Presentation on Cce

7/30/2019 Presentation on Cce

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@COPYRIGHT BAL BHAVAN PUBLICSCHOOL MAYUR VIHAR


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1. To discuss about the new pattern introduced

by CBSE, i.e. CCE (CONTINUOUS AND

COMPREHENSIVE EVALUATION)

2. To know how to implement this pattern

effectively and efficiently

@COPYRIGHT BAL BHAVAN PUBLICSCHOOL MAYUR VIHAR, DELHI


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Continuous and Comprehensive Evaluation (CCE) refers to a

system of school-based evaluation of students that covers all

aspects ofstudents development.

It is a developmental process of assessment which emphasizes

on two fold objectives. These objectives are continuity in

evaluation and assessment of broad based learning and

behaviourial outcomes on the other.



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In this scheme the term `continuous' is meant to emphasize that evaluation of

identified aspects of students `growth and development' is a continuous process

rather than an event, built into the total teaching-learning process and spread

over the entire span of academic session. It means regularity of assessment,

frequency of unit testing, diagnosis of learning gaps, use of corrective measures,

retesting andfor their self evaluation.

The second term `comprehensive' means that the scheme attempts to cover

both the scholastic and the co-scholastic aspects of students' growth and

development. Since abilities, attitudes and aptitudes can manifest themselves in

forms other than the written word, the term refers to application of variety of

tools and techniques (both testing and non-testing) and aims at assessing a

learner's development in areas of learning like :

KnowledgeUnderstanding/Comprehension

Applying

Analyzing

Evaluating

Creating



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The scheme is thus a curricular initiative, attempting to shift emphasis from testing to

holistic learning. It aims at creating good citizens possessing sound health, appropriate

skills and desirable qualities besides academic excellence. It is hoped that this will equip

the learners to meet the challenges of life with confidence and success.



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Continuous

Continualfrom the beginning and during the

instructional process

Periodicityfrequency /term

Comprehensive

Scholastic - Subject specific areas.

Co-Scholastic - Life skills, attitudes and values

and other co-curricular activities Includes a variety of tools and techniques for

assessment of the learners.



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FORMATIVEASSESSMENT

F.A.1 +F.A.2

F.A.3 +F.A.4

SUMMATIVEASSESSMENT

S.A.1 S.A.2

2 A LIFE SKILLS

2 B WORK EDUCATION

2 C VISUAL AND PERFORMING ART

2 D ATTITUDES AND VALUES

3 A CO-CURRICULAR ACTIVITIES

3 B HEALTH AND PHYSICAL EDUCATION



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Assessment which is carried throughout the year by the teacher

formally and informally

It is diagnostic and remedial

Endof term or end of the year exams Feedback on learning (assessment of learning) to teacher and

parents



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Type of Assessment Percentage of Weightage in

academics session

Month Term Wise Weightage

FIRST TERM

Formative Assesment-1 10% APRIL-MAY F.A.1+2=20%

Formative Assessment-

2

10% JULY-AUGUST

SummativeAssessment-1

30% SEPTEMBER S.A.1=30%

SECOND TERM

Formative Assesment-3 10% OCTOBER-NOVEMBER F.A.3+4=20%

Formative Assessment-

4

10% JANUARY-FEBURARY

Summative

Assessment-2

30% MARCH S.A.2=30%


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Formative Assessment is a tool used by the teacher to continuously

monitor student progress in a non-threatening and supportive

environment.

It involves regular descriptive feedback, a chance for the students

to reflect on the performance, take advice and improve upon it.

Formative Assessment should be used as an opportunity for theteacher to consult parents at least twice in each term, i.e., after each

Formative Assessment so that the strengths and weaknesses of

every student can be discussed and efforts are made to address the

gaps in learning.@COPYRIGHT BAL BHAVAN PUBLIC

SCHOOL MAYUR VIHAR


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Every Formative Assessment must be followed by diagnosis of the

difficulties faced by students. It means that Formative Assessment

must be diagnostic in nature so that suitable remedial measures aretaken to ensure improvement.

Formative Assessments should not be based on only one task. Every

such Assessment should make use of two or more tasks ensuringvariety such as role play, practical work, presentations, projects,

worksheets etc.



