, Minimum required reference books, dictionaries, magazines, puzzles,

Academic Guidance Register etc.,Academic Guidance Register etc., Effective utilization of lab equipment, computers, internet and other TLM Effective utilization of lab equipment, computers, internet and other TLM

available in the school. available in the school.

Following are the action point for making the child free of fear, Following are the action point for making the child free of fear, trauma and anxiety and helping the child to express views freely. trauma and anxiety and helping the child to express views freely.

1. 1. Sensitization of teachers on the word discipline and how to Sensitization of teachers on the word discipline and how to engage children in challenging tasks. engage children in challenging tasks.

2. 2. Making schools as corporal punishment and child abuse free Making schools as corporal punishment and child abuse free and declare and declare

3. 3. Suggestion / complaint box must be placed in every school to Suggestion / complaint box must be placed in every school to understand children problems and issues and keep them happy understand children problems and issues and keep them happy and joyfuland joyful

4. 4. Corporal punishment monitoring cell may be establishment at Corporal punishment monitoring cell may be establishment at mandal, district and state level to visit the schools both and mandal, district and state level to visit the schools both and private and observe the anti child right practices and for private and observe the anti child right practices and for taking appropriate measures.taking appropriate measures.

5. 5. Sensitization and awareness to the parents through SMCs and Sensitization and awareness to the parents through SMCs and media on the consequences on the practice of physical and media on the consequences on the practice of physical and mental punishments, discrimination, abuses etc.mental punishments, discrimination, abuses etc.

6. 6. SMC shall monitor the observation of child rights every SMC shall monitor the observation of child rights every school.school.

IV. Role of SMCsIV. Role of SMCs

1. Monitor the functional aspects of the school- children 1. Monitor the functional aspects of the school- children and teacher absenteeismand teacher absenteeism

2. Prepare and monitor school Development Plan2. Prepare and monitor school Development Plan3. Monitor the utilisation of the various grants3. Monitor the utilisation of the various grants4. Monitor the quality of children learning performance. 4. Monitor the quality of children learning performance.

Conduct child performance demo.Conduct child performance demo.5. Monitor the norms and standards prescribed for the 5. Monitor the norms and standards prescribed for the

school.school.6. Monitor the children’s entitlements – mid day meals, 6. Monitor the children’s entitlements – mid day meals,

uniforms, textbooks, notebooks, writing material , uniforms, textbooks, notebooks, writing material , other incentives being provided under RTE etc., other incentives being provided under RTE etc.,

Agenda of the SMCS:Agenda of the SMCS:

Celebrating the achievements of the children – Celebrating the achievements of the children – parents’ reflection on performance – Parents must parents’ reflection on performance – Parents must feel superior and get identity themselves – feel superior and get identity themselves – demonstration of parent resources / skills – review on demonstration of parent resources / skills – review on school activities and way forward – review on school activities and way forward – review on school development plan progress.- review on school development plan progress.- review on children’s entitlements – review on grants utilization children’s entitlements – review on grants utilization – problems , issues/proposals and support to school – – problems , issues/proposals and support to school – fixing responsibilities and the time frame.fixing responsibilities and the time frame.

Recording of The Minutes And Passing ResolutionsRecording of The Minutes And Passing Resolutions

V. School Development Plan V. School Development Plan

Areas for developing school development plan:Areas for developing school development plan:1. Enrolment: 1. Enrolment:

status, status, target, target, gap, strategiesgap, strategies

2. Attendance2. Attendance– Retention:– Retention:status, status, target, target, gap, strategiesgap, strategies

3. Quality3. Quality : sub-wise : sub-wise

4. Infrastructure:4. Infrastructure:

ClassroomsClassrooms

ToiletsToilets

Drinking waterDrinking water

PlaygroundPlayground

Compound wallCompound wall

Clean and greenClean and green

FurnitureFurniture

Facilities for differently able childrenFacilities for differently able children

School safetySchool safety

SanitationSanitation

Health and Hygiene Health and Hygiene

5. TLM5. TLMChartsChartsMapsMapsA.V. AidsA.V. AidsScience equipmentScience equipment

6. School Library:6. School Library:BooksBooksStorage materialStorage materialIssue of booksIssue of books

7. Teacher requirements7. Teacher requirements

8. Utilization of the grants8. Utilization of the grants

9. Curriculum implementation9. Curriculum implementationSyllabus completion, all curricular areasSyllabus completion, all curricular areasAnnual and unit plansAnnual and unit plansSchool calendar - SMC meetings, PTA meetings, Progress School calendar - SMC meetings, PTA meetings, Progress cards distribution, school level competition, assessment dates, cards distribution, school level competition, assessment dates, schools festivals and annual dayschools festivals and annual dayRemedial /special trainingsRemedial /special trainingsBuilding up of academic resourcesBuilding up of academic resourcesCapacity building and professional development of teachers.Capacity building and professional development of teachers.

10. Monitoring and reviewing of the SDP10. Monitoring and reviewing of the SDP implementation implementation

11. Innovations and appreciations11. Innovations and appreciations12. Financial resource mobilization12. Financial resource mobilization13. Children entitlements: id day meals, textbooks,13. Children entitlements: id day meals, textbooks,

uniform etc., uniform etc.,

rte - 2009

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