annexure 1-3 after chapter 6 - crpf public school · 3.5.1 provision for the patrachar vidyalaya...

Scheme of Studies — 2010

3.1 SUBJECT OF STUDIES

3.2 ADDITIONAL SUBJECTS

NOTES

The learning areas will include :

(1) and (2) Two Languages out of :

Hindi, English, Assamese, Bengali, Gujrati, Kannada, Kashmiri, Marathi, Malayalam,Manipuri, Oriya, Punjabi,

Sindhi, Tamil, Telugu, Urdu, Lepcha, Limbu, Bhutia, Sanskrit,Arabic, Persian, French, German, Portuguese,

Russian, Spanish, Nepali, Tibetan and,Mizo, (Please also refer to notes) (i), (ii) and (iii)

(1) Mathematics

(2) Science

(3) Social Science

(4) Work Education or Pre-Vocational Education

(5) Art Education

(6) Physical and Health Education

Students may offer any one of the following as an additional subject :

Language other than the two compulsory languages (offered as subjects of study)

OR

Commerce, Painting, Music, Home Science or Introductory Information Technology.

(i) It is expected that all the students would have studied three languages upto class VIII. Those students who

could not clear the third language in class VIII, and have been promoted to class IX shall be examined by the

schools concerned at the end of class IX in the same syllabus and text books as are prescribed for class VIII.

Those who are still unable to clear the third language at the end of classIX may be given another opportunity

in class X. No student shall be eligible to appear at the Secondary School Examination of the Board at the

end of class X unless he/she has cleared the third language.

(ii) Hindi and English must be two of the three languages to be offered as stated in the note (i) above.Hindi and

English must have been studied at least upto class VIII.

(iii) Hindi and English must be one of the two languages to be studied in class IX and X. Hindi and English can

CC105Continuous and Comprehensive Evaluation

Annexure 1Annexure 1

also be offered simultaneously. In Hindi and English, two courses have been provided for class IX and X

keeping in view the varying background of the student. A student may either opt Communicative-English

(Subject Code 101) or English Language and Literature (Subject Code 184). Similarly, in Hindi, a student

may either opt for Hindi A or Hindi B.

Assuming an academic week consisting of 45 periods of 40 minutes duration each, the broad distribution of

periods per week will be as follows:

Language I 7

Language II 6

Mathematics 7

Science 9

Social Science 9

Work Education or Pre-Vocational Education 3+3*/6

(Please refer to the note on page 109)

Art Education 2

Physical and Health Education 2

Expected to be spent outside school hours.

Note: while designing the courses it has been presumed that, given margin for vacations, public holidays and

other contingencies, a minimum of 30 weeks of teaching time will be available in each session for actual

instructional transaction. Accordingly the distribution of periods over units and sub-units has been done which is

only suggestive in character. The school, keeping the overall number of periods in each subject/area the same,

may assign more or less number of periods to individual units according to their relative importance, if thought

necessary. The distribution of marks over each unit (unit wise weightage), is however, prescriptive hence shall

remain, unchanged.

In pursuance of the objectives of National Literacy Mission, Govt. of India, Special Adult Literacy

programmehas been taken up by the Board from the academic session 1991-92 beginning with classes IX & XI as

special measure to remove illiteracy through mass involvement of students. This has been termed as SALD. The

SALD has been made an integral part of prescribed curriculum and incorporated in work-education as an

essential component. Framework for SALD is given in Appendix 'A'.

3.3 INSTRUCTIONAL TIME

Subjects Suggested periods for Class X

3.4 SPECIAL ADULT LITERACY DRIVE (SALD)


CC 106Continuous and Comprehensive Evaluation

3.5 SPECIAL PROVISIONS

3.5.1 Provision for the Patrachar Vidyalaya Candidates

3.5.2 Provision for Candidates with Visual and Hearing Impairment

(a) The Patrachar Vidyalaya candidates are allowed to offer Home Science and Commerce in place of

Mathematics and Science.

(b) The Patrachar Vidyalaya Candidates from outside Delhi are, however, not allowed to offer subjects

involving practical work.



OUTLINE OF CCE FOR CLASSES IX-X

Types of Assessment Advantages Caution for Suggestions for

tools/techniques teachers implementation

1. Observation •

Information can be

gathered about

children in 'natural'

settings. Some are

about learners in the

course of teaching. •

Others based on

planned and

purposeful observation

of students on

activites/tasks.