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If many tasks are used for one formative assessment, it help us

cater to multiple intelligences besides enabling every student to tap

her/his strengths.

Formative Assessment should help us to make the teaching learning

process enjoyable for all the students.

Following are the examples of various tasks in different subjects tobe used in Formative Assessments:



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S.No. F.A. I F.A. II F.A. III F.A. IV

1SPELL CHECK

(Correct Spelling, and Usage)

2READING

(Fluency, Expression and Pronunciation)

3

DEBATE

(Understanding of topic, Content and

Presentation)

4

BOOK REVIEW

(Knowledge of Text, Presentation,

Creativity, Imagination and Analytical ability

to evaluate plot)

5

DRAMATISATION

(Acting Skills, Dialogue Delivery and

Understanding the character and the plot)

6

IN THE HOT SEAT

(Textual Knowledge, Imagination, Creativity,

Confidence and Formation of questions)

7

GROUP DISCUSSION

(Understanding the topic, Confidence,

Presentation and Conversational Skills)

8WEAVING A YARN

(Imagination, Creativity and Connectivity)

9

REWRITING HISTORY

(Imagination, Originality, Creativity,

Presentation and Contemporary relevance)

10BUDDING POET OR AUTHOR

(Originality, Creativity and Imagination)

I TERM II TERMENGLISH



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F.A. I F.A. II F.A. III F.A. IV

1 DICTATION(Correct Spelling and usage)

2

READING

(Pronunciation, Expression, Knowledge and

Understanding of punctuation marks)

3ON THE SPOT WRITING

(Presentation, Writing Style and Conclusion)

4DEBATE

(Content, Presentation and Confidence)

5

DISCUSSION

(Understanding of the topic, Use of

language, Confidence)

6

POETRY

(Rhythm, Pronunciation, Expression and

Presentation)

7NARRATING A STORY(Pronunciation, Expression, Presentation

and Creativity)

8

DRAMATISATION

(Acting Skills, Dialogue Delivery and

Understanding the character and the plot)

HINDI I TERM II TERM



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F.A. I F.A. II F.A. III F.A. IV

1 CLASS TEST / UNIT TEST

2 ORAL TEST

3 ASSINGNMENTS

4 CLASS WORK / HOME WORK

5 QUIZ

6 GROUP ACTIVITY

7 PRESENTATION

8 CHART / MODELS

MATHS I TERM II TERM



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1 ASSINGNMENTS


3 QUIZ

4 SYMPOSIUM

5 SEMINAR

6

GROUP ACTIVITY

(Investigatory Project, Survey, or

Assessment based on field trip)

7 GROUP DISCUSSION

8 PRESENTATION

9 CHART / MODELS

I TERM II TERMSCIENCE



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1 ASSINGNMENTS


3 QUIZ


5 PROJECT WORK

6 GROUP DISCUSSION

7 PRESENTATION

8 CHART / MODELS

SOCIAL SCIENCE I TERM II TERM



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1 KNOWLEDGE AT THE BEGNNING

2 PRONUNCIATION

3 CHART / MODELS

4 KNOWLEDGE OF GRAMMAR

5 PICTURE DESCRIPTION

6 WRITING CLARITY


8 DEBATE

SANSKRIT I TERM II TERM



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The summative Assessment is the terminal assessment of

performance at the end of instruction.

Summative Assessment is carried out at the end of a course of

learning. It measures or sums-uphow much a student has learned

from the course.



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For grading system of Scholastic areas we will follow 9 point grade

system. It is as follows:

MARKS GRADE GRADE POINT

91100 A1 10

8190 A2 97180 B1 8

6170 B2 7

5160 C1 6

4150 C2 5

3340 D 4

2132 E1 ----

20 & below E2 ----@COPYRIGHT BAL BHAVAN PUBLIC

SCHOOL MAYUR VIHAR


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Evaluation deals with the collection of evidences regarding changes which occur in

the learners behaviour during the teaching learning process. Based on these

evidences, interpretations and judgment, the progress of the learner is arrived at and

decisions taken. Thus evaluation involves four main sub processes i.e. gathering

information, interpretation of information, making judgments and taking decisions.

Tools and Techniques are required to gather information. These should be valid,

reliable and usable.

