INSERVICE COURSE BOOKLET 2019-20

KENDRIYA VIDYALAYA SANGATHAN
(DELHI REGION)

INSERVICE TRAINING COURSE FOR PRIMARY TEACHERS
06.06.2019 to 17.06.2019 , SPELL 1

CHIEF PATRON
Shri. SANTOSH KUMAR MALL (IAS)

Commissioner
Kendriya Vidyalaya Sangathan

Shri. U N Khaware
Additional Commissioner (Acad.)
Kendriya Vidyalaya Sangathan

Dr. E Prabhakar
Jt.Commissioner (Trg.& Fin.)
Kendriya Vidyalaya Sangathan

Dr. Shachi Kant
Jt.Commissioner (Personnel)
Kendriya Vidyalaya Sangathan

Smt. V.Vijayalaksmi
Jt.Commissioner (Adm.)
Kendriya Vidyalaya Sangathan

Shri. S. Vijayakumar
Jt.Commissioner (Acad.)
Kendriya Vidyalaya Sangathan

PATRON

Mr. Nagendra Goyal

( Dy. Commissioner Kendriya Vidyalaya Sangathan )

RO DELHI

Co- Patron

Mr. Sanjit Kumar

Asst. Commissioner KVS DELHI REGION

Mrs. Sheelbala Singh

Asst. Commissioner KVS DELHI REGION

Mrs. Neeta Khurana

Asst. Commissioner KVS DELHI REGION

Course & Venue Director

Smt. Sabira Shori
Principal

(K.V. Paschim Vihar, Delhi-87)

Mr. Rajesh Kumar Singh Ms. Usha Shukla Mr. Avdhesh Kumar Lawania
(Head Master) PRT PRT

K.V. Sec-8, Rohini , KV Delhi cantt.1 K.V. JNU NMR
Delhi-85 Delhi-10 NCERT Branch, Delhi-67

Schedule of Inservice Cou

Time Table 23/12/2

Session-1 Session-2

Day 8.00-8.45 8.45-10:15Hrs 15 min 10:30-11:45 Hrs

1 23/12/2019 Registration / Inauguration Disaster Management/Saf
by C.D
Monday
Leadership & Learning
2 24/12/2019 Yoga /Prayer / S.B.S.B organization. (RKS)

Tuesday Report

3 25/12/2019 Yoga/Prayer / Preparation of PISA by sbs Hot potatoes & Auda

Wednesday Report Tea Break Human Rights & Child R

4 26/12/2019 Yoga/Prayer / Teaching of hindi/ Swanim EXCURSION

Thursday Report Vigyan by SJ Work life balance of tea

5 27/12/2019 Yoga/Prayer / Mid Test Cubs bulbuls movement
Craft
Friday Report j.kaur

6 28/12/2019 Prayer / Activity Based Teaching in Communication by
Saturday Report Maths by AKL R. Meghnathan

7 29/12/2019 Prayer / First Aid & Emergency Collaborative learning
Sunday Report innovative methods.(A

8 30/12/2019 Prayer / Right to information (RKS) Exhibition of TLM
Monday Report

9 31/12/2019 Prayer / Essential Subject Content for
Sunday Report Primary teachers

10 01/01/2020 Prayer / Shala Darpan(AKL)
Monday Report

urse For PRTs ( 2nd Spell )

2018 to 01/01/2019

Session-3 13:15- Session- 4 Group work
11:45-13.15 Hrs 13:45 13.45-15.15 15.30-16.30

fe School Art based teaching - Art based teaching - Group Work Distribution
g learning learning Group Work

To conduct the CCA Teaching of English
activities by U.S Rajni H Uppal

acity Multiple Intelligence Service Matter Group Work
Rights AKL
BALA (AKL) Lunch break Demo lesson by Demo lesson by
participants Participants

EXCURSION EXCURSION EXCURSION EXCURSION

achers Value Education in Primary Demo lesson by Demo lesson by Participants
t/Art & Education participants

(US) Demo Lesson

Map Reading by RKS

Demo lesson by participants Demo lesson by
Participants
g and Post Test Demo lesson by
AKL) Plenary Session Demo lesson by Participants
participants
M Valedictory Function

GROUPS

A.P.J ABDUL KALAM
1. Kamlesh Kapoor (Shalimar Bagh)

(Group Leader)
2. Pradeep Kumar Chandrawat (Kamla
Nagar Ghaziabad)
3. Pushpa (Shakur Basti)
4. Radha (Sec 8 Rohini)
5. Baljeet Singh (Shakurbasti)
6. Pankaj Kumar (DL Meerut)
7. Pinki Lata (A.E.C.S., Narora)

KALPANA CHAWLA
1. Babulal (No. 3 Agra Cantt.) (Group
Leader)
2. Tushar Tyagi (Muzaffarnagar)
3. Manisha (Ghaziabad)
4. Satender Singh (Sainik Vihar)
5. Vandana Dharmshaktu (Shakurbasti)
6. Sameexa Raghuvanshi (Jharoda Kalan)

C V RAMAN
1. Alka Garg (Meerut) (Group
Leader)
2. Vijender Singh (Ghaziabad)
3. Sharmila Pal (Lucknow)
4. Shalini (Pitampura)
5. Meenakshi Yadav (Shakurbasti0
6. Arun Joshi (Gole Market)

RAMANUJAM
1. Kanvaldeep (Sec.-8,R.K Puram)
2. Radha Rani Nag (Meerut Cantt)
3. Sumita Gupta (Keshampuram)
4. Edda Surin (Sec-3 Rohini)
5. Yashwanti Devi (CRPF Jharoda
Kalan)
6. Sudesh Kumari (Nahara)

ARYABHAT
1. Babli Gupta (Sec-24, Noida)
(Group Leader)
2. Manju Bala (Keshavpuram)
3. Asha Kapoor (ASC, Bengaluru)
4. Shashi Kala (Shakurbasti)
5. Sangeeta Tokas (Nahara)
6. Pinki Devi (SPG, Dwarka)

J C BOSE
1. Pramod Kumar Vats (Shakurbasti)
(Group Leader)
2. Akanksha (Shalimar Bagh)
3. Shweta Kotnala (Hindon)
4. Vijender Singh ( Ghaziabad)
5. Renu Yadav ( AECS Narora)
6. Monika (Shahdara)

LIST OF PARTICIPANTS 

S.No Name of the  KENDRIYA  E MAIL ID  REGION
.  teacher   VIDYALAYA 

1  Sh. Vijender Singh  KV KNN,Ghaziabad  [email protected]  AGRA 
2  Sh. Pradeep Kumar  KV KNN,Ghaziabad  [email protected]  AGRA 

Chandrawat  Noida(Ist‐Shift)  [email protected]  AGRA 
3  Babli Gupta  Muzaffarnagar (2nd Shift)  [email protected]  AGRA 
4  Mr. Tushar Tyagi  K.V. DL Meerut Cantt.  AGRA 
5  Mr. Pankaj Kumar  K.V. DL Meerut Cantt.  [email protected]  AGRA 
6  Mrs. Alka Garg  K.V. DL Meerut Cantt. [email protected]  AGRA
7  Mrs. Radha Rani Nag  Bulandshahr (Shift 1) [email protected]  AGRA
8  Mrs. Manisha   ETAWAH [email protected]  AGRA
9  Mrs SHARMILA PAL  KV No‐02, AFS, Hindan,  AGRA
10  Mrs. Shweta Kotnala   Ghaziabad   [email protected] 
Keshavpuram (1st Shift) [email protected]   Delhi
11  Smt. Manju Bala  Keshavpuram (1st Shift)  Delhi 
12  Smt. Sumita Gupta  Pitampura (1st Shift)  [email protected]  Delhi 
13  SHALINI  Rohini Sec ‐3  [email protected]  Delhi 
14  Mrs Edda Surin  Sainik Vihar (1st Shift)  [email protected]  Delhi 
15  Mr. Stender Singh  Shakurbasti  [email protected]  Delhi 
16  Smt. Vandana  [email protected] 
[email protected] 
Dharmshaktu 
17  Smt. Shashi Kala  Shakurbasti  [email protected]  Delhi 
18  Smt. Meenakshi Yadav  Shakurbasti  Delhi 
19  Smt. Pushpa  Shakurbasti  [email protected]  Delhi 
20  Sh. Parmod Kumar Vats  Shakurbasti  Delhi 
21  Sh. Baljeet Singh  Shakurbasti  [email protected]  Delhi 
22  Mrs. Kamlesh Kapoor  Shalimar Bagh (1st Shift) Delhi
[email protected] 
23  Miss. Aakansha Vashist  Shalimar Bagh (1st Shift)  Delhi 
[email protected] 
24  Pinki Devi  Dwarka SPG  Delhi 
25  Mrs.Sameexa  Jharoda Kalan CRPF [email protected] Delhi
m 
Raghuvanshi 
26  SMT. ARUN JOSHI  [email protected]
27  Mrs.Yashwanti Devi  m 
28  Smt. Shubhi Goswami 
29  Smt. Monika  [email protected] 
30  Smt. Radha 
31  Renu Yadav  [email protected]
32  Smt.Pinki Lata 
33  Sh. Babu Lal Varun  Gole Market (1st Shift)  [email protected]  Delhi 
34  Sudesh Kumari  Jharoda Kalan CRPF [email protected] Delhi
35  Sangeeta Tokas  Shahdra Delhi
36  KANVALDEEP  Shahdra [email protected]  Delhi
37  ASHA KAPOOR  Rohini Sec ‐8 (1st Shift)  [email protected]  Delhi 
38  DEEPAK  NARORA  [email protected]  AECS 
NARORA  [email protected] AECS 
KV No.03 Agra  Agra 
KV Nahara    Gurugram 
KV Nahara  Gurugram 
HASIMARA  [email protected] KOLKATTA
KV ASC   
MASJID MOTH  BANGLURU
  
[email protected] DELHI 

 

[email protected]
 

[email protected]
 

  
[email protected] 

Index

S.No Topic

1 Preface

2 List of participants

3 List of guest speakers (outside, KV )

4 Time Table
5 Groups
6 Daily reports

7 Lectures
8 Ingenious Articles by Participants
9 Pre test, mid test & post Test
10 Sample question papers by participants
11 Teaching Aids

12 Impressions
13 Glimpses of In-Service course

14 Group Photos

DIRECTOR’s DESK

Kendriya Vidyalaya are bringing radical changesin the graph of
academic performances of the students the latest technologies in
the fields of education are being exercised by the teacher’s to
achieve the maximum output of the students. To keep the teachers
updated in the sphere of teaching/learning, KVS is providing ample
opportunities to them to enhance their competence level and
professional growth. The In-service Courses are designed to
rejuvenate and brush up the energy level horizons in the field of
education.

The In-service Course for Primary Teachers was conducted successfully at this Vidyalaya
from23.12.2018 to 01.01.2019. The main theme was strengthening of Primary Education.
The thrust is on Back to Basics and developing the competencies in children by tendering
and nurturing them with love and care given by the teachers.

The participants from various Kendriya Vidyalayas reached the venue and got registered for
the 10 Days In-service Course. The batch is comprised of 39 teachers including 3 Resource
Persons- Mr. Rajesh Kumar Singh (HM), Mrs. Neelam Rana (PRT) and Mr. Avdhesh Kumar
Lawania (PRT).

The course commended everyday with the morning assembly conducted by various groups,
which included prayer, pledge, thought, special item, report reading, etc. Yoga and chanting
of Shlokas took place under the guidance of Resource Persons. The participants were
enriched in almost all the fields related to teaching and learning.

Some expert guest lectures were delivered on Challenges in Teaching at Primary Level,
Swachch Bacchee Swachch Bharat, Developing Langauge Lab, Learning Disabilities and
their identification and First aid & Emergency by by different experts. I thank all the guest
letures from the core of my heart.

The 10 Days programme produced quality work on almost every aspect of the proposed In-
service Course. The Resource Persons worked untiringly to design fruitful lessons for the
participants.

The Valedictory Function was held in an enthusiastic manner.

I am grateful to the KVS authorities for giving me the chance to conduct the course. I hope
that the experiences gathered here will be utilized on the occasions yet to come.