Various aspects of • Avoid arriving at • Recording

personality inferences/interpr- details that not

development can be tations or jumping only describe

assessed through to conclusions. the actions but

observations. Important to take reveal how a

down more than child feels

Can be used to assess what is actually seen. about what she/

individuals as well as is doing, details

groups. on he how she/he

• Dependent on the something as

• Assessments can be skill of the observer well as when

made during varying which determines she/he does it,

time periods. 'what' is observed. the quality of

her/his

• Requires sensitivity interrelation-

• Evidence of child's and unobtrusiveness ship with people

performance/know in the way the and materials,

ledge is based on an observation is done. and what he/

'on-the-spot record. Observations to be she says etc.

made over a period • Noting

of time, across comments

• Over time, detailed different activities about the child's

observations of and settings. behaviour in

behaviour as well as parentheses

interests,challenges, based on which

-patterns/trends processes can

emerge which allow be inferred at a

teachers to create a later point of

comprehensive time.

picture/view of the

child.





2. Checklists • •

A systematic way of

recording specific

behaviour/action

helps focus attention

on particular aspects.

Quick and easy to Limited • Add a

implement. Provides information, onle 'comments'

specific information indicating presence column to add

about specific of a skill. Does not value to the

objectives. indicate child's information in

response to different the checklist

situations or provide marking

• Can point towards a specific examples of

trend of how and responses. Does not • Use this tool in

when skills have provide information conjuction with

been acquires by about context. other methods

the child as well as of assessments.

a group of children. • Can at times

become unwieldy

because of the

number of specific

items.

• If developed by

others, may not

be suitable for

the objectives

that you as

teachers have in

mind, or for the

groups, you wish to

use it with.

3.Assignments • Provides students an • Not too much • Going beyond

Theme based tasks to opportunity to search homework or collection of

be completed as class for information, class work should assignments by

work add/or construct their own be given which is following it up

homework. Can be ideas, and articulate currently the with analysis,

open ended or the same ideas normal practice. discussion and



structured. Some through spoken, Assignments should reflection.

could be based on written and/or be such that they can

contexts outside visual expressions. be managed by • Creativity of

textbooks. students on their own. students is

• Helps assess a wide promoted.

range of objectives

and content of • Should not become • Encouraging

learning. the only method students to go

of assessment. beyond

• Provides students an textbooks.

opportunity to relate

and synthesize within • Group work is to

and outside school be encouraged.

learning. Can become

part of the

portfolio.

4. Portfolio • Provide a cumulative • Selecting work to be • Student

Collection of student's record. In the process, put into the portfolio participation in

work over a period of a picture of how a should have a specific selection

time. It could be day- skill or knowledge area reason. portfolio

to-day work or develops emerges. contents is to

selection of the be encouraged,

learner's best piece of • Enables the student • Not all papers/items as well as

work. to demonstrate to of work are to be criteria for

others, his/her included. This will selection the

learning and progress. become contents.

unmanageable.

• The child becomes • Continuous

an active participant updating of the

in learning and portfolio as the

assessment. child grows.

• Careful

structuring of





portfolio

material

accompanied by a

reflective

account.

• Clear labeling

and numbering

of content for

easy reference

5. Projects • Provide opportunities • The nature and • Project topics

These are undertaken to explore, work difficulty level of should be

over a period of time with one's hands, the projects should decided/

and generally involve observe, collect data, be such that chosen, planned

collection and analysis analyze, organize and students can do it and conducted

of data. Projects are interpret data and by themselves. by students

useful in theme-based draw generalizations. largely with the

learning.. • Materials to be teacher acting

used for the project as a guide.

should be available in

the school,

• Provides an neighborhood or

opportunity to work home setting. • Encouragement

in groups and in real These should not should be given

life situations. put a financial to group

burden on the projects.

• Helps develop a parents. These will enable

positive attitude students to

towards group work, work together,

sharing and learning • Each school could share

from each other. go in for a Resource experiences and

Centre, which would learn from each

have locally available other. Projects

materials. keep giving





6. Rating ScalesThese can be used to record the quality of a students' work and then judge the quality against specified criteria.Holistic rating scales require a single, overall assessment of a piece of work.