Techniques of evaluation consists of test and other items for measuring growth in

particular outcomes of learning.



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Tools are the instruments used for measuring the learning outcomes such as

question paper, observation-schedules, rating scale, check lists, anecdotal records etc.

For example, while observation is a technique a checklist is a tool.

All teachers need to be involved in Assessing Co-Scholastic Skills of children for the

following reasons:

Reduces Subjectivity

Removes Bias

Provides a point of reference to all teachers

Makes all teachers involved and accountable

Distributes work load amongst teachers

Simplifies work with regular maintained record, on computer@COPYRIGHT BAL BHAVAN PUBLIC

SCHOOL MAYUR VIHAR


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To sum up, it may include the following steps:

1. Identifying qualities

2. Specifying behaviours and indicators of the concerned area or skill

3. Collection of evidence in respect of behaviour and indicators through

observation and other techniques

4. Recording of the evidences5. Analysis of the recorded evidences

6. Reporting or awarding grades

Thus, our fundamental challenge in assessing students in Co-Scholastic Areas are

four-fold:

a. Identifying overt behavioural indicators for each of the chosen areasb. Creating a scheme of assessment for certification

c. Tools and techniques of gathering data and evidence

d. Data archiving, interpreting and certifying


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1. Each student will be graded on each of the 03 Life Skills, Work Education,

Visual and Performing Arts, 03 Attitudes, Values, 02 Co-curricular

Activities and 02 Health and Physical Education (HPE) activities.

2. Maximum score for each Life Skill, Work Education and Visual and

Performing Arts and Attitudes is 50, for Values is 200 and for Co-curricularActivities and HPE is 50.

3. Before assigning the Grades on each component using the conversion

table, please calculate the average or grade points by dividing the total

score obtained by a student by number of items in that component. For

example, for a student who has a score of 35 in Thinking Skills; you needto divide it by the number of descriptors, i.e. 10; the average or grade

point is 3.5; hence grade is B.


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LIFE SKILLS

THINKINGSKILLS

SOCIALSKILLS

EMOTIONALSKILLS

5 POINT GRADING:

A - 4.1 5.0

B - 3.1 4.0

C - 2.1

3.0D - 1.1 2.0

E - 0.1 1.0



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LIFE SKILLS are abilities for adaptive and positive behaviour that enable individuals todeal effectively with the demands and challenges of everyday life. They are abilities

that facilitate the physical, mental and emotional well-being of individuals (WHO)

'Adaptive' means that a person is flexible in approach and is able to adjust to different

circumstances.

'Positive behaviour' implies that a person is forward looking and finds a ray of hope,

solution andopportunities even in difficult situations.

Life Skills are abilities that will help students to be successful in living a productive

life. Learning and practicising Life Skills help students to improve their personal and

social qualities such as self esteem, compassion, respect, confidence etc.



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Thinking Skills

These include decision-making, problem-solving skills and information gathering skills.

The individual must also be skilled at evaluating the future consequences of their

present actions on others. They need to be able to determine alternative solutions and

to analyze the influence of their own values and the values of those around them.

Social Skills

These include verbal and non-verbal communication, active listening, and the ability to

express feelings and give feedback. Also in this category are negotiation/refusal skills

and assertiveness skills that directly affect ones ability to manage conflict. Empathy,

which is the ability to listen and understand other's needs, is also a key interpersonal

skill. Team work and the ability to cooperate include expressing respect for those round

us.

Emotional Skills

These refer to skills which help one to increase the internal locus of control, so that the

individual believes that she/he can affect change and make a difference in the world.@COPYRIGHT BAL BHAVAN PUBLIC

SCHOOL MAYUR VIHAR


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Knows his/her strengths and weaknesses

Demonstrates internal/External locusof control

Knows her/his way of dealing with people,

events, and things

Recognizes and analyzes a problem

Collects relevant information from

reliable sources

Evaluates each alternative for advantageous and adverse consequences of each

alternative solution

Chooses the best alternative (takes decision);

Shows originality and innovation

Demonstrates fluency in ideas get lots

of new ideas

Open to modification and flexibility in

thinking

Demonstrates divergent (out-of-the-box) thinking

I. THINKING SKILLS SCORE OUT OF 5



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Helps classmates in case of difficulties in academic and personal issues

Seeks feedback from teachers and peers for self-improvement

Actively listens and pays attention to others

Sees and appreciates others point of view.