There is no end to education. It is not that you read a book, pass an
examination, and finish with education. The whole of life, from the
moment you are born to the moment you die, is a process of learning.

Ms.Sabira Shori 
Principal & Venue Director’s 

 

OBJECTIVES OF IN-SERVICE COURSE

Ms.Sabira Shori 
Principal & Venue Director’s 

The main objective of In-Service Training course is essentially to improve the performance
level of the staff. The individual are expected to become not only more efficient in their
areas of work but also become quality conscious in thoughts and practice.

The broader objective of this In-Service Course therefore can be outlined as under:

 To help the teacher to understand the aim and objectives of education in general.
 To help them to develop the mastery over the content of their respective subjects.
 To equip them with the basic knowledge of child psychology.
 To develop their skills of communication.
 To help the teachers to know about KVS as a pace setting organization in school

education.
 To acquaint them with the various projects taken up by KVS, for example Guidance

and counseling, Life Skills Education, Population Education, Value education,
Technology Aided Learning (TAL) , CAL, Interactive Boards, AEP, Teaching of
different Subjects, Back to Basics etc.
 To enhance their commitment towards learners, School organization and society in
general.
 To develop their overall personality through talks on Stress Management, Time
Management, Class Management etc.
 To make them understand the importance of CCA and other activities like Sports,
Yoga, Science Exhibition, Social Exhibition, Scouts and Guides Activities etc.
 And the last but not the least to make them understand the methods of evaluation in
terms of pre-decided objectives.

Nothing in this world can take the place of persistence. Talent
will not: nothing is more common than unsuccessful men with
talent. Genius will not; unrewarded genius is almost a proverb.

Education will not: the world is full of educated derelicts.
Persistence and determination alone are omnipotent.

 

GROUP TASKS 

The Group Tasks are organized in the following areas: 

 Each member of the group will make an album reflecting ideals and principles 

of a great Indian personality, whom they desire to follow in life. 
 Each member of the group will submit one book review ( self written) on 

education or any other social issue. 
 Each group will present one best out of waste item. 

 Each group will bring one sapling to plant and care during the course. 

 Each group will present How to execute different programmes allotted to 

them. 
 Each group will present TLM as per allotment given below:  

 

S.No  Class and subjects ( related TLMs)   

I  English from Class III to V    

II  Hindi from class III to V    

III  Maths from class III to V   TERM – II  

IV  EVS from class III to V 

V  Hindi & Maths from class I to II  

VI   English & EVS from class I to II  

 

 Each group will prepare question paper as per the allotment given below 

 

Group  PA‐I  HALF‐ YEARLY 
VI  Class III & IV‐  MATHS Class III‐ MATHS 
V  Class III & IV‐  EVS  Class IV‐ EVS 
IV  Class III & IV ‐ HINDI  CLASS III‐ HINDI 
III  Class III & IV‐ ENGLISH  CLASS‐IV ENGLISH 

II  Class V‐ MATHS & HINDI  CLASS V‐ MATHS 

I  Class V – EVS & ENGLISH  CLASS V‐ ENGLISH 

 

The function of education is to teach one to think intensively
and to think critically. Intelligence plus character - that is

the goal of true education.

Report Day-1 23.12.2019

ितवेदन

दू सरे स के १० िदवसीय ाथिमक िश क िश ण िशिवर का शुभार िशिवर िनदेिशका ीमती

शिबरा शौरी तथा िशिवर ्शि कों ारा दीप िलत कर के िकया गया Iत ात क ीय िव ालय

पि म िवहार की छा ाओं ारा बाला मूित भ गीत ुत िकया गया Iिव ालय की छा ाओं ारा

गणेश वंदना पर नृ ुत िकया गया Iतदोपरांत िशिवर िनदेिशका तथा िशिवर ्शि कों ारा १०

िदवसीय िश ण िशिवर के ि याकलाप के बारे म जानकारी दी गयी Iत ात ीमती राजेश िगल

के ारा कला एकीकृ त िश ण की क ा ली गयी I िजसमे उ ोनं े बताया की ाथिमक िश क क ाओं

म पा म और िवषयव ु को खेल खेल म िसखाना चैये िजसमे उ ोनं े प की िवषय को िकस

तरह सरल और सहजता से कै से ब े चीजों को आ सात कर साके त ह I ाथिमक िश क को ान

की अपे ा द ता की ज रत ह I ये ज री नहीं के आप िकतना जानते है ,ज री ये होइमं की आप

ब ो को िकतना िसखा सकते ह I उ ोनं े ये भी बताया की िश क एक कलाकार ह और िश ा एक

कला ह I त ात उ ोनं े ब त से अलग अलग खेल खला कर ये बताया की हम िकस कार तरह

तरह के खेलो से ार ,सहयोग , भाईचारा आिद नैितक मू ों का िवकास कर सकते है I

भोजन के उपरांत हमारे ्शि कों ने सभी ाथिमक िश को समहों म िवभाजन िकया िजसका आधार
िस वै ािनक के नाम पर िकया तथा सम नायको का चयन िकया गया I१०िदन के िलए सम

गितिविधयों की प रे खा दी गयी तथा टी एल ऍम बनाने के िलए

सभी िश को को डेमो पाठ के बारे म जानकारी दी गयी I अंत म ि समस ,नव वष तथा िवदाई
समारोह पर होने वाली सं ृ त काय म के िलए संयोिजका तथा सिमित बने गयी I

Report Day-2 24.12.2019

Well  begun  is  half  done.  The  day  begun  with  the  morning  assembly  which  was  conducted 

by  group  5.  After  this  our  resource  person  Mr.  Rajesh  highlighted  some  points  related  to 

teaching learning of NCERT hindi book RIM Jhim of classs 1 to 5. He focused on the literary 

composition  which  helped  students  and  teachers  about  the  varied  aspects  of  our  rich 

heritage along with knowledge of our coustoms and life style. After this, we had interesting 

session on SBSB and it was taken  by  physical education  teacher  Mr.Rajiv he  instructed us 

with its importance for  our  own physical and  mental  health, its  impact and objectives for 

the students. He told us how to conduct SBSB programme and to prepare a physical health 

fitness  profile  card  he  briefed  us  about  the  importance  of  good  health  and  fitess  and 

encouraged  to  spend  half  an  hour  daily  for  a  game.  He  also  focused  of  how  to  bring  back 

childhood  among  the  children  and  grown  up  and  make  physical  activity  an  integral  part  of 

learning process. 

  After this there was a post session on how to conduct CCA classes which was taken 
by  Ms. Usha  Shukla.  She  briefed  us  with CCA calander,  difference  between  curricular  and 
co‐curricular  activities.  She  assigned  activities  to  different  groups  such  as  investiture 
ceremony, grand parent day, community lunch etc.  

  At  last  one  more session  was  conducted  on  the topic  “lesson  planning  and content 
enrichment” by Ms. Rajni Uppal, an Ex‐principal. She shared her experiences on how to plan 
a lesson and enrich our content. She also enriched us with the  content of real education. 
She  also  emphasized  teachers  responsibility  to  inspire  hope  and  imagination  among 
students. 

  The session ended with celebration of birthday of Ms. Sabira Shori. 

Report Day-3 25.12.2019

कल के िदन का शुभारं भ ातःकालीन ाथना-सभा के साथ आ िजसम िवशेष काय म के अंतगत
भु जीसस ाइ के बारे म बताया गयाI इसके अलावा शरीर को थ रखने के िलए कु छ योग

ि याएँ भी की गईंI

ाथना-सभा के बाद ीमती ऊषा शु ा मैडम ने ाथना-सभा की ितपुि देते ए कहा िक ाथना-
सभा से स ंिधत सभी काय म रा ीय गान से पहले आयोिजत करने चािहएIत ात राजेश सर ने
संि म SBSB के मह पर काश डालाI उ ोनं े हम िहंदी िश ण के दौरान श कोष का

उपयोग करने की सलाह दी और कहा िक हम िश कों को अपने ब ों को पाठ के रचियताओं के
बारे म भी बताना चािहएI साथ ही उ ोनं े हम िव ालय बंधन और िश ण योजनाओं के बारे म भी
बतायाI
ना े के बाद ीमती शील-बाला मैडम ने हम PISA-2021 पर काश डालते ए बताया िक एक
िश क िकस कार फन-डे के मा म से अपने िश ण को आनंदमयी बना सकता है I उ ोनं े

जॉयफु ल लिनग के िविभ रों तथा ेल-बी के मह के बारे म भी बताया िक िकस तरह हम अपने
ब ों को फन-डे के िदन खेल-खेल म कु छ नया िसखा सकते ह I
िफर भोजनावकाश के प ात अवधेश लवािनयाँ सर ने हम बु की प रभाषा, कार एवं उसकी
िवशेषताओं के बारे म बतायाI सर ने यह भी बताया िक िकस कार की बु म ा से ब ा अपने
जीवन म ा कर सकता है तथा वह उस बु म ा से अपने जीवन म ा बनेगाI
अंत म ि समस पव मनाने के साथ िदन भर के काय मों का समापन आI
‘ध वाद’

Merry Christmas and Have a nice day!

Report Day-4 26.12.2019

Here is a brief but kaleidoscopic view in the form of report of activities done on day 4. 
Our  day  started  with  yoga  to  keep  our  mind  and  health  sound    throughout  the  day  which 
was done. After this energetic assembly, Principal mam gave us some instructions to make 
our  improve  assembly.  First  session  was  taken  by  Mrs.  Sunita  Joshi.  She  gave  us  a  brief 
knowledge about the topic “” and she told us about types of sentences and importance of 
hindi language. She told us minute details of written hindi language. 
 
Next session was taken by Mr. Naman Shukla on Child rights and human rights. He briefed 
the history of human rights from the very beginning, including the concept of human rights 
given  by  Cyrus  and  then  about  Magna  Carta.  Later,  he  moved  on  Indian  constitution  and 
told fundamental rights and after that he gave us information on POCSO and Child rights. 
This session was very interactive and informative. 
After the lunch break, we did the group work and demo lesson plan were delivered in front 
of our resource persons. 
Thank You and make a great day ahead. 

Report Day-5 27.12.2019

संि रपोट -----शैि क मण )संसद भवन और रा ीय यु ारक) िदनांक २७-१२ -२०१९ िदन

शु वार को ाथिमक िश कों के सेवाकालीन िश ण िशिवर म शैि क मण का आयोजन िकया

गया I जो िक क ीय िवधालय पि म िवहार िद ी ारा िकया गया I सब लोगो के िलये एक बस का

ावधान िकया गया I सबसे पहले िश ा को संसद भवन ले जाया गया िजसकी अनुमित पहले से ही

िवधालय दवारा ली गयी थी I वहा संसद भवन म कायरत ी बीर िसंह िब ने सबसे पहले सबको

पहले लोकसभा की जानकारी दी वह का क िदखाया और वहाँ के कारयका रणी के बारे म बताया
और वहाँ बने िनि त थानों के बारे म बताया िक कौन से सद कहाँ बैठते है I

त ात लोकसभा क िदखाया तथा उसके सद ों के बारे म बता कर उसकी काय ि या को
बताया I और बताया के यह संसद भवन कब बनना शु आ था और कब जा कर पूण आ I इसके

बाद क ीय क िदखाया गया िजसम िवशेष यों के िच लगे थे यह भी बताया िक कौन कौन से

सद कहाँ बैठते है और िकसी भी सद की जगह पर कोई दू सरा नहीं बैठ सकता है I सभी

िश ािथयों ने धयान से इस मह पूण बात को सुना व जानकारी ा की I उसके बाद सब ने सासंद

भवन के भोजन क के गम-गम भोजन का आनंद िलया I सभी बस म बैठ कर इंिडया गेट के रा ीय

यु ारक गए तथा वहाँ शहीदों के बारे म जानकारी ा की I िजनोने देश के सेवा म अपनी जान

कु बान कर दी I यह शैि क मण ब त ही मह् पूण और यादगार रहा I इसके मा म से सबने

देश के संसद भवन की रोचक जानकारी हण की I

Report Day-6 28.12.2019

 

Good  morning  dear  educators.  Here  is  a  brief  but  kaleidoscopic  view  in  the  form  of  report 
of activities done on day 6. 