• Avoid inferences/interpretations of giving judgements. Concentrate on taking down what is seen.

• The skill of the observer may determine what is observed.

• Be sensitive and unobtrusive in the way the observation is done. This does not necessarily mean being at a distance.

• Make the observations over a period of time, and across different activities and settings.

• Various aspects of development can be assessed.

• Can be used to assess individuals as well as groups.

• Assessments can be made during varying time periods and in different environment settings.

• Evidence of the child's performance/knowledge is based on 'on-the-spot' record.

• Over time, detailed observations of behaviour as well as interests, challenges, patterns/trends emerge which allow teachers to have a comprehensive

• Record details that not only describe the actions but reveal how a child 'feels' about what she/he is doing.

• Also suggest corrective measures.

• Comments can be noted in 'parentheses' based on which processes can be inferred at a later point of time.

students an

opportunity to

explore,

investigate and

work in groups.

Children can be

encouraged for

judicious use of

materials and

keep them back

after use.





Types of Assessmenttools/techniques

7. Anecdotes and Cumulative Records Provides observational narrative records of significant incidents in a child's life.

Advantages

picture/view of the child.

• Provides a wealth of information across different developmental areas.

• Facilitates taking of notes on the child's social, emotional development , choices, interests and relationships etc.

• Identifies strengths and weaknesses and assesses children's progress over time.

Caution forteachers

• A single anecdote does not give conclusive information.

• Only 'problematic' situations may be noticed. It would be better to describe incidents rather than making statements of judgement.

• Selecting amongst the many interesting classroom events and not including all.

• Avoiding general comments.

Suggestions forimplementation

• Preparing and collecting anecdotes over a period of time about sustained interests and critical things that are happening in their life. Helps to understand the child's behaviour/ responses to different classroom situations.

• Collecting a cross section of anecdotes (from different children) indicates groups' thinking and feeling.

• Recording as soon as possible after the event so that rich, accurate and significant details can be included for later interpretations.



Types of Assessmenttools/techniques

8.PhotographsProvides documentation of a child's experiences, while they are doing tasks/work, they could also be of finished products, project models etc.

9. Audio-VideoRecordingsSpecific situation or over a time span to cover important processes/aspects can be recorded, and analyzed later.

10. Quiz, Games and ActivitiesCould also be taken to assess children from time to time.

Advantages

• Provided accurate recall of events.

• Provides an insight into children's ways of thinking and interacting.

• Facilitates sharing of information with families.

• Provides an insight into the child's emotional, social and psychological aspects of development.

• Both allow language and the way it used to be 'captured' with accuracy.

• Movement and sound add to the understanding of the events taking place.

• Helps to understand student's explanations that indicate different ways of thinking.

Caution forteachers

• The aesthetic quality may not be critical.

• Avoid making the child self-conscious in front of the camera by your comments or suggestions.

• Analysis is time consuming,

• Children may occasionally be 'performing' for the camera.

• Expensive as it requires technical expertise.

Suggestions forimplementation

• The picture composition should include important details of the experience, process of product being photographed.

• Choosing where photographs need to supplement other tools.

• Using photographs to discuss with children about themselves at a later time.

• Careful selections of what to record of subsequently analyze is necessary.

• Giving children time to ger familiar and feet at ease with the equipment is a good idea.

Source : NCERT



Tools of Evaluation in CCE

3.1 Sample of Anecdotal Records

3.2 Rating Scale

Format of Anecdotal Record Form

Name of the student……………..…Class……..…Section……..………Session…..………

Occasion and Place Factual account of incident/ Teacher's

Situation observed by teacher suggestions/comments

A. Assessment of Attitudes

Attitude

Towards Indicators of Assessment

Teachers • Is always

respectful and

helpful.

• Is respectful

and offers

help most of

the time.

• Generally

respectful and

offers help.

• Usually

respectful and

willingness

only when

asked.

School mates • Is highly

helpful and

cooperative.

• Can assert

politely and

tactfully.

• Is helpful and

cooperative

most of the

times.

• Can assert

politely most

of the times.

• Is helpful and

cooperative

most of the

time.

• Can assert

sometimes but

not politely.