Draws attention of others when speaking in the class, school assembly and otheroccasions

Explains and articulates a concept differently so that others can understand in

simple language

Sensitive to the needs of differently abled students

Demonstrates Leadership Skills, like responsibillity, initiative etc.

Demonstrates awareness of norms and social conducts and follows them

Helps develop skills and competencies in others instead of making them

dependent

II. SOCIAL SKILLS SCORE OUT OF 5


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Is optimistic

Believes in selfself confidance and thinks I can

Manages Scholastics, Co-Scholastics and personal challenges

If unsuccessful, gracefully takes the task again

Seeks help of teachers and classmates in difficult situations

Does not get into unhealthy habits when under stress

Maintains decency under stressful interpersonal situations

Expresses feelings and reactions frankly in the class

Supports and empathises with others

Politely declines - says no, when he/she does not want to undertake a task

III. EMOTIONAL SKILLS SCORE OUT OF 5


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WORK

EDUCATION

5 POINT GRADING:

A - 4.1 5.0

B - 3.1 4.0

C - 2.1

3.0D - 1.1 2.0

E - 0.1 1.0



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II. WORK EDUCATION Score out of 5

Has a collaborative approach towards the process of learning

Is innovative in Ideas

Plans and adheres to timelines

Is involved and motivated

Demonstrates a positive attitude

Is helpful, guides and facilitates others

Demonstrates an understanding of correlation with real life situations

Has a step-by-step approach to solving a problem

Has clear understanding of output to be generated

Is able to apply the theoritical knowledge into practical usage

5 POINT GRADING


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VISUAL AND

PERFORMINGART

VISUAL ARTPERFORMING

ART

5 POINT GRADING:

A - 4.1 5.0

B - 3.1 4.0

C - 2.1

3.0D - 1.1 2.0

E - 0.1 1.0



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I. VISUAL ART Score out of 5

Takes an innovative and creative approach

Shows asethetic sensibilities

Displays observation skills

Demonstrates interpretaion and originality

Co-relates with real life

Shows willingness to experiment with different are modes and mediums

Sketches or paints

Generates computer animation

Demonstrates proportion in size and clarity

Understands the importance of colour, balance and brightness


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Sings and plays insturmental music

Dances and acts in Drama

Awarness and appreciation of works of artists

Demonstrates appreciation skills

Particpates actively in aesthetic activites at various levels

Takes initiative to plan, create and direct various creative events

Reads and shows a degree of awarness of particular domain of art

Experiments with art forms

Shows a high degree of imagination and innovation

Displays artistic temprament in all of his / her actions in school and outside

II. PERFORMING ART SCORE OUT OF 5


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ATTITUDES ANDVALUES

ATTITUDETOWARDS:

TEACHERS SCHOOL MATESSCHOOL

PROGRAMME &ENVIRONMENT

VALUE SYSTEM

5 POINT GRADING:

A - 4.1 5.0

B - 3.1 4.0

C - 2.1 3.0

D - 1.1 2.0

E - 0.1

1.0



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Shows decency and courtesy to teachers inside and outside the

class

Demonstrates positive attitudes towards learning

Takes suggestions and criticism in the right spirit

Respects teachers' instructions

Accepts norms and rules of the school

Communicates his / her thoughts with teachers

Confides his / her problems with teachers

Shows honesty and sincerity towards teachers

Feels free to ask questions

Helpful to teachers

I. TOWARDS TEACHERS SCORE OUT OF 5


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II. ATTITUDE TOWARDS SCHOOL-MATES Score out of 5

Is friendly with most of the classmates

Expresses ideas and opinions freely in a group

Is receptive to ideas and opinions of others

Treats classmates as equals, without any sense of superiority or inferiority

Sensitive and supportive towards peers and differently abled schoolmates

Treats peers from different social, religious and economic background without any

discrimination

Respects opposite gender and is comfortable in their company

Does not bully others

Deals with aggressive behaviour (bullying) by peers tactfully

Shares credit and praise with team members and peers


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III. ATTITUDE TOWARDS SCHOOL PROGRAMMES AND ENVIRONMENT Score out of 5