It is said that well begun is half done, so we started our day with yoga to keep our mind and 
health sound and meditation to stay energised and focussed throughout the day which was 
done under the guidance of Meenakshi Mam. 

After this energetic assembly, first session was dedicated to develop our knowledge about 
scouts  and  Guides  by  Mrs.  Jasvinder.  She  made  us  aware  starting  from  terminologies  of 
Scouts  and  Guides  to  various  levels  ranks  and  protocols  which  form  the  foundation  of  this 
service. 

Then,  Mrs  Mamta  told  us  about  initiative  towards  girl  education  and  empowerment.  FREE 
BEING ME to broaden our view and sphere to make the woman healthier, stronger and self‐
reliant in the age group of 7‐14. This initiative is designed for Scoutes and Guides. 

Then a lecture on map reading was delivered by Rajesh Sir to touch minute details and skills 
of  the  same.  From  defining  map,  how  to  read  a  map,  using  symbols  to  different  types  of 
maps, standard representations, etc was well covered. 

A child can learn anywhere if given the environment. This concept was well resounded  in 
the initiative Buildind as learning aid, usually abbreviated as BaLA. This session was taken by 
A.K. Lawania Sir to give us a concrete overview and the importance of this project. This was 
the  last  and  enriching  session  of  our  day,  which  marked  the  conclusion  of  another  fruitful 
and entertaing day at the warm campus of KV Pashchim Vihar. 

 

Report Day‐7  29.12.2019 

ितवेदन 

िदनांक २९सातवे , ( रिववार )१२.२०१९. िदन की शु आत ाथना सभा से ए इसके I
साथ साथ योग ि याकलाप ारा सभी म सुफु त का संचार आ I 

पांच िमनट के चायपान के बाद ी एलवािनया . के . ारा सूचना और संचार फ़ोस म
ओडीिसटी और सोनी साउंड की जानकारी दी गयी Iये सॉ वेयर हमारे अ यन
अ ापन म कै से सहायक हो सकते है और हमे िकस कार िव ालय समाचार प बना
सकते है आिद िवषय पर काश डाला गया  

ािद चाय – ना े के बाद डॉ अजय बहल और डॉ सुिचता बहल ने कािडयो ोमरी
शवसन की ि या के ान से हमे लाभा त िकया उ ोनं े हमे बताया की इस णाली म
हमे कई कार की सावधानी बरतनी चैये और सबसे पहले हमे ए ुलस को फ़ोन करना
चाइये I कृ ि म शवसन करने के सही तरीके से भी हमे अवगत कराया गया I ितभािगयों
ने खुद इस ि या को िकया I ी तुषार ारा ध वाद ापन िकयाइसके I प ात सभी ने
भोजन का आनंद िलया I त ात ितभािगयों ारा पाठ दिशत िकये गए और अ

ितभािगयों ारा सम काय िकया गया I 

Report Day‐8  30.12.2019 

The  day  started  with  a  morning  assembly  full  of  positivity.  After  that  we 

had an interesting and knowledgeable session by Assistant Professor of NCERT 

Dr.  Ramajunam    Meghnathan  .  He  very  constructively  started  his  session 

through  an  activity  in  which  we  have  to  write  five  sentences  as  what  we  had 

done  yesterday  .Then  a  discussion  took  place  further  associated  with  flood  of 

activities as story construction ,solving riddles, reading a story which ended on 

a  positive  note.  We  all  were  thoroughly  involved  in  the  activities  as  they  were 

brain  storming.  He  in  addition  focused  on  the  use  of  technology  and  various 

sites  like  Deeksha,  e  –  pathshala,  British  Council  website,  FORUM  which  will 

help  in  subject  enrichment.Further  a  teacher  should  always  be  on  the  pace  of 

learning ,which will add to personal and educational growth.  The session was 

very  fruitful  and  the  activities  taught  would  help  in  upliftment  of  spoken 

English.  Later  MR.Awdesh  Lawania  solved  our  problem  related  to  use  of 

reading  cards  for  spoken  English  and  how  we  can  involve  students  actively in 

this  regard.after  that  we  had  demo  lessons  by  the  participants  which  were 

skillful.  Lastly  the  session  ended  by  deciding  as  how  to  give  a  bid  to  the  year 

2019 and cheerfully welcome 2020. 

Report Day‐9  31.12.2019 

पर्ाथिमक िशक्षक के िलए सेवाकालीन पर्िशक्षण िशिवर के ि तीय चरण के न वे िदन

का शभु ारम्भ आयरभ् समूह ारा पर्स्ततु की गई ऊजा्रवान पर्ाथरन् ा सभा के साथ हुआ l 

तत्प ात शर्ीमान राजेश कु मार िसहं जी ने हम कायस्र ्थल व गर्हस्थल पर होने वाले तनाव से

बचने के मूल्यवान उपाय बताए तथा कायस्र ्थल व िनजी जीवन म संतुलन बनाने के उपाय

से पिरिचत कराया l  

इसके प ात् हम सभी ने पौि क व स्वािद नाश्ते की ओर पर्स्थान िकया l नाश्ते के बाद हम
शर्ीमती शािबर शौरी ने सिव्रस मैटसर् से सम्बंिधत जानकारी पर्दान की l  कदर्ीय िव ालय म
सेवा के िलए अनपु ालन िकये जाने वाले िनयम पर चचा्र के प ात सभी पर्ितभािगय ने
सेवाकालीन पर्िशक्षण िशिवर म िकये गए अिधगम के मापन हते ु अिं तम पिरक्षण म भाग
िलया l  इसके बाद िशिवर के मधरु अनुभव पर चचार् करते हुए सभी ने स्वािद व
जायके दार दोपहर का भोजन गर्हण िकया l दोपहर के भोजन के प ात् शर्ीमती उषा शुक्ला ने
वत्रमान समय म बालक म नैितक मलू ्य के िवकास करने के िलए उपयोगी िकर्या से
अवगत कराया ,नन्हे बालक म मलू ्य का िवकास करके उन्ह दशे के िलए उपयोगी मानव
संसाधन बनाने हते ु पर्ायोिजत िकर्याकलाप पर चचार् करते हुए िशिवर के नौव िदन का
समापन हुआ l 

Report Day‐10  01.01.2019 

The last day of 10 days In‐service Course for Primary Teachers began with a 
beautiful morning assembly presented by “Kalpana Chawla” group, leaving a 
positive influence on all of us.  
After  the  morning  assembly,  Mr.  Rajesh  Kumar  Singh,  our  worthy  Resource 
Person gave an outline of the activities to be taken during the day. Then we all 
went  to  have  nutritious  breakfast.  After  breakfast,  the  first  session  on  use  of 
Shala‐Darpan  was  taken  up  by  our  another  learned  resource  person  Mr.  A.K. 
Lawania. He gave us information on how to use Shala Darpan software  that can 
be used for managing the data of students.  Post‐lunch, exhibition of Teaching‐
Aids  prepared  by  different  groups  were  organized.  Participants  displayed  many 
innovative  exhibits  too.At  the  end  of  the  day,  valedictory  function  was 
presented.  
Mrs.,______________________  KVS  was  the  chief  guest  of  the  function.  Our 
Course Director, Mrs. Sabira Shori, welcomed the chief guest formally and gave 
a report on the In‐Service Course. Then the Chief Guest gave a very motivational 
speech  to  inspire  the  participants  to  focus  on  child  inspired  learning.  The  day 
ended with vote of thanks by Avdhesh Lawania. 

Anyone who stops learning is old, whether at twenty or eight’
“Anyone who keeps learning stays young”
Good morning everyone

 

CLASSROOM MANAGEMENT

By:Rajesh Kr.Singh
( H.M) K.V.Sec-8, Rohini

Resource Person

Management in an organization is the function that coordinates
the efforts of people to accomplish the goals and objectives
using available resources efficiently and effectively.
Management is an essential function to improve one’s life and
relationships. It includes planning, organizing, staffing, leading
or directing, and controlling an organization to accomplish the
goals.

Classroom management is important because of the following reasons

• It helps create a productive learning environment
• It provides students with structure and achievable goals
• It helps to form responsible individuals
• It allows to take up various activities every day, with a minimum wastage of time and confusion
• It increases on task time and reduces classroom disruptions
• Student identifies his requirements
Effective classroom management means implementing strategies that create a safe, fair and rule-
based learning environment for children to flourish in.

Management of Physical Environment

Arranging Space

The physical layout also reflects the interest of the teacher. A touch with art, plants and posters
gives the classroom a better look.
Physical environment is considered to be "another teacher." And in the sense that it can motivate
children, enhance learning, and reduce behavior problems.
 Place for students’ work: A certain amount of space should be allotted for students’
work where they can place their homework, class work, Assignments, projects etc.

 Place for class library: A collection of puzzles, story books, magazines etc., are to be
given some space so that the child can go through during their library periods or whenever they
find time after completing the work.

 Bulletin Boards : Bulletin Boards for the display of different items related to art, language
etc. are to be given place in the classroom in order to motivate the students

Different layouts of seating arrangement

The most common models of seating arrangement are the row and column model, the island
model, and the horseshoe model or double horse shoe model

The row and column model is as follows

This model suffers with the disadvantage that
teacher spends more time interacting with the students
in the front rows and less attention to the remaining ones.
This model is best suited to work independently and provides
best provision to hear and instruct.

The second model is that of the island model

This model provides interaction. It can be preferred for

conducting group activities.

The third is Horse shoe model
This model is for teacher student interaction

It best suits for teaching learning process.
This is the most effective and efficient model

It gives best results for group interaction when
used in cooperative learning, results inhigher performance on
the part of students and lowers the behavioral problems inside
the classroom

Fourth Model-Work station Model

In this model work stations are arranged along the line of perimeter. In the center of the perimeter
tables are arranged in the form of rows which are used for instructions at the beginning. After
teacher introduces the models and contents students disperse to the work stations to complete the
learning activities. At the end of the learning experience the students come to the central area for
recap.

Finally before taking up any activity the teacher has to think about
the arrangement of the children best suited for the activity and
age of the children.

Environmental Preferences

Other important environmental features include temperature,
lighting, and noise level. These factors affect students in
different ways and are directly related to individual learning styles. Studies suggest that when
teachers adjust the environment to students' preferences, the students perform better
academically and are better behaved.
Proper Lighting should be present in the classroom
Management of Black board
1. How to write on the board
a. Both words and diagrams should be large and clear.
b. Use coloured chalks to highlight the important points
c. Use diagrams as well as words
d. Erase carefully.
 When you have filled up the board, erase a large area thoroughly before continuing.
Don’t keep writing in the corners and edges of old, filled up board.
 When space is needed, try to erase the oldest writing, not the most recent. One may
want to refer back to it once again.

2. Using Diagrams

a. Diagrams are more helpful than the verbal explanations. It conveys relationships better

than words. Diagrams enable the students to see ideas in an organized way. It will be an

added reinforcement for one’s explanation at the same time while discussing the topic.

b. Picture drawn should be big and clear.

3. What to write

Write only the important points on the board. It usually works best to write a term or draw a

picture then explain verbally.

4. Showing relationships

When writing down the important points or terms, one should try to write them in a way that

shows the relationships. In the explanation of

terms or concepts A, B and C, Suppose B and C are subcategories A 

of A. (Example A is materials, and B and C are types of materials, Or

A is a structure made of two parts B and C) The simple diagram C
which shows the relationship between A, B and C is more informativeB

than listing A, B and C.

5. Timing

Sufficient time should be given to the students since they may be taking notes on

explanations writing explanations. Sometimes Students need pause in order to catch up

with the explanation.

6. Planning ahead & using other media

a. If something complex is to be explained then one should think through the presentation

carefully before doing it. One need to consider what should be written or drawn, where

should be drawn , what points to be included on the board

b. If one feels that that the drawing is so complex that it needs power points or overhead

projector instead of the board, it becomes easy to go too quickly and explain too little .In

such condition it is suggested that one has to slow down the explanation even if the

picture appears to be self-explanatory

c. Whatever medium that we use it should be in pace and level of the audience.