• Generally

helpful and

cooperative.

• Not always

helpful but is

cooperative on

occasions.

• Offers help

whenever

required.



Indicators of Assessment

School

programs

School/Public

property

• Is very

enthusiastic

and

volunteers to

participate in

all school

activities

• Participates

willingly in

school

programs

most of the

time.

• Sometimes,

participates in

school

programs.

• Participates in

school

programs only

when

required.

• Occasionally

participates.

• Always takes

care and

prevents

others from

destroying it.

• Takes care of

property most

of the times

and prevents

others from

destroying it.

• Generally

takes care of

property and

prevents

others from

destroying it.

• Usually takes

care of

property and

prevents

others from

destroying it.

• Usually takes

care of

property but

does not

prevent others

from

destroying

it.

Environment • Is keen, alert

and

observant,

very much

aware of

surroundings

and

consciously

makes efforts

to keep

environment

clean

• Is keen, alert

and observant

and makes

efforts to keep

surroundings

clean.

• Is quite aware

of

surroundings

but lacks

enthusiasm.

• Lacks

awareness and

needs to be

more keen

and alert.

• Lacks

awareness.



(Participation on

the basis of

frequency of

performance and

quality of

participation at

zonal, district,

state and

National level),

Team spirit and

Talent (strength,

stamina and

speed)

• Has team

spirit and

always plays

for winning.

• Outstanding

development

of skills and

displays high

performan-

ce.

• Has

excellent

development

of skills and

displays high

performance

most of the

times.

• Has team

spirit and

plays for

winning

most of the

times.

• Put efforts

but

individually

• Has very

good skill

development

but performs

occasion-

ally.

• Shows team harmony on and off.

• Has average skill developm-ent.

• The student is not a team player.

• Has slow skills developme-nts

Literary

Activities

• Highly

relevant and

very rich

content

organization.

• Very fluent

presentation

with appro-

• Content

organization

is rich

• Present-

ation is

mostly fluent

with appro-

priate

gestures.

• Mostly

relevant and

rich content

organized in

appropriate

sequences.

• Rather fluent

and appro-

Generally

relevant and

satisfactory

content

organized

properly.

• Presenta-

• Not quite

relevant

• Shallow

content.

Debates

(Content

organization and

presentation)

B. Sports & games





Recitation

(pronunciation,

gestures and

reproduction of

matter)

priate

gestures,

• Uses correct

pronuncia-

tion.

• Most appro-

priate

pauses,

extremely

faithful

reproduction

of matter.

• Uses correct

pronuncia-

tion.

• Most

appropriate

pauses,

extremely

faithful

reproduction

of matter.

priate

gestures.

• Pronuncia-

tion is

correct and

pauses are

appropriate

partially.

• Matter is

reproduced

faithfully

tion is fluent

and appro-

priate

• Rather

faithful

reproduction

of matter but

lacking in

correct

pronuncia-

tion and

appropriate

pauses.

• Lack of

interest and

pronunciation

is not appro-

priate

Creative

Writing

(Subject matter,

language

presentation)

• Highly

relevant and

rich content.

• Has original-

ity of ideas

and effective

presentation

• Most of the

times

content is

relevant and

originality

of thoughts

is evident.

• Present-

ation is

effective.

• Content is

relevant

though not

very rich.

• Presenta-

tion is

effective

through not

very origi-

nal.

• Sometimes

content is

relevant with

some

originality

but lacks

effective

presentat-

ion.

• Rarely

relevant

content.

• No originality

of ideas.

• Needs

frequent

guidance.




Dance

Interest, rhythm,

Skills of Body

Movements and

facial

expressions

• Is always

very keen to

participate

on one's own

in an appre-

ciable

manner.

• Has a good

sense of

rhythm and

keeps pace

• Is keen to

learn and

follow

instructions

most of the

time.

• Has good

sense of

rhythm but

sometimes

falters in

• Needs little

drive from

teachers and

classmates

to learn and

start.

• Sometimes

loses pace

with the

beat.

• Body

• Can dance in

group

• Sometimes

goes off the

beat and

cannot make

it up.

• Needs

constant

guidance

from teach-

• Does not

show much

interest.

• Hesitates in performing.

• Needs constant guidance and presentation from teachers.