Attaches a lot of importance to school activities and programme

Participates in school activities relating to improvement of environment

Enthusiasticlly participates in school programmes

Shoulders responsibility happily

Confronts any one who criticizes school and school programme

Insists on parents to partipates / witness school programmes

Particpates in community activities relating to environment

Takes care of school prperty

Sensitive and concerned about environmental degradation

Takes initiative in planning activities for the betterment of the environment

III VALUES Score o t of 5


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III. VALUES Score out of 5

i.To abide by the constitution and respect its ideals and institutions, the National Flag and the

National Anthem

a.Is aware of the Directive Principle and FundamentalIs aware of the Directive Principle and

Fundamental Rights enshrined in the Constitution

b. Sings National Anthem and patriotic song with decorum

c. Attends hoisting of National Flag with respect and decorum

d. Understands the meaning of tri colour and the Ashok Chakra

ii. To cherish and follow the noble ideals which inspired freedom struggle

a. Takes interest in the national freedom struggle

b. Displays pride in being an Indian citizen

c. Participates in celebration of Republic Day and Independence Day with enthusiasm

d. Reads biographies of freedom fighters

III VALUES Score out of 5


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iii. To uphold and protect the sovereignty, unity and integrity of India

a. Stays alert and raises voice against divisive forces

b. Respects armed forces and paramilitary forces

c. Respects Indian diversity

d. Maintains peace and love

iv. To defend the country and render national service when called upon to do so

a. Shows a proactive and responsible behaviour during crisis

b. Helpful towards disadvantaged section of the society

c. Renders social work enthusiastically

d. Actively participates in community development programmes of the school

III VALUES Score out of 5


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v.

To promote harmony and spirit of unity, brotherhood amongst all the people of India

transcending religious, linguistic and regional or sectional diversities; to remove the

practices derogatory to the dignity of women

a. Respects opposite gender

b.Respects teachers from different rel igious and

linguistic communities

c. Takes up issues in case of indignity to women

d. Kind and helpful towards classmates and people of community

vi. To value and preserve the rich heritage of our culture

a. Reads and discusses about the Indian culture and heritage

b. Appreciates diversity of cultures and social practices

c. Treasures the belongings of the school, community and the country with a sense of pride

d. Protects and prevents defacing of national monuments


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vii. To protect and improve natural environment

a. Shows compassion for living creatures

b. Takes active interest in maintaining flora, fauna, plants and gardens

c. Participates in movements for protecting endangered animals and green cover

d. Takes care to clean classroom, school and neighbourhood

viii. To develop scientific temper and the spirit of enquiry

a. Experiments to find new solutions

b. Analyzes and critically evaluates events on the basis of data and information

c. Questions and verifies knowledge

d. Explains processes and products logically

S S f


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ix. To safeguard public property and to abjure violence

a. Takes care of school furniture and property

b. Resists defacing and decimation of public property

c. Does not fight and harm others

d. Does not affiliate to groups and communities who believe and promote violence

x.To strive towards excellence in all spheres of individual and collective activity which leads to

higher level of performance

a. Makes an effort to improve academic performance in school

b. Makes special efforts to improve in co-scholastic areas

c. Strives to identify potential and actualize with effort

d. Aspires and strives for excellence in education and life


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5 POINT GRADING:


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CO-CURRICULARACTIVITIES

LITERARY ANDCREATIVE SKILLS

SCIENTIFIC SKILLS

INFORMATIONAND

COMMUNICATIONTECHNOLOGY

ORGANIZATIONALAND LEADERSHIP

SKILLS

5 POINT GRADING:

A - 4.1 5.0

B - 3.1 4.0

C - 2.1 3.0

D - 1.1 2.0

E - 0.1 1.0


The teacher will record the two activities from the above activities.


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One of the major objectives of school education is to prepare a student for life. This

really means that a student must grow in several dimensions as they move from

primary to secondary school. They should know how to take informed decisions as

young adolescents about to step into a world. They need to develop and grow in their

ability to interact with their peer-group, society and the community. They need to

develop the ability to cope with change and flexibility to adopt a rapidly changing

environment. Participation in Creative, Aesthetic skills, Peforming arts, Eco Club and

Health and Wellness Clubs helps them to develop holistically. CCE Scheme at Classes IX

& X proposes that every learner should be assessed for at least four activities,

compulsorily two from : Part 3(A) and two from Part 3(B). The teacher needs to provide

documentary evidence in case of the Co- Scholastic areas chosen by the student.