An effective Discipline plan:

A. Framing of rules for the children to follow
B. Framing of rules for the teachers to follow

 Framing the rules for the teachers to follow
A. Planning to keep the class interested
B. To practice fairness
C. To have humour in the class
D. Maintaining a non-threatening atmosphere
E. Controlling one’s anger by finding the proper reasons
F. Putting oneself as an example by practicing the rules that are put up
G. Giving enough scope and opportunities to the students
H. Maintaining alertness all the time
I. Personality(Dress, attitude) , body language(tone, nonverbal signals, etc)

Teachers should remember that Happy Students = Effective Classroom

Some suggestions to teacher to make the classroom effective
1. Do not Lose Temper
2. Do not raise the Voice
3. Do Not Get Other Students Involved
4. Privately Speak to the Student
5. Contact the Student's Parents
6. Talk With the Student at a Later Time
7. Treat Each Student as a separate Individual

Principles of effective instruction

The child should be recognized as a natural learner and the knowledge as the outcome of the
child’s own activity. They should be given opportunities to try out, make mistakes, and correct.
Student response to a particular class depends on the content knowledge that he gained through
his classroom experiences and how much he is able to solve his problems related to that content.
Hence classroom learning should be such that

 Lessons should be well organized
 Systematic delivery
 Activities suitable to the abilities and interests of children
 Effective way of questioning
 Clear criteria for the evaluation of student performance
 Positive feedback

Soft skills needed by a person to have effective classroom Management

Emotional intelligence is by four attributes commonly defined:

1. Self-awareness –To recognize one’s own emotions and how they affect thoughts and
behavior. One can know strengths and weaknesses, and have self-confidence.

2. Self-management –Ability to control impulsive feelings and behaviors, manage emotions in
healthy ways, take initiative, follow through on commitments, and adapt to changing
circumstances.

3. Social awareness – one can understand the emotions, needs, and concerns of other
people, pick up on emotional cues, feel comfortable socially, and recognize the power
dynamics in a group or organization.

Relationship management –One can know how to develop and maintain good
relationships, communicate clearly, inspire and influence others, work well in a team, and
manage conflict.

Critical thinking is the ability to think clearly and rationally about what to do or what to
believe. It includes the ability to engage in reflective and independent thinking. Someone with
critical thinking skills is able to do the following:

 understand the logical connections between ideas
 identify, construct and evaluate arguments
 detect inconsistencies and common mistakes in reasoning
 solve problems systematically
 identify the relevance and importance of ideas

reflect on the justification of one's own beliefs and values
The skills that we need in order to be able to think critically are varied and include
observation, analysis, interpretation, reflection, evaluation, inference, explanation,
problem solving, and decision making.

Conflict management is the practice of being able to identify and handle conflicts sensibly, fairly,
and efficiently. Since conflicts in a business are a natural part of the workplace, it is important that
there are people who understand conflicts and know how to resolve them. . Everyone is striving to

show how valuable they are to the company they work for and at times, this can lead to disputes
with other members of the team.

Here are five conflict styles that a manager will follow according to Kenneth W. Thomas and Ralph
H. Kilmann:

An accommodating manager is one who cooperates to a high degree.
Avoiding an issue is one way a manager might attempt to resolve conflict.
Collaborating managers become partners or pair up with each other to achieve both of
their goals in this style.
Competing: This is the win-lose approach. A manager is acting in a very assertive way to
achieve his or her own goals without seeking to cooperate with other employees.
Compromising: This is the lose-lose scenario where neither person nor manager really
achieves what they want. This requires a moderate level of assertiveness and cooperation

CCA     (Co‐Curricular Activities) 

By:‐Mrs. (Usha Shukla.) 
                                                                   PRT,(KV Delhi Cantt.) 
Education  aims  at  bringing  all  round  development  in  a  child.  All  experiences  whether 
planned  or  otherwise  lead  to  learning  in  children.  The  activities  organised  by  school  are 
designed towards the growth and development of children. These activities can be broadly 
classified  into  curricular  activities  and  co‐curricular/  collateral  to  distinguish  between  the 
two. You must have heard about extracurricular activities, as a term used earlier to describe 
the co‐curricular activities. The term was not well received for long, as it meant something 
apart the from curriculum. The modern view suggests tlmt ail studc:nts' activities which are 
conducted under the umbrella of school are directed towards desirable learning in childmi. 
Thus  the  term  extracurricular  was  replaced  by  co‐curricular.  Though  the  term  has  been 
replaced  yet  these  activities  have  been  of  importance  there  from  ancient  times.  Activities 
like  debate,  drama,  music,  sports  had  been  part  of  the  ancient  education  system  as  well. 
Now all academicians are of the opinion that co‐curricular activities are an essential part of 
school  education.  All  round  development  of  the  child  cannot  be  achieved  without  these 
activities.  The  classroom  teaching‐learning  mainly  focuses  on  cognitive  intellectual 
development  where  affective,  social,  spiritual,  emotional  aspects  are  not  given  adequate 
attention.  Through  co‐curricular  activities  these  aspects  of  the  child  are  also  developed, 
thus  making  education  a  complete  experience  for  bringing  all  round  development.  Today 
schools  are  coming  oj'age.  The  outside  classroom  activities  are  considered  equally 
important  as  those  inside  the  classroom.  You  must  have  realised  by  now  1  that  the  co‐
curricular activities have been accepted as integral part of school programme. Co‐curricular 
activities  contribute  to  inculcation  of  democratic  values  in  children  and  have  a  pivotal  role 
in school's annual plan. 

 

 

 OBJECTIVES :Co‐curricular activities in spite of their 'co' status for school curriculum 
have  tremendous  importance  in  achieving  the  goal  of  all  round  development  of 
children. These activities have many advantages or value in school education. Values 
like social physical, cultural and ethical are inculcated through co‐curricular activities.  
These activities help in providing practical and hands‐on experience to the theoretical 
concepts  studied  in  classroom.  For  example,  in  civics,  the  class  children  study  about 
panchayats,  elections  and  when  co‐curricular  activities  related  to  civic  development 
are arranged then the learning becomes more lively and meaningful. Also excursions 
to historical places like Qutub Minar, Lal Quila, help in concretizing the content they 
study  in  history  class  through  verbal  lecture  or  with  the  help  of  chart.  Thus  co‐
curricular  activities  help  children  in  the  construction  of  knowledge.  Given  below  is  a 
suggestive list of co‐curricular activities in various subjects in school that can be easily 
organized‐ 

 

Thus  the  co‐curricular  activities  help  in  classroom  teaching  ‐  learning  in  many  ways,  these 
are  discussed  below:  Excursions,  nature  trip,  visit  to  museums,  laboratory  Excursions‐
nature  trip,  visit  to  museums,  laboratory  Co‐c~cular  activities  provide  opportunities  for 
guidance. As students are exposed to varied activities, their potentialities are revealed. This 
can  fbrther  act  as  basis  for  educational  and  vocational  guidance.  You  will  realise  that 
guidance  is  inherent  in  all  co‐curricular  activities.  .  Co‐curricular  activities  motivate 
classroom  teaching‐learning.  Sometimes  we  see  that  student's  interest  in  co‐curricular 
activities  is  transfomed  to  classroom  activities  as  well.  A  student  who  is  doing  well  in 
drama,  assembly,  etc.  gets  better  oriented  towards  classroom  work  also.  The  skills  or 
learning  happening  in  one  situation  gets  transferred  to  other  situation  therefore,  the 
motivation  and  self  ‐  confidence  developed  through  co‐curricular  activities  get  transferred 
to  classroom  activities  as  well.  Co‐curricular  activities  supplement  and  enrich  classroom 
experiences.  Students  learn  about  so  many  things  in  classroom  and  want  to  explore  the 
application  aspect  of  the  knowledge.  They  can  form  clubs,  organise  activities  which  enrich 
their  experience.  For  example,  when  they  study  about  fishes  in  science  class,  they  can 
organise  'Pisces  day'  and  correlate  it  to  aquarium,  fisherman,  transport.  zodiac  sign  and 
food  habits.  Thus  co‐curricular  activities  also  help  in  integrated  approach  to  teaching‐
learning as well. 

 PSYCOLOGICAL VALUE : The co‐curricular activities satisfy the psychological needs of 
children. They help in the personality development of children through various ways. 
Co  curicular  activities  help  in  channelising  the  energies  of  children  in  a  healthy 
direction. These instincts if left unaddressed may lead to psychological problems. For 
example,  the  gregarious  instinct  can  be  channelized  through    co  curricular  activities 
like self ‐ government, social service. 

 Role  of  Teacher  :A  teacher  plays  a  pivotal  role  in  organisation  of  any  activities  in 
school, be it curricular or co‐curricular. A teacher has to act as –  

 Leader   Record keeper  
 Planner    Decision maker 
 Innovator   Communicator  
 Manager    Coordinator  
 Advisor    
 Motivator 
 

The teacher is the key person in the successful organization of co‐curricular activities. He/she 
has to keep all things in mind while planning, organising and implementing the activities. They 
include  educational,  administrative  as  well  as  financial  aspects.  It  depends  on  the  teacher  to 
select the co‐curricular activities for the students.  

Suggestions for Overcoming these Difficulties  

 Arrange and organise these activities within the school hours. 
 This enables  the students to take part in them.  
 Do not organize the activities throughout the year so that teachers as well as  students 

are overloaded. 
Avoid the examination time as children are under  lot of stress. 
 

Education is the passport to the
future, for tomorrow belongs to those

who prepare for it today.

Malcolm X

The roots of education are bitter, but
the fruit is sweet.

BALA 

 By :Avdhesh Lawania 
Primary Teacher KV NMR  JNU NCERT 

 
Creating  teaching‐learning  aids  and  experiences  in  the  primary  school  built  environment 
School buildings are meant for children. They are designed for them, yet somehow do not 
relate  to  them  in  a  holistic  way.  Each  component  of  the  school  is  somehow  conceived  in 
isolation, with little consideration about what the child is finally going to experience as a 
whole. This work is about making the building components active facilitator in the whole 
process of teaching‐learning (which is the primary function of the school) for children and 
teachers (who are the primary users). 
How have these been evolved? 
One of the strengths of this project has been that it evolved as a multidisciplinary, organic 
group  process  with  the  active  involvement  of  the  entire  team.  The  designing  and 
implementation  of  each  study,  workshop,  design  idea  or  setting  and  portfolio  was  an 
amalgamation  of  different  perspectives,  namely  that  of  an  architect,  a  teacher,  a  child 
and  a  parent.  These  multidimensional  entry  points  became  an  integral  part  of  the  entire 
process.  As  a  multidisciplinary  team  attempt  was  made  to  work  as  professionals  from 
their  special  focus  areas  towards  a  common  perspective.  The  effort  was  to  evolve 
towards creating a package that reflects the multidimensional real world, and in doing so, 
connects more holistically with the complexities of the child’s world. 
What is meant by teaching  learning  aids and    experiences in the primary school built 
environment? 
It is an innovative way to conceive and use the various building components like the floor, 
wall, door, window or even spaces like corridor and open space in such a way that it also 
helps children and teachers in the process of teaching— learning apart from serving their 
usual  function. Thus, in a school which has been conceived like this, a floor may no longer 
be just a floor, but a way to understand fractions, or window might become more than a 
usual  window and let a child prepare for skills in writing Hindi alphabets, or a sensitively 
designed corridor could help children to correctly estimate distances. 
What  are  the  advantages  of  integrating  teaching  learning  aids  and  experiences  in  the 
school built environment? 

 The  importance  of  this  approach  is  that  it  can  be  introduced  even  in  the  building 
components of an existing school. 

 It makes learning with fun possible for children. 
 It  can  be  combined  with  school  building  repairs,  environment  enhancement,  up 

gradation and new construction. 

 It  makes  it  possible  to  make  a  variety  of  learning  materials  accessible  to  children 
out side the classroom, even after school hours. 

 It has the potential to create conducive self‐learning situations for children. 

