shanti asiatic school ahmedabadshantiasiaticahmedabad.com/wp-content/uploads/2020/02/...annual...

SHANTI ASIATIC

SCHOOL

AHMEDABAD

ANNUAL

PEDAGOGICAL

PLAN

SESSION 2019-20

_______________________________________________________________________________________ ANNUAL PEDAGOGICAL PLAN FOR SESSION 2019-20Page 1 of 45

1. SCHOOL INFORMATION 1.1 School Name and Complete Address with Phone number(s), Fax No., Email ID, Website

etc.

SHANTI ASIATIC SCHOOL

OPP,VRAJ GARDENS, OFF 200FT RING ROAD,

KHADIA,SHELA

Contact No- 9099079809

Email- info @bopal.shantiasiatic.com

Website: www.shantiasitic.ahmedabad.com

1.2 Name of the Principal/ HOS: Mr Abhay Ghosh

Contact No.: 9099990188 Email ID: [email protected]

1.3 School Details:

Year of Affiliation: 2013-2021 Affiliation No.: 430157 School Code: 10142

Type of School (Please tick the correct option):

Middle/Secondary/Senior Secondary –Senior Secondary

Boys/Girls/Co-Education- Co-Education

Day School/Day Boarding/ Residential- Day School

(May tick more than one option)

No. of Students: 3112 Total:- Boys:- 1709 Girls:-1403

No. of Divyang (with Special Needs) Students: Facilities

Available:________________________-_____________________________________

No. of Students in: Day School 3112 Day Boarding __-______ Boarding _____-___

Location Type : Urban/ Rural/ Hilly Area: Rural

Is the School a Minority School? No

School Quality Accreditation Details (if any): _____________________________-

___________________________________________________________________________

______________________________________________

1.4 Number of Students on Roll (Class-wise):

Cla

ss

Pre

-

Pri

mar

y

I II III IV V VI VII VIII

Nu

mb

er o

f

Sec

tion

s

10 9 7 7 6 7 6 7


Stu

den

ts

on

Roll

400 360 280 280 240 280 240 240

Cla

ss

IX X XI XII Streams and Subjects in Sr. Secondary Level

Sci

ence

Com

merc

e

Hu

man

itie

s

Voca

tion

al

Nu

mb

er o

f S

ecti

on

s

6 4 6 3 Physics

Chemistry

Biology

Mathematics

English

Physical

Education

Painting

Computer

Science

Psychology

Accountancy

B.St

Economics

English

Entrepreneurship

Political Science

Informatics

Practices

Painting

Physical

Education

Mathematics

English

History

Political

Science

Psychology

Economics

Hindi

Painting

Health

Care

I.T

Stu

den

ts o

n

Roll

240 140 240 135

1.5 School Academic Performance:

a) Pass Percentage during the last Academic Session:

Class Number of

students

appeared

Number of students

passed

Pass

Percentage

I 274 274 100%

II 227 227 100%

III 237 237 100%

IV 208 208 100%

V 228 228 100%

VI 192 192 100%

VII 190 190 100%

VIII 144 144 100%

IX 110 109 99%


b) Board Examination at a Glance

Cla

ss

Num

ber

of

studen

ts

appea

red

Num

ber

of

studen

ts

Pas

sed

Pas

s per

centa

ge

Num

ber

of

studen

ts

wit

h 1

0 C

GP

/ m

arks

bet

wee

n 9

1%

to 1

00%

Num

ber

of

studen

ts

wit

h A

2/

mar

ks

bet

wee

n 8

1%

to 9

0%

Spec

ial

Rem

arks

(if

any)

X

114

114

100

40

42

-

XII 75

74

98.6

7

10

15

-

1.6 Overall School Performance of the Current/ Previous Academic Session

Overall school performance of students has gradually improved in terms of academics and

extracurricular activities. Board results have also improved. School follows student centric

approach and monitors each individual’s growth.

1.7 Key Strengths of the School

Holistic Development

Individual Attention

Stress Free Environment

Multifaceted development of students

Nurturing talents ,skills and abilities

Self Reliant and Independent learners

Providing leadership opportunities

Focus on safety and hygiene

Promoting emotional and physical health

Assimilation of technology and smart classes

1.8 Staff Details:

The number of the teachers including Librarian, PET and Principal in position (Regular, Ad-hoc or

Part -Time)

Group Regular Ad-hoc Part- Time Number of Teachers

Trained Un-

Trained

Pre-Primary 20 19 1

Primary 66 1 50 15

Middle 24 3 19 2

Secondary 17 17

Senior Secondary 15 15

Supervisory Heads 2

Special Educator

PETs 1

Librarian 1


Music Teachers 3

Dance Teachers 3

Yoga Teacher 2

Counsellor 1

Others (if any)

Total 155

1.9 Alumni Details:

a) Admissions in Professional courses in the Current Academic Session

b) Number of students appeared in Class XII Examination

Course/Competition Number of students Special Remarks (if any)

Appeared Selected

JEE 2

NEET

NDA 1

Any other ICAI-4 4

c) Special Achievements of School Alumni

Students are excelling in their selected fields within the country and abroad in institutes

like IIT, BITS Pilani, NIFT, Amity University, Symbiosis, VIT, Nottingham Trent

University (UK) , Sheridan College (Canada),University of South Australia etc.