I LITERARYAND CREATIVE SKILLS SCORE OUT OF 5


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Composes poems and lyrics

Writes short stories

Writes literary criticism

Participates actively in literary and creative activities at school, inter school,

state, national and international levels

Plans and organises literary events like debates, recitation, book clubs etc.

Reads books and shows a high degree of awareness in the field of literature

Appreciates well written or spoken pieces representing various geners (prose,

poetry, plays)

Expresses ideas and opinions creatively in different forms

Displays originality of ideas and opinions

Is able to inspire others and involve a large part of the school and community in

different events

I. LITERARY AND CREATIVE SKILLS SCORE OUT OF 5

II. SCIENTIFIC SKILLS SCORE OUT OF 5


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II.

Verifies exisisting knowledge before accepting

Does not get carried away by rumours and media reports

Tries to find new and more effective solutions to problems

Conducts experiments with efficiency and effectiveness

Takes keen interest in Scientific activities in laboratory and field-based

experiment

Takes the initiative to plan, organise and evaluate various science-related

events like quizzes, seminars, model making etc.

Shows a high degree of curiosity and reads science-related literature

Is a keen observer and is able to take decisions

Displays goo experimental skills and a practical knowledge of every day

phenomena

Making use of technology in making projects and models

III. INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) SCORE OUT OF 5


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III. INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) SCORE OUT OF 5

Is efficient handling IT equipments and gadgets

Has a step by step approach to solving a problem

Is able to apply theoretical knowledge into practical usage

Plants and adheres to activity and projects time lines

Takes initiative in organising and participating in technology related

events

Takes keen interest in compuetr realted activities

Is helpful, guides and facilitates others

Is a keen observer and is able to make decisions

Is innovative in ideas

Adheres to ethical norms of using technology

IV. ORGANIZATIONAL AND LEADERSHIP SKILLS SCORE OUT OF 5


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Helps and organizes events in that capacity

Demonstrates ability to work in teams

Can organize work groups in short time

Actively participates in School Clubs, (e.g. Science Club, Eco Clubs, Health

and Wellness Clubs, Heritage Club, Disaster Management, AEP and other

Represents class, school and inter-school at various other levels

Takes initiative to plan and manage different kinds of events like

festivals, environment week, fund raisers, seminars, quizzes, arranging

morning assemblics etc.

Exhibits collaboration and co-ordination skills while executing the tasks

Displays originality of ideas and the ability to see them through

Delivers assigned jobs with responsibility

Is a keen observer and is able to take decisions

5 POINT GRADING:


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HEALTH AND PHYSICAL

EDUCATION

SPORTS /INDIGENEOUS

SPORTSNCC/NSS

SCOUTINGAND GUIDING

GYMNASTICS YOGA FIRST AIDGARDENING /SHRAMDAAN

A - 4.1 5.0 B - 3.1 4.0

C - 2.1 3.0 D - 1.1 2.0

E - 0.1 1.0


The teacher will record the two activities from the following:

Proper development of the body is essential for the healthy growth of the mind. It


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is therefore, necessary that the students should be examined by qualified doctors

once in the session along with a follow-up session. If this facility is not available

general information about health i.e. height & weight, etc. could be obtained by

the teacher. There are already age and gender related charts of height and weight.

Teachers should use these charts and note observations on the basis of entries

he/she makes on the Report Book / Certificate of School Based Assessment (SBA).

In addition to this general information, physical disabilities and diseases e.g.

defective vision, maintenance of teeth, deafness, long absence due to illness,

which the teacher can detect at ones own level, should also be noted. He/sheshould also bring any noticeable deformity of the child in the notice of the parents.

In the assessment of Health Status, the recordings of height shall be in centimeters

and the weight shall be mentioned in kilograms.

While the area of Physical Education of the curriculum will be judging the skills andproficiencies acquired by the students in games, sports etc. the area of Health

Education will concentrate on those aspects which constitute the criteria for

determining the physical health of an individual. The following aspects will be

taken care of in this area.