 The  learning  aids  are  not  standard.  Teachers  can  adapt  them  to  suit  their  own 
specific needs and conditions. 

 The  learning  material  integrated  in  the  built  environment  is  more  lasting  and 
durable. 

 The  learning  material  cannot  be  stolen  or  misplaced.  It  can  remain  orderly  and 
accessible. 

 The value of the most expensive asset of a school — its building — 

 increases manifold, at a fractional increase in its actual cost. 

 The school environment becomes an exciting place for children to be in. 

 The  beauty  of  this  innovative  approach  is  that  it  lets  a  school  be  conceived  in  a 
holistic way. 

What is meant by design ideas that generate teaching‐leaning experiences? 
 This  portfolio  contains  an  inventory  of  designed  teaching  learning  aids  and  experiences, 
which  can  be  incorporated  in  the  primary  school  built  environment.  These  have  been 
termed as design ideas. These ideas, when included in the buildings, are expected to help 
children  to  go  through  an  enjoyable  learning  experience  of  understanding  various 
concepts that they encounter in their school books and life in general. 
How were the design ideas developed? 
The design ideas originated and developed with an in depth understanding of: 

 Spatial aspirations of children about the place where they want to learn 

 Natural behaviour patterns of children in the built environment 

 The  need  for  facilitating  the  all‐round  growth  and  development  of  each  child  as 
well as the specific needs of children at different developmental stages 

 Problem areas of teaching learning as identified by the teachers 

 Repair,  environment  enhancement  and  construction  issues  of  the  school  building 
components 

Children’s  socio‐cultural‐educational  background  at  home  (impressions  based  on  an 
exploratory study) to understand the need of the literacy environment at school 
Other  than  these,  the  ideas  also  originated  and  developed  with  sheer  inspiration  and 
creativity that came spontaneously to the various individuals working on the project.  
 

What is BaLA ? 

BaLA  is  a  way  to  holistically  plan  and    use  the  school  infrastructure.  It  incorporates  the 
ideas of activity based learning, child friendliness and inclusive education for children with 
special  needs  (CWSN).  At  the  core,  it  assumes  that  the  architecture  of  school  can  be  a 
resource for the teaching‐learning processes. 
 
Alphabets and writing 

 Prewriting Aids (18) 
 Pre writing patterns in window grills and on wall surfaces/ borders 
 Grid Boards (26) 

 Grid  on  walls  for  alphabet  recognition  and  sorting  objects  according  to  initial 

sounds/ alphabets. 
 Cubby Holes and Peep Holes on Walls (33) 
 Niches for classification activities based on alphabets 
 Writing and Displaying ( 19 ) 
 writing surfaces , some ruled , news paper 
 Dot Boards on Floor and Walls (25) 
 Activity Boards and Surfaces on Walls (24) 
 Using alphabet shapes 

 

Words / Vocabulary 
 Play with Words (21) 
 ‐Word  Wall,  word  connectors  /  matching  words  labelling  of  built  elements  and 

common objects 
 Grid Boards (26) 
 Grids on wall and floor for a variety of word games 
 Board Games on Floor and Seats (27) 
 Visuals Around Us (22) 
 Visuals and motifs for generating vocabulary / conversation and writing activities 

Communication 

 Counter as a Space for Interaction Interactive settings for communication (counter) 
 Shade / Grove / Nook / Corner for Everyone (60) 
 Space for Exploration and Discovery / Counter as a Space for Interaction 
 alternative settings for group work / performance 
 Trails to Explore (23) 
 Post Box (49) 
 Loud Speaker (42) 
 Musical Railing (43) 
 Pipe phone Railing (41) 
 Writing and Displaying Surfaces (19) 
 Notice boards, bulletin boards, news paper 

 

Reading comprehension 

 Play with words (21) 
 Word Wall, word connectors, labelling 
 Play with Words (21) Word Wall 
 Visuals Around Us (22) 
 Visual stories / borders for creating written stories, may be done as shared writing 
 Book Corners (20) 
 Space for Exploration and Discovery 
 with writing surfaces 
 Writing and Displaying Surfaces (19) 

 

Notice board, bulletin board, newspaper 

 Shade / Grove / Nook / Corner for Everyone (60) 
 Trails to Explore (23) 
 Trails, treasure hunts for following or giving directions, these may also be used as 

riddle corners (children can be encouraged to write riddles based on description of 
visible objects and elements). 
 

Poor written expressions 

 Visuals Around Us (22) 
 Visuals and motifs as triggers for writing, visual stories in a sequence as a stimulus 

for writing 
 Play with Words (21) 
 Connectors for grammar and vocabulary exercises 
 Activity Boards and Surfaces on Walls (24) 
 Shape Poems 
 Writing and Displaying (19) 
 Stone  slabs  for  writing  in  different  areas,  various  different  surfaces  for  written 

communication Writing and Pin‐up boards on wall 
 Wall grid/ word wall to generate vocabulary for writing 
                    

                                                 
One looks back with appreciation to the brilliant teachers, but with

gratitude to those who touched our human feelings. The curriculum is so
much necessary raw material, but warmth is a vital element for the
growing plant and for the soul of the child.

- Carl Jung

Human Rights 

Mr.Naman Shukla 
                                                                                             (Advocate, Delhi High court) 

Universal Declaration of Human Rights 
 
The Universal Declaration of Human Rights (UDHR) is a milestone document in the history of 
human rights. Drafted by representatives with different legal and cultural backgrounds from 
all  regions  of  the  world,  the  Declaration  was  proclaimed  by  the  United  Nations  General 
Assembly  in  Paris  on  10  December  1948  (General  Assembly  resolution  217  A)  as  a  common 
standard  of  achievements  for  all  peoples  and  all  nations.  It  sets  out,  for  the  first  time, 

fundamental  human  rights  to  be  universally  protected  and  it  has  been translated  into  over 
500 languages. 
 
Article 1:‐ All human beings are born free and equal in dignity and rights. They are endowed 
with reason and conscience and should act towards one another in a spirit of brotherhood. 
Article  2.  Everyone  is  entitled  to  all  the  rights  and  freedoms  set  forth  in  this  Declaration, 
without distinction of any kind, such as race, colour, sex, language, religion, political or other 
opinion, national or social origin, property, birth or other status. Furthermore, no distinction 
shall be made on the basis of the political, jurisdictional or international status of the country 
or territory to which a person belongs, whether it be independent, trust, non‐self‐governing 
or under any other limitation of sovereignty. 
Article 3:‐Everyone has the right to life, liberty and security of person. 
Article  4:‐No  one  shall  be  held  in  slavery  or  servitude;  slavery  and  the  slave  trade  shall  be 
prohibited in all their forms. 
Article  5:‐No  one  shall  be  subjected  to  torture  or  to  cruel,  inhuman  or  degrading  treatment 
or punishment. 
Article 6:‐Everyone has the right to recognition everywhere as a person before the law. 
Article  7:‐All  are  equal  before  the  law  and  are  entitled  without  any  discrimination  to  equal 
protection  of  the  law.  All  are  entitled  to  equal  protection  against  any  discrimination  in 
violation of this Declaration and against any incitement to such discrimination. 
Article 8:‐ Everyone has the right to an effective remedy by the competent national tribunals 
for acts violating the fundamental rights granted him by the constitution or by law. 
Article 9:No one shall be subjected to arbitrary arrest, detention or exile. 
Article 10:‐Everyone is entitled in full equality to a fair and public hearing by an independent 
and  impartial  tribunal,  in  the  determination  of  his  rights  and  obligations  and  of  any  criminal 
charge against him. 
Article 11:‐(1) Everyone charged with a penal offence has the right to be presumed innocent 
until proved guilty according to law in a public trial at which he has had all the guarantees 
necessary for his defence. 
(2) No one shall be held guilty of any penal offence on account of any act or omission which 
did not constitute a penal offence, under national or international law, at the time when it 
was committed. Nor shall a heavier penalty be imposed than the one that was applicable at 
the time the penal offence was committed. 
Article 12:‐No one shall be subjected to arbitrary interference with his privacy, family, home 
or correspondence, nor to attacks upon his honour and reputation. Everyone has the right to 
the protection of the law against such interference or attacks. 
Article 13:‐(1) Everyone has the right to freedom of movement and residence within the 
borders of each state. 
(2) Everyone has the right to leave any country, including his own, and to return to his 
country. 
Article  14:‐(1)  Everyone  has  the  right  to  seek  and  to  enjoy  in  other  countries  asylum  from 
persecution. 

(2)  This  right  may  not  be  invoked  in  the  case  of  prosecutions  genuinely  arising  from  non‐
political crimes or from acts contrary to the purposes and principles of the United Nations. 
Article 15:‐(1) Everyone has the right to a nationality. 
(2) No one shall be arbitrarily deprived of his nationality nor denied the right to change his 
nationality. 
Article 16:‐(1) Men and women of full age, without any limitation due to race, nationality or 
religion, have the right to marry and to found a family. They are entitled to equal rights as to 
marriage, during marriage and at its dissolution. 
(2) Marriage shall be entered into only with the free and full consent of the intending 
spouses. 
(3) The family is the natural and fundamental group unit of society and is entitled to 
protection by society and the State. 
Article 17:‐ 
(1)  Everyone  has  the  right  to  own  property  alone  as  well  as  in  association  with  others. 
(2) No one shall be arbitrarily deprived of his property. 
Article 18:‐ 
Everyone  has  the  right  to  freedom  of  thought,  conscience  and  religion;  this  right  includes 
freedom  to  change  his  religion  or  belief,  and  freedom,  either  alone  or  in  community  with 
others and in public or private, to manifest his religion or belief in teaching, practice, worship 
and observance. 
Article  19:‐Everyone  has  the  right  to  freedom  of  opinion  and  expression;  this  right  includes 
freedom  to  hold  opinions  without  interference  and  to  seek,  receive  and  impart  information 
and ideas through any media and regardless of frontiers. 
Article 20:‐ 
(1) Everyone has the right to freedom of peaceful assembly and association. 
(2) No one may be compelled to belong to an association. 
Article 21:‐  
(1) Everyone has the right to take part in the government of his country, directly or through 
freely chosen representatives. 
(2) Everyone has the right of equal access to public service in his country. 
(3) The will of the people shall be the basis of the authority of government; this will shall be 
expressed in periodic and genuine elections which shall be by universal and equal suffrage 
and shall be held by secret vote or by equivalent free voting procedures. 
Article 22:‐Everyone, as a member of society, has the right to social security and is entitled to 
realization,  through  national  effort  and  international  co‐operation  and  in  accordance  with 
the  organization  and  resources  of  each  State,  of  the  economic,  social  and  cultural  rights 
indispensable for his dignity and the free development of his personality. 
Article 23: (1) has the right to work, to free choice of employment, to just and favourable 
conditions of work and to protection against unemployment. 
(2) Everyone, without any discrimination, has the right to equal pay for equal work. 
(3) Everyone who works has the right to just and favourable remuneration ensuring for 
himself and his family an existence worthy of human dignity, and supplemented, if 

necessary, by other means of social protection. 
(4) Everyone has the right to form and to join trade unions for the protection of his interests. 
Article  24:‐Everyone  has  the  right  to  rest  and  leisure,  including  reasonable  limitation  of 
working hours and periodic holidays with pay. 
Article 25:‐ 
(1) Everyone has the right to a standard of living adequate for the health and well‐being of 
himself and of his family, including food, clothing, housing and medical care and necessary 
social services, and the right to security in the event of unemployment, sickness, disability, 
widowhood, old age or other lack of livelihood in circumstances beyond his control. 
(2) Motherhood and childhood are entitled to special care and assistance. All children, 
whether born in or out of wedlock, shall enjoy the same social protection. 
Article 26:‐ 
(1) Everyone has the right to education. Education shall be free, at least in the elementary 
and fundamental stages. Elementary education shall be compulsory. Technical and 
professional education shall be made generally available and higher education shall be 
equally accessible to all on the basis of merit. 
(2) Education shall be directed to the full development of the human personality and to the 
strengthening of respect for human rights and fundamental freedoms. It shall promote 
understanding, tolerance and friendship among all nations, racial or religious groups, and 
shall further the activities of the United Nations for the maintenance of peace. 
(3) Parents have a prior right to choose the kind of education that shall be given to their 
children. 
Article 27:‐ 
(1) Everyone has the right freely to participate in the cultural life of the community, to enjoy 
the arts and to share in scientific advancement and its benefits. 
(2) Everyone has the right to the protection of the moral and material interests resulting 
from any scientific, literary or artistic production of which he is the author. 
Article 28:‐ 
Everyone is entitled to a social and international order in which the rights and freedoms set 
forth in this Declaration can be fully realized. 
Article 29:‐ 
(1) Everyone has duties to the community in which alone the free and full development of his 
personality is possible. 
(2) In the exercise of his rights and freedoms, everyone shall be subject only to such 
limitations as are determined by law solely for the purpose of securing due recognition and 
respect for the rights and freedoms of others and of meeting the just requirements of 
morality, public order and the general welfare in a democratic society. 
(3) These rights and freedoms may in no case be exercised contrary to the purposes and 
principles of the United Nations. 
Article 30:‐Nothing in this Declaration may be interpreted as implying for any State, group or 
person any right to engage in any activity or to perform any act aimed at the destruction of 
any of the rights and freedoms set forth herein. 