Cultural

activities

Music

Interest, rhythm

and melody

• Has a good

sense of

rhythm

melody and

sings songs

and plays

musical

instruments

on one's own

in an

appreciable

manner.

• Has a good

sense of

rhythm and

keeps pace

with the beat.

• Enjoys

singing and

knows

something

about

musical

instruments

• Has a good

sense of

rythm but

goes off key

occasion-

ally.

• Is very keen to learn and know, follows instructions most of the times.

• Needs little

drive to

learn and

start.

• Sometimes

loses pace

with the

beat but can

come back

to tune.

• Sings songs

if asked for

but does not

know how to

play the

instruments.

• Sings songs

in groups but

does not

know about

musical

instruments.

• Lacks sense

of rhythm




Dramatics

Interest, Script

writing

Skills of

dramatization,

drawing,

modeling and

other stage crafts,

creativity.

with the

beat.

• Has impres-

sive body

movements

and facial

expressions.

• Highly

creative, can

develop

scripts based

on social and

school

issues.

• Is extremely

enthusiastic

in taking part

in different

forms of

dramatics

and one-act

plays, street

theatre,

ballets and

community

awareness

keeping pace

with breath.

• Has

impressive

body

movements

and facial

expressions.

• Creative and

develops

scripts on

suggested

topics.

• Takes part

enthusiastical

ly in select

drama forms

only.

• Suggests

improvement

in existing

scripts,

costumes

etc.

movements

and facial

expressions

are restricted

due to

hesitation

and lack of

confidence.

• With little

drive can

take part in

select drama

forms

• Can develop

scripts on

guidance

from teach-

ers.

• Sometimes

gives

suggestions

on

improving

dialogues,

costumes,

stage setting

etc.

ers regarding

suitable body

movements

and facial

expressions

to different

situations.

• Occasional

participation

in selected

drama forms

with lot of

persuasion

and guidance

from teach-

ers

• Cannot

develop

scripts on

one's own.

• Dialogue

delivery,

actions and

movements

are

restricted.

Lacks rhythm.

• Lack of

confidence in

participation

dialogue

delivery

action and

movements

are highly

restrictive

and lacks

interest.




Artistic

Activities

Drawing/painting

/interest

/creativity/

skill

programmes

etc. in

appreciable

manner

• Helps in

suggesting

improved

costumes

from local

resources.

• Always

shows great

enjoyment

and aptitude

for

drawing/pain

-ting.

• Has original-

ity and

innovativen-

ess in work.

• Shows

feelings and

expressions

in one's

work.

• Shows great

enjoyment

and painting

for

drawing/pai

nting most

of the times.

• Has original

drawing and

innovativene

ss in the

work.

• Shows

feelings and

expressions

in one's

work most

of the times.

• Enjoys

drawing/pai

nting and

shows

imagination

and

creativity

some times.

• Good at

reproducing.

• Shows

feelings and

emotions in

one' work

while

communica-

ting ideas.

• Needs

guidance

from

teachers

rather than

using one's

own

imagination.

• Can

communicate

the ideas in

terms of

effect and

appeal.

• Prefers to

reproduce

what is seen.

• Needs

continued

supervision.

• Lacks

creativity and

looks for

ideas and

instructions

from

teachers.





Making things

from waste

material

Interest

Creativity

Skill

• Is extremely

skillful and

enthusiastic

in making

items of use

out of waste

materials.

• Has a vision

to convert

waste

material into

productive

items on

one's own by

using cost

effective

materials and

techniques in

an

appreciable

manner.

• Is skillful

and

enthusiastic

in making

items of use

out of waste

materials.

• Most of the

times uses

imagination

in his work.

• Is conscious

not to use

expensive

material and

techniques.

• Takes

interest in

making

useful items

of use out of

waste

material

when asked

by teachers.

• Sometimes

uses

imagination

in use of

low-cost

materials/tec

hniques.

• With little

guidance,

can make

reasonably

good items.

• Needs

guidance and

supervision

from

teachers.

• Uses little

imagination

and skill in

one' work.

• Lacks

interest.

• Needs

constant

guidance and

supervision

from teacher.

• Does not use

imagination.



annexure 1-3 after chapter 6 - crpf public school · 3.5.1 provision for the patrachar vidyalaya...

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