@COPYRIGHT BAL BHAVAN PUBLIC

SCHOOL MAYUR VIHAR


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Health Education needs to be assessed on the basis of:

Basic understanding about healthPhysical fitness

Attitude development

Participation in Health and Wellness Club activities

The teachers responsibility in this area will be limited to general observations.

These must be communicated to the parents and guardians for all students.

We divided this domain into two segments. One is rating certain Health and

Physical Education related behaviours, and second is information on actual

participation in Physical Education, Sports and Games. General descriptors for HPE

are given for appraising a student on any specific activity, these general guidelinemay be modified accordigly.


SCHOOL MAYUR VIHAR


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SCHOOL MAYUR VIHAR

I. HEALTH AND PHYSICAL EDUCATION SCORE OUT OF 5

Demonstrates physical fitness and agility

Displays courage and determination

Demonstrates flexiblity of the body

Demonstrates sportsmanship

Follows all safety norms of games and sports

Follows rules of games

Has undergone training and coaching in the chosen sports and

games items

Makes stratergic decisions within the games

Organizes and provides leadership in this area

Takes initiative and interest in Physical Education and wellness

Participation and Performance: Instead of rating the following information should be


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SCHOOL MAYUR VIHAR

S.NO. ACTIVITIESACTIVITY

DONE

INTER-

CLASS

INTER-

SCHOOL

INTER-

DISTRICT

INTER-

STATE &

1

SPORTS /

INDIGENIOUS

SPORTS

2 NCC/NSS

3SCOUTING &

GUIDING

4 SWIMMING

5 GYMNASTICS

6 YOGA

7 FIRST-AID

8GARDENING /

SHRAMDAAN

Participation and Performance: Instead of rating, the following information should be

entered into student portfolio as descriptive statements. Choose any two of the following

activities.


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SCHOOL MAYUR VIHAR

Note:

1. Each student will be graded on each of the 03 Life Skills, Work

Education,Visual and Performing Arts, 03 Attitudes, Values, 02 Co-

curricular Activities and 02 Health and Physical Education (HPE)

activities.2. Maximum score for each Life Skill, Work Education, Visual and

Performing Arts and Attitudes is 50, for Values is 200 and for Co-

curricular Activities and HPE is 50.

3. Before assigning the Grades on each component using the conversion

table, please calculate the average or grade points by dividing the total

score obtained by a student by number of items in that component.


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SCHOOL MAYUR VIHAR

Of all those involved in childrens education it is the teachers who feel the most


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Of all those involved in children s education, it is the teachers who feel the most

responsible. This is expressed in their desire to help all children acquire knowledge,

skills, positive attitudes and values and face life with confidence.

While assessing children it is important to appreciate differences amongst them and

respect the fact that they will understand and respond in different ways while

learning.

Children are not emptyvessels or blank slates, to be filled up with information and

knowledge that only the school can give, as is generally believed. It is important to

build on experience that a child brings to school. New learning is thus to be developed

needs to be based on what the child already knows and understands.

Thus the role of a teacher is very crucial in upbringing of a child holistically.


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It is sure that a child learns his first lesson at home. Hence, it becomes moral duty of the


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parents to provide healthy atmosphere at home.

It is required from the parents that they support the child in his development by

encouraging him to participate in various activities, completing his/her work regularly.The parents should / must attend the various programmes conducted at school. This

motivates a child. Apart from motivation, it is a good mode to recreate where a child is

learning by doing.

It is also important on the part of the parents to check the daily activities of the child and

guide them accordingly.

A good parent will always make sure that his / her child is not adopting wrong ways and

means to get their conditions fulfilled.

Parents should keep in touch with the teachers in regard with the progress of the child.

It should be kept in mind that our children note our actions and learn from the same. We

act as the role model for our children. So it is our action that we give direction to our child.

If all these points are kept into consideration the development of the child will be stable

and constant.@COPYRIGHT BAL BHAVAN PUBLIC

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NOTE:

1. The information provided in the presentation is in accordance with the

guidelines issued by CBSE.2. Source of the data provided in the presentation has been derived from the

Teachers Manual provided by CBSE.


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