 

Understanding School Leadership 

 

By:Rajesh Kr.Singh  
( H.M) K.V.Sec‐8, Rohini  

Resource Person 
 
There is difference between two kinds of leaders: Appointed leaders or leaders by position 
and Emergent leaders or leaders by action. Emergent leaders or leaders by action, are those 
who emerge from the crowd through their actions, influence people in large numbers, take 
them along in pursuance of a goal and remain in the hearts forever through their knowledge, 
skills and most importantly attitude. You may know of many political or spiritual leaders who 
are charismatic but a few stalwarts like Dr. Radhakrishnan, Sri Aurobindo, Swami Vivekananda, 
Rabindranath Tagore and Dr. A P J Abdul Kalam were known for their contributions in the  field 
of education. Other prominent leaders such as Mahatma Gandhi, Mother Teresa, Abraham 
Lincoln, Nelson Mandela and many others were known for their charismatic personalities 
which shown through their commitment in leading their countries from the front. 

As a School Head/ Principal, you may be an appointed leader, occupying the 
position of a head due to your seniority or may be through a qualifying  test 
based on a formal letter for a fixed tenure, which is valid till the date inscribed on 
it, but before you expect others to obey you and bring changes in your school, 
do a small reflective exercise. 
Reflective Questions 

Have you actually been able to make space for yourself within your institution 
and among your colleagues to emerge as their leader? 
Do you have the required skills to convince your staff and develop 
collaborations? 
Do you have sufficient knowledge of the central and the state norms of 
administration, finance and personnel management so as to take  decisions? 
Do you have the preparedness and required communication skills to build healthy 
partnerships? What do you think you would need to learn as knowledge, skills and 
attitude to emerge as a leader rather than just be an appointed one? 

Leadership Defined 

Leadership  in  lay  man's  language  is  understood  to  be  an  authority  or  someone  with 
enough  power  or  influence  heading  a  group  of  people  or  organization.  Let  us  try  to 
unpack  these  terms  "Power",  "Authority"  and  "Influence"  and  see  how  these  could 
actually help us define or redefine "Leadership". 
 
Power is an ability to change the behavior of other person(s) with manipulation 
of reward and punishment. There are three kinds of power: (i) coercive power 
(personal harm) (ii) remunerative power (money) and (iii) normative power 

(norms, rules and regulations). The traditional kings, bureaucrats in government 
sector enjoy leadership by virtue of power position they hold to exert 
leadership in one's own sphere of work. 
Authority is legitimized power. Where power is ability, authority is a right. Influence is 
an ability to change the behavior of other person(s) without the manipulation of 
reward and punishment. You can exert your leadership in all the three ways, but the 
best way is to influence others is without authority and create a climate of trust,  free 
from fear of rewards or punishments. The impact of influence is stronger, enduring 
and lasting. One premise that can be drawn on leadership, apt in all school situations is 
“Leadership is an influencing process". 
 

School as Learning Organization 

 
Organizations do not organically develop into learning organizations; there are factors 
prompting their change. Especially established organizations are seen to get into the 
daily routine task completion and running the routines than helping themselves grow. 
Thus many organizations when they grow, they lose their capacity to learn and become 
rigid. When problems arise, their thinking is very conventional and largely aimed at 
finding the causes and blaming it on the system than being a part of the solution finding 
team. This shifts the responsibility of the efforts as well as its results. To remain 
competitive, organizations need to restructure, create a competitive advantage and 
develop a stakeholder responsive culture. This unit deals with enabling school heads 
develop schools as learning organizations for its continuous growth and improvement. 
 

What is  a Learning Organization? 

A learning organization is an organization that facilitates the learning of its 
members and continuously transforms itself. This concept was coined through 
the work and research of Peter Senge and his colleagues. There are multiple 
definitions of a learning organization and their typologies in the literature. Peter 
Senge stated in an interview that a learning organization is a group of people 
working together collectively to enhance their capacities to create results they 
really care about. Senge popularized the concept of the learning organization 
through his book The Fifth Discipline. In the book, he proposed the following five 
characteristics of a learning organization: 

o Personal Mastery 
o Mental Models 
o Shared Vision 
o Team Learning 
o System’s  Thinking 
o System's  Thinking 

 

“The Fifth discipline i.e. Systems Thinking is the cornerstone of how learning 
organizations think about their world .... the essence lies in a shift of mind: 
seeing interrelationships rather than linear cause‐effect chains , and seeing 
processes of change rather than snapshots.” 
 
1. Applying  systems  thinking  to  school  situation  requires  taking  a  helicopter  view 
and keeping the macro reality in mind than in isolation. Systems thinking lays emphasis 
on  continuously asking the question  ‘WHY’ than ‘WHO’.  For  example,  recently  there 
was a media report on mass cheating in a particular state. At this point of time, giving 
stern  ultimatums  and  holding  staff  and  principals  responsible  for  it  would  punish  the 
culprits  but  not  curb  the  menace  of  mass  cheating.  However,  asking  larger  questions 
and  looking  at  the  root  cause  as  educationists  may  help  us  understand  where  it 
originates from and therefore how to deal with it. 
2. Why do they want good results? 
3. Pressure from parents and society to perform well 
4. Why do parents pressurize? 
5. Because they want viable future for their children in this intensely 
competitive world 
6. Secondly, why do teachers cooperate in copying? 
7. Because they feel their performance is judged through the students’ grades 
8. Is learning directly proportional to teaching? Why do the children feel 
they do not have the required competence? 
9. Because they have not understood the concepts 
10. Why have the children not understood the concepts? 
11. So in this case for reaching at the exact cause we will have to continuously ask  
 
‘Why’ questions and for cheating to  be eliminated, parents, teachers, and the community 
will need to be involved in finding solutions for a problem too complex for ultimatums to 
resolve. Because, the essential properties that describe any system are properties of the 
whole which none of its parts demonstrate. For example, the essential property of an 
automobile is that it can take you from one place to another. No single part of an 
automobile – a wheel, an axle, a carburettor – can do that. An automobile is not the sum 
of its parts; it is the product of their interactions. Hence one has to look at the entire 
system as a whole to identify causes and work on resolving problems from the root 
 
 

Education is what remains after one has forgotten
what one has learned in school.

Albert Einstein

 

 

HOW CUB SCOUTING BEGAN (CUBS & BULBUL) 

MS. JASWINDER KAUR 
TGT WE 

KV Paschim Vihar 
 

Once there was a child just like us. He loved to sleep outside in a tent with his brothers, 
on weekends. They would climb trees, sail boat sand enjoy the outdoors.  When this child 
grew up he joined the army and became a Major General. His name was Robert Baden‐
Powell, though a lot of people just call him B.P. He was a great hero in Africa, where he 
saved the town of Mafeking from an attack, which lasted 217 days.  He had so few 
soldiers with him that he had to use children to help him with first aid, to carry messages 
and do other jobs. He was pleased to see they could always be relied upon. When B.P. 
returned to England he found boys reading the book he had written to help Army Scouts. 
So he took some of them on a camp to Brown sea Island and wrote them a book of their 
own called “Scouting for Boys”.  
 
INTRODUCTION TO CUB AND BULBUL 
The association is divided in four (respective three) sections according to age: 
Bharat Scouts 

• Bunnies ‐ ages 3 to 5 
• Cubs ‐ boys, ages 5 to 10 
• Scouts ‐ boys, ages 10 to 17 
• Rovers ‐ boys, ages 15 to 25 
Bharat Guides 
• Bulbuls ‐ girls, ages 5 to 10 
• Guides ‐ girls, ages 10 to 17 
• Rangers ‐ girls, ages 15 to 25 

The First Jungle Story 

It was a warm summer night when Tabaqui, the Jackal, the mean sly mischief‐ maker, 
crept to the cave of Mother and Father Wolf. “Shere Khan, the big one, has shifted his 
hunting grounds. He will hunt among these hills,” he told them. Father Wolf was upset, 
because Shere Khan, the tiger, killed cattle and angered the villages, bringing trouble to 
the jungle. But as they listened, they heard the angry, snarly whine of the tiger. “He is 
hunting man!” said Mother Wolf. “Listen, something is coming!” Father Wolf crouched, 
then halted in mid‐spring. “Man!” he snapped, “a man’s cub. Look!” 
His jaws closed gently over the little boy’s back and he carried him into the cave and 
placed him amongst the other cubs. Then a dark shadow crossed the doorway. “The Man 
Cub is mine, give him to me!” Shere Khan’s roar filled the cave. But Mother Wolf and 
Father Wolf were not to be  
ordered around by someone not from the Pack. So Shere Khan slunk away. “I will call 
him, Mowgli (The Frog)” said Raksha, the Mother Wolf, “because his skin is smooth and 
without hair like a frog’s”. So Mowgli stayed with Raksha and Father Wolf and their four 

 

Cubs. When they were old enough to run a little, they set off on the night of the full 
moon, through the jungle to the Council Circle. There the wolves looked over the young 
Cubs so they would know them if they met them in the jungle. 
Then Shere Khan roared from the trees, “What have the Free People to do with a Man 
Cub in the Pack?” Akela, the Pack Leader, reminded the Wolves that if there was an 
argument about a Cub, two others would have to speak for him. So Baloo, the brown 
bear, stood up and said, “I will speak for the Man Cub. I will teach him the Laws of” the 
Jungle, just as I teach all the other Cubs.” And a black shadow dropped from the trees. It 
was the mighty hunter, Bagheera, the panther. “I offer a newly killed bull in exchange for 
his life,” he said. And that is how Mowgli was accepted as a member of the Pack, for the 
price of a bull and on Baloo’s good word. 
The Promise for the Cub is 
“I Promise to do my best 
To do my duty to God and my country 
To keep the Cub Law and 
To do a good turn every day.” 
 

DISASTER MANAGEMENT & SAFE SCHOOL

MS. SABIRA SORI
COURSE DIRECTOR

What are Safe Schools? 

In times of crisis, such as after a conflict, or natural disaster, children need reliable places 
where they can continue to learn, play and realise their full potential. Safe Schools 
offering supervision, services and teaching can save children’s lives in the short term and 
help them to develop in the long term. 

The Safe Schools campaign run by Theirworld and A World at School has been 
instrumental in securing funding for education in emergencies such as conflicts and 
disasters. 

Why do we need Safe Schools? 

When wars, terrorism, earthquakes, flooding and health emergencies strike, children 
need urgent humanitarian aid such as food, shelter and safety. They also need access to 
safe places where they can recover from trauma and be with their peers. 

Getting children back into school quickly after a crisis can prevent them from falling into 
child labour, child marriage, exploitation and recruitment by armed groups.  

1. Learn  the  school's  emergency  procedures. Emergency  plans  and  phone  numbers 
are usually included in school  handbooks and posted in classrooms. Taking a few 

 

extra  minutes  to  familiarize  yourself  and  your  child  with  emergency  information 
can give him the confidence he needs to act quickly in emergency situations.   

2. Know  travel routes  to  and  from the  school. Make  sure  you  and  your  child  know 
both primary and alternate routes. In an emergency, roads can be blocked and it's 
important to have a backup plan. 

3. Know  and  follow  school  security  and  safety  measures. These  might  include 
signing  in  when  visiting  the  school,  being  escorted  when  walking  through  the 
building,  or  wearing  a  visitor  pass.  Following  these  procedures  also  sets  a  great 
example for your kids. 

4. Talk  with  your  child  about  safety. Be  specific.  Talk  about  instinct  and  paying 
attention to funny feelings of fear. Explain what to do if she doesn't feel safe (find 
a teacher, call 1098, etc.). Make sure she knows  how to contact you or a trusted 
neighbor who is likely to be at home. 

5. Inform school staff about health and emotional concerns. Whether your child has 
a  food  allergy,  a  physical  disability,  or  has  been  subject  to bullying,  make  sure  to 
keep your child's teachers and principal in the loop. 

6. Get  involved. Talk  with  the  principal  about  what  you  can  do  to  increase  school 
safety, such as organizing parents to form a neighborhood watch before and after 
school. Sometimes parent groups are highly successful in making improvements in 
traffic safety during drop off and pick up times. 

 

Learning to learn is to know how to navigate in a
forest of facts, ideas and theories, a proliferation of
constantly changing items of knowledge. Learning to
learn is to know what to ignore but at the same time not
rejecting innovation and research.

- Raymond Queneau

 

ART BASED TEACHING & LEARNING
MS. RAJESH GILL

ASST. PROFESSOR
MSI, JANAKPURI

Arts‐based learning encourages expression though art, such as drama, dance, music, 
visual art, film, poetry writing, and literature. It can take place in the regular classroom 
within a conventional program, or in a studio, a workshop setting, a training room or in a 
museum. Learners can either participate by creating ‘art’ or by engaging with the artwork 
of other artists. Both of these can be engaging and transformative experiences for the 
learners, and the instructor may decide how the students will get involved with the art 
depending on the learning objective. 
Research in arts‐based education indicates that it promotes creative thinking and 
problem solving skills, as well as fosters innovative leadership competencies (Brenner, 
2010). Arts are viewed as means through which imagination, creativity and innovation 
find expression. Arts‐based learning can be powerful because art taps into the affective 
side of humanity and evoke emotions. Arts‐based learning has the capacity to engage 
learners personally, emotionally, and even spiritually. Additionally, art‐based learning can 
help students develop confidence and self‐esteem, and build effective communication 
and interpersonal skills. 
 

Tips for using Arts‐based learning in an effective way 

 Learners should be assured that they should not be concerned with their creative 
abilities when engaging in art‐based learning experiences. Learners and instructor should 
not fixate on artistic perfection but on the creative expression and the learning process. 

 Arts‐based learning activities should take place when the energy levels are high 
among learners (first thing in the morning, or after a break). Expressing thoughts, feelings 
and perspectives through arts can be an emotionally charging experience and at times 
strenuous and physically taxing. Learners should be rested when they embark in such an 
engagement. 

 Provide necessary time for learners to process the whole experience and the 
emotions evoked, as well as provide them with the necessary assistance or guidance 
throughout the  whole experience. 

 It is recommended that a follow‐up session should be scheduled three to six 
months after the arts‐based experience for learners to be provided with the opportunity 
to elaborate on how they were able to apply the learning acquired in a different context, 
share perspectives and discuss challenges. 
 

Primary 

 

Art education at this stage needs to link with all subjects such that it becomes a tool of 
teaching‐learning  oncepts. Art can play an effective role in strengthening the child’s 
curiosity, imagination, and sense of wonder. They should have a positive impact on the 
skills related to intellectual, socio‐emotional, motor, language and overall literacy. The 
objectives of AIL at primary level are to help children: 

    experience joy and eagerness to learn 
    learn to live in an inclusive environment 
    discover concepts of Mathematics and Science in the world around them 
    be aware of interdisciplinary connections 
    enhance observation, curiosity, exploration and creative and free expression 
    explore and understand body movement and coordination 
    develop expressive communication and critical thinking skills 
    foster an inquisitive attitude towards learning and knowledge 
    understand and regulate their emotions 
    create awareness of rich heritage and cultural diversity 

 

Training of all Teachers on AIL Pedagogy 

For the eective implementation of this pedagogy, the teacher needs adequate training in 
the following aspects: 

 understanding the concept of AIL as a pedagogy 
 hands‐on training in the AIL techniques: This would enable all teachers (including 

art teachers) to understand how art forms become engaging methods for learners 
to be joyful, attentive, expressive, inquisitive and keen observers, which leads 
them to the construction of their own knowledge 
 skills to create inclusive classrooms using art as means to learn 
 hands‐on training on using dierent methods and material of 
 various art forms as a part of the teaching ‐learning process 
 planning and conducting AIL activities 
 collaborating with teachers of dierent disciplines including 
 art education, health and physical education 
 generating cost eective and local‐specific resources 
 using AIL as an assessment tool 
 skills of presentation and exhibition of children’s work 

The more that you read, the more things you
will know, the more that you learn, the more

places you’ll go.”– Dr. Seuss

 

स्वस्थ बच्चे स्वस्थ भारत

MR.RAJEEV KUMAR  
TGT PH&E 

KENDRIYA VIDYALAYA, KASULI 

Introduction 

The UNESCO Charter of Physical Education and Sport (1978) 
“Every human being has a fundamental right of access to physical education and sport, 
which are essential for the full development of his personality. 
 The freedom to develop physical, intellectual and moral powers through physical 
education and sport must be guaranteed both within the educational system and in 
other aspects of social life.” 
KVS’ impact in Nation Building Balanced Education 

 

 

Framework 

(Academic Education in the classroom +  Physical Education outside the classroom) 
उ े : Building active schools 

 Make students, teachers and parents aware about Importance of Good Health and 
Fitness 

 Encourage 60 Minutes of Play each day 
 Bring back the Childhood amongst Children 
 Make physical activity and recreational games an integral part of learning process. 
 Identify and Nurture talent from an early stage 

 

 Motivate Potentially outstanding performers in various games and sports for 
excellence 

Suggestions and Recommendations 

 

 

 
Changes in Physical Health and Fitness Profile 

 Separation of Physical Health and Fitness Profile of Children in Class I to III (5‐8 
years) from Class IV‐XII (9‐19 years) 
 BMI for All 
 5‐8 Years: Locomotor, Manipulative and Body Management Skills 
 9‐19 Years: Battery of 7 Fitness Assessment Tests 

 Inclusive Report Card: covering Differently‐abled Students 
 Addition of Recommended Postures and Lifestyle improvement, Pranayam and 

Values of Olympism 
 Comprehensive Personal Information capturing Demographics 
 Removal of Grades to enhance healthy competition with self. 
 Teacher’s Observation, Parent’s comments and Student’s commitment reflected. 
Technology Driven Assessment, Intervention and Monitoring 

 Cumulative data for all Students should be compiled and maintained centrally and 
be used for devising Standardized Indian Fitness Scale/Benchmark 

 Use of Technology for Data Capture and Analytics, and giving Access to Schools, 
Parents and Teachers 

 Tracking of Improvement over Time 

 Overall Improvement of Fitness of Each School 

 Improvement of Each Child 

INCLUSION AND FITNESS PROGRAMME FOR THE STUDENTS 

OF AGE GROUP 5 ‐ 9 Yrs 

1. Active participation of the students in variety of educative and recreational 
physical activities in school/home and the community. 

2.  Awareness of a sound balance diet, systematic daily routine and regular Yoga 
practice to adopt a physically active life style. 

3. Teachers and Parents would be well informed and educated about the proper 
growth and development of their ward as per desired standard. 
 
 

“Education without values, as
useful as it is, seems rather to
make man a more clever devil.”

― C.S. Lewis

 

 

THE PROGRAMME FOR INTERNATIONAL STUDENT 

ASSESSMENT (PISA) 

MS. SHILBALA SINGH 
ASSISTANT COMMISSIONER 

KVS, DELHI REGION 

 

PISA is the OECD’s Programme for International Student Assessment. Every three years it 
tests 15‐year‐old students from all over the world in reading, mathematics and science. 
The tests are designed to gauge how well the student’s master key subjects in order to be 
prepared for real‐life situations in the adult world. Why choose 15‐year‐olds? Because in 
most countries, at the age of 15, students can decide whether or not they want to 
continue their education. They therefore need to be equipped for adult life. PISA 
publishes the results of the test a year after the students are tested to help governments 
shape their education policy. PISA cycles are referred to by the year in which the students 
were tested. Therefore PISA 2000 means the students were tested in the year 2000, PISA 
2003, in the year 2003 and so forth. Click following links and download PISA study 
material. 
 
Reading literacy: An individual’s capacity to understand, use, reflect on and engage with 
written texts, in order to achieve one’s goals, to develop one’s knowledge and potential, 
and to participate in society.  
 
Mathematical literacy: An individual’s capacity to formulate, employ, and interpret 
mathematics in a variety of contexts. It includes reasoning mathematically and using 
mathematical concepts, procedures, facts and tools to describe, explain and predict 
phenomena. It assists individuals to recognise the role that mathematics plays in the 
world and to make the well‐founded judgments and decisions needed by constructive, 
engaged and reflective citizens. 
  
Scientific literacy: The ability to engage with science‐related issues, and with the ideas of 
science, as a reflective citizen. A scientifically literate person is willing to engage in 
reasoned discourse about science and technology which requires the competencies to 
explain phenomena scientifically, evaluate and design scientific enquiry, and interpret 
data and evidence scientifically. 
 
Reading literacy (Chapter 2) is defined as an individual’s ability to understand, use, 
reflect on and engage with written texts to achieve their goals, develop their knowledge 
and potential, and participate in society. PISA‐D assesses students’ performance in 
reading through questions related to three major task characteristics:  
• processes, which refers to the cognitive approach that determines how readers engage 
with a text  
• text, which refers to the range of material that is read  

 

• situations, which refers to the range of broad contexts or purposes for which reading 
takes place. 
 
Mathematical literacy (Chapter 3) is defined as an individual’s capacity to formulate, 
employ and interpret mathematics in a variety of contexts. It includes reasoning 
mathematically and using mathematical concepts, procedures, facts and tools to 
describe, explain and predict phenomena. It assists individuals to recognise the role that 
mathematics plays in the world and to make the well‐founded judgments and decisions 
needed by constructive, engaged and reflective citizens. 
• processes, which describe what individuals do to connect the context of the problem 
with mathematics and thus solve the problem, and the capabilities that underlie those 
processes  
• content, which is targeted for use in the assessment items  
• contexts, in which the assessment items are located. 
 
Scientific literacy (Chapter 4) is included in the school‐based assessment only and is 
defined as the ability to engage with science‐related issues, and with the ideas of science, 
as a reflective citizen. A scientifically literate person is willing to engage in reasoned 
discourse about science and technology, which requires the competencies to explain 
phenomena scientifically, evaluate and design scientific enquiry, and interpret data and 
evidence scientifically.  
PISA assesses students’ performance in science through questions related to:  
• contexts, including personal, local/national and global issues, both current and 
historical, which demand some understanding of science and technology  
• knowledge, which refers to an understanding of the major facts, concepts and 
explanatory theories that form the basis of scientific knowledge. Such knowledge 
includes knowledge of both the natural world and technological artefacts (content 
knowledge), knowledge of how such ideas are produced (procedural knowledge), and an 
understanding of the underlying rationale for these procedures and the justification for 
their use (epistemic knowledge).  
• competencies, including the ability to explain phenomena scientifically, evaluate and 
design scientific enquiry, and interpret data and evidence scientifically 
 
The school‐based questionnaires  
The school‐based questionnaires for students, teachers and the principals of schools 
have been developed in accordance with the contextual framework. These 
questionnaires take about 35 minutes for the students to complete and about 25 
minutes for teachers and the principals. The responses to the questionnaires are 
analysed with the assessment results to provide at once a broader and more nuanced 
picture of student, school and system performance.  
• students and their family backgrounds, including their economic, social and cultural 
capital, and the language they speak at home versus the language of instruction  
• aspects of students’ lives, such as their level of educational attainment, their health and 
well‐being, and their engagement with school  

 

• aspects of learning, including quality of instruction, inclusive environments, learning 
time, school material resources and family and community support  
• contexts of learning, including teacher, school and system‐level information.  

 
The out‐of‐school questionnaires  

The out‐of‐school component questionnaires for youth, parents and interviewers have 
been developed in accordance with the contextual framework. These questionnaires take 
between 15 and 30 minutes each for the youth, the person most knowledgeable about 
the youth (parent, guardian or other) and the interviewer to complete.  
• youths and their family backgrounds, including their economic, social and cultural 
capital, and the language they speak at home versus the language of instruction when 
they attended school  
• aspects of youths’ lives, such as their level of educational attainment, their attitudes 
towards learning, their employment status, their habits and life outside of school, and 
their health and well‐being  
• aspects of learning, including inclusive environments, family support, their perception 
of the inclusiveness of their school environment when they attended school, their 
reasons for being out of school and barriers preventing them from returning to school, 
and their family support and environment  
• aspects of youths’ early years, their educational experience and their parent/care‐
giver’s educational expectations for the youth  
• aspects of youths’ households, including location and surrounding characteristics. 

CENTRAL CIVIL SERVICES

(CLASSIFICATION, CONTROL & APPEAL) RULES, 1965

PART I: GENERAL
1. Short title and commencement
(1) These Rules may be called the Central Civil Services (Classification, Control and

Appeal) Rules, 1965.
(2) They shall come into force on the 1st December, 1965.
(3) Extract from the Constitution of India of Article 311.
PART IV: SUSPENSION

10. Suspension

(1) The appointing authority or any authority to which it is subordinate or the disciplinary
authority or any other authority empowered in that behalf by the President, by general or
special order, may place a Government servant under suspension-
(a) Where a disciplinary proceeding against him is contemplated or is pending; or
(aa) where, in the opinion of the authority aforesaid, he has engaged himself in
activities prejudicial to the interest of the security of the State; or
(b) Where a case against him in respect of any criminal offence is under investigation,
inquiry or trial:

 

(2) A Government servant shall be deemed to have been placed under suspension by
an order of appointing authority -

(a) With effect from the date of his detention, if he is detained in custody, whether on
a criminal charge or otherwise, for a period exceeding forty-eight hours;

(b) With effect from the date of his conviction, if, in the event of a conviction for an
offence, he is sentenced to a term of imprisonment exceeding forty-eight hours and is
not forthwith dismissed or removed or compulsorily retired consequent to such
conviction.

EXPLANATION - The period of forty-eight hours referred to in clause (b) of this sub-rule shall
be computed from the commencement of the imprisonment after the conviction and for this
purpose, intermittent periods of imprisonment, if any, shall be taken into account.

(3) Where a penalty of dismissal, removal or compulsory retirement from service imposed
upon a Government servant under suspension is set aside in appeal or on review under these
rules and the case is remitted for further inquiry or action or with any other directions, the order
of his suspension shall be deemed to have continued in force on and from the date of the
original order of dismissal, removal or compulsory retirement and shall remain in force until
further orders.

(4) Where a penalty of dismissal, removal or compulsory retirement from service imposed
upon a Government servant is set aside or declared or rendered void in consequence of or by a
decision of a Court of Law and the disciplinary authority, on a consideration of the
circumstances of the case, decides to hold a further inquiry against him on the allegations on
which the penalty of dismissal, removal or compulsory retirement was originally imposed, the
Government servant shall be deemed to have been placed under suspension by the Appointing
Authority from the date of the original order of dismissal, removal or compulsory retirement and
shall continue to remain under suspension until further orders :

Provided that no such further inquiry shall be ordered unless it is intended to meet a
situation where the Court has passed an order purely on technical grounds without going into
the merits of the case.

(5) (a) Subject to the provisions contained in sub-rule (7), an order of suspension made or
deemed to have been made under this rule shall continue to remain in force until it is modified or
revoked by the authority competent to do so.”

(b) Where a Government servant is suspended or is deemed to have been suspended
(whether in connection with any disciplinary proceeding or otherwise), and any other disciplinary
proceeding is commenced against him during the continuance of that suspension, the authority
competent to place him under suspension may, for reasons to be recorded by him in writing,
direct that the Government servant shall continue to be under suspension until the termination
of all or any of such proceedings.

(c) An order of suspension made or deemed to have been made under this rule may at any
time be modified or revoked by the authority which made or is deemed to have made the order
or by any authority to which that authority is subordinate.

(6) An order of suspension made or deemed to have been made under this rule shall be
reviewed by the authority competent to modify or revoke the suspension, before expiry of ninety
days. The suspension shall not be valid (or lapse) after a period of ninety days.

 

PART V: PENALTIES AND DISCIPLINARY AUHTORITIES
11. Penalties

The following penalties may, for good and sufficient reasons and as hereinafter provided, be
imposed on a Government servant, namely :-

Minor Penalties -

(i) censure;
(ii) withholding of his promotion;
(iii) recovery from his pay of the whole or part of any pecuniary loss caused by him to the

Government by negligence or breach of orders;
(iii) reduction to a lower stage in the time-scale of pay by one stage for a period not

exceeding three years, without cumulative effect and not adversely affecting his pension.
(iv) withholding of increments of pay;

Major Penalties -

(v) save as provided for in clause (iii) (a), reduction to a lower stage in the time-scale of pay
for a specified period, with further directions as to whether or not the Government
servant will earn increments of pay during the period of such reduction and whether on
the expiry of such period, the reduction will or will not have the effect of postponing the
future increments of his pay

(vi) reduction to lower time-scale of pay, grade, post or Service for a period to be specified
in the order of penalty, which shall be a bar to the promotion of the Government
servant during such specified period to the time-scale of pay, grade, post or Service from
which he was reduced, with direction as to whether or not, on promotion on the expiry of
the said specified period -
(a) the period of reduction to time-scale of pay, grade, post or service shall operate to
postpone future increments of his pay, and if so, to what extent; and
(b) the Government servant shall regain his original seniority in the higher time scale of
pay , grade, post or service;

(vii) compulsory retirement;
(viii) removal from service which shall not be a disqualification for future employment under

the Government;
(ix) dismissal from service which shall ordinarily be a disqualification for future employment

under the Government.

Government of India’s Decision

(7) Whether all the increments or only one increment to be withheld
during the currency of penalty: - It is clarified that an order of withholding of increment

for a specified period implies withholding of all the increments admissible during that specifies
period and not the first increment only.

12. Disciplinary Authorities

PART VI: PROCEDURE FOR IMPOSING PENALTIES

14. Procedure for imposing major penalties

 

(1) No order imposing any of the penalties specified in clauses (v) to (ix) of Rule 11 shall be
made except after an inquiry held, as far as may be, in the manner provided in this rule and rule
15, or in the manner provided by the Public Servants (Inquiries) Act, 1850 (37 of 1850), where
such inquiry is held under that Act.

(2) Whenever the disciplinary authority is of the opinion that there are grounds for inquiring
into the truth of any imputation of misconduct or misbehavior against a Government servant, it
may itself inquire into, or appoint under this rule or under the provisions of the Public Servants
(Inquiries) Act, 1850, as the case may be, an authority to inquire into the truth thereof.

(3) Where it is proposed to hold an inquiry against a Government servant under this rule and
rule 15, the disciplinary authority shall draw up or cause to be drawn up-

(i) the substance of the imputations of misconduct or misbehaviour into definite and
distinct articles of charge;

(ii) a statement of the imputations of misconduct or misbehaviour in support of each
article of charge, which shall contain-

(a) a statement of all relevant facts including any admission or confession
made by the Government servant;

(b) a list of documents by which, and a list of witnesses by whom, the

articles of charge are proposed to be sustained.

(4) The disciplinary authority shall deliver or cause to be delivered to the Government
servant a copy of the articles of charge, the statement of the imputations of misconduct or
misbehaviour and a list of documents and witnesses by which each article of charges is
proposed to be sustained and shall require the Government servant to submit, within such time
as may be specified, a written statement of his defence and to state whether he desires to be
heard in person.

(5)(a) On receipt of the written statement of defence, the disciplinary authority may itself inquire
into such of the articles of charge as are not admitted, or, if it considers it necessary so to do,
appoint, under sub-rule (2), an inquiring authority for the purpose, and where all the articles of
charge have been admitted by the Government servant in his written statement of defence, the
disciplinary authority shall record its findings on each charge after taking such evidence as it
may think fit and shall act in the manner laid down in rule 15.

(b) If no written statement of defence is submitted by the Government servant, the
disciplinary authority may itself inquire into the articles of charge, or may, if it considers it
necessary to do so, appoint, under sub-rule (2), an inquiring authority for the purpose.

(c) Where the disciplinary authority itself inquires into any article of charge or appoints an
inquiring authority for holding an inquiry into such charge, it may, by an order, appoint a
Government servant or a legal practitioner, to be known as the "Presenting Officer" to present
on its behalf the case in support of the articles of charge.

(6) The disciplinary authority shall, where it is not the inquiring authority, forward to the
inquiring authority-

(i) a copy of the articles of charge and the statement of the imputations of misconduct or
misbehaviour;

(ii) a copy of the written statement of the defence, if any, submitted by the Government
servant;

(iii) a copy of the statements of witnesses, if any, referred to in sub-rule (3);

 

(iv) evidence proving the delivery of the documents referred to in sub-rule (3) to the
Government servant; and

(v) a copy of the order appointing the "Presenting Officer".

(7) The Government servant shall appear in person before the inquiring authority on
such day and at such time within ten working days from the date of receipt by the
inquiring authority of the articles of charge and the statement of the imputations of
misconduct or misbehaviour, as the inquiring authority may, by notice in writing, specify, in this
behalf, or within such further time, not exceeding ten days, as the inquiring authority may allow.

(8)(a) The Government servant may take the assistance of any other Government servant
posted in any office either at his headquarters or at the place where the inquiry is held, to
present the case on his behalf, but may not engage a legal practitioner for the purpose, unless
the Presenting Officer appointed by the disciplinary authority is a legal practitioner, or, the
disciplinary authority, having regard to the circumstances of the case, so permits ;

Provided that the Government servant may take the assistance of any other Government
servant posted at any other station, if the inquiring authority having regard to the circumstances
of the case, and for reasons to be recorded in writing, so permits.

Note : The Government servant shall not take the assistance of any other Government
servant who has three pending disciplinary cases on hand in which he has to give
assistance.

(b) The Government servant may also take the assistance of a retired Government servant
to present the case on his behalf, subject to such conditions as may be specified by the
President from time to time by general or special order in this behalf.

(9) If the Government servant who has not admitted any of the articles of charge in his
written statement of defence or has not submitted any written statement of defence, appears
before the inquiring authority, such authority shall ask him whether he is guilty or has any
defence to make and it he pleads guilty to any of the articles of charge, the inquiring authority
shall record the plea, sign the record and obtain the signature of the Government servant
thereon.

(10) The inquiring authority shall return a finding of guilt in respect of those articles of charge
to which the government servant pleads guilty.

(11) The inquiring authority shall, if the Government servant fails to appear within the
specified time or refuses or omits to plead, require the Presenting Officer to produce the
evidence by which he proposes to prove the articles of charge, and shall adjourn the
case to a later date not exceeding thirty days, after recording an order that the
Government servant may, for the purpose of preparing his defence:

(i) inspect within five days of the order or within such further time not exceeding five days as
the inquiring authority may allow, the documents specified in the list referred to in sub-rule (3);

(ii) Submit a list of witnesses to be examined on his behalf;

NOTE: - If the Government servant applies orally or in writing for the supply of copies of the
statements of witnesses mentioned in the list referred to in sub-rule (3), the inquiring authority
shall furnish him with such copies as early as possible and in any case not later than three days
before the commencement of the examination of the witnesses on behalf of the disciplinary
authority.

(iii) give a notice within ten days of the order or within such further time not exceeding ten
days as the inquiring authority may allow, for the discovery or production of any documents