2. ANNUAL PEDAGOGICAL PLAN 2019-20

2.1 PEDAGOGICAL PLAN COMMITTEE Name Designation Role in PPC

Mr Abhay Ghosh Director –Principal Lead, Guide and Support the

teaching learning processes

Ms Sandhya Uday Vice Principal Direct the entire focus of all

school activities towards the

student’s learning

Ms Hiral Samantasinghar Deputy Head Mistress ( Sr.Wing) Formulate Annual

Pedagogical plan

Promote innovative and

joyful learning at all levels

Incorporate scientific

methodologies

Implement best practices

Ms Sumeet Kaur Khalsa Head Mistress (Jr. Wing)

Ms Hazel George Co- Scholastic Coordinator Incorporate Art integration,

Sports integration in the teaching

learning process

Ms Snigdha Singh Academic Coordinator ( VIII-X) Ensure proper execution of

Annual Pedagogical Plans

Frequent monitoring

Guiding teachers

Ms Asha Nair Academic Coordinator( V-VII)


Ms Prachi Gupta Academic Coordinator ( III-IV) Ensure joyful learning

environment

Maintaining data and keeping

records

Monitor students’ progress

Ms Vijaya Suresh Academic Coordinator ( II)

Ms Zarna Relia Academic Coordinator (I)

Ms. Farzana Joseph Academic Coordinator (Pre

Primary)

PPC Meetings to develop APP

Duration Stakeholders Consulted Discussions Held

March

2019-

June 2019

Principal

Vice Principal

Head Mistress

Academic Coordinator

Co Scholastic coordinators

HODs

Teachers

Combined meetings of all

the stake holders conducted

at all the levels.

2.2 VISION, MISSION, VALUES, FOCUS& APPROACH Name of the Academic Resources Segment -wise

Vision Statement To mould young minds into community leaders.

Mission Statement

To create a joyful school environment which will generate happy, righteous and quality individuals

equipped to make right choices in life and grow up to be responsible citizens of the world.

Our Values

We believe is creating a strong individual with Asian values and a global outlook.

Our Focus All round development of students with scholastic and co scholastic impetus.

Our Pedagogical Vision

To groom students with 21st century life skills.

Our Teaching Learning Approach

We have a student centric teaching learning approach towards holistic development of the students.

Major thrust is towards catering multiple intelligences. We follow a multi –pronged approach aiming

at quality curriculum and its effective transaction in an enabling environment.

2.2 ACADEMIC RESOURCES Name of the Academic Resources Segment -wise

Name of Resource/s Segment

Pre-primary/Primary/Sec/Sr. Sec.

Usefulness

NCERT Text Books, other

publications and Reference

Section Specific Basic Guidelines as per the

NCERT Learning Outcomes


Books

Smart Boards Classes I-X To cater to multiple intelligence

and develop concept clarity of

students

Butterfly Fields Classes I-X Practical Hands-On experiments

and give firsthand experience of

various concepts related to

Maths & Science

Mathematics Lab Classes I-XII For Conceptual clarity of

various mathematical concepts

and develop logical reasoning

Jr .Science Lab

Physics Lab

Chemistry Lab

Biology Lab

Classes I-VIII

Classes IX-XII

Classes IX-XII

Classes IX-XII

Practical Hands-On

experiments, Practical learning

of concepts of Science for

deeper understanding

Library Pre-Primary-Class XII To develop reading skills

School Cinema Classes I-VIII Helps to address students related

issues through audio visual films

Subject Wise Expert Talks Classes X-XII To give a glimpse and insight

through real life experience

Workshops Classes Pre Primary to XII

To enhance life skills Student’s Trainings Classes Pre Primary to XII

Field Trips and Educational

Trips

Classes Pre Primary to XII Learning through outdoor

exposures (annexure attached)

Bulletin Boards and

Assemblies

Classes Pre Primary to XII To identify and nurture talents

hidden in all the students

2.3 PEDAGOGICAL STRATEGIES (ANNEXURE-1) Class-wise and Subject-wise: Art integration, innovative pedagogies, co-scholastic activities

Stakeholders

Class

Subject 1 Subject 2 Subject 3 Subject 4 Subject 5

I English

- Noun

Activity

(Fire on the

Mountain)

(PEI)

- Rainbow

colours

balloon

drawing

(A.I)

- Opposites

(Relay race) (PEI)

Hindi Maths

-Pizza

Activity

(A.I)

-Bowling

game

(PEI)

EVS

-Family flower

(A.I)

- Traffic Rules

(PEI)

Computer

-Draw or

Stick

pictures and

colour any

two

places where

the

computers are

used (AI)

-

Write the list

of Natural

things and

Man-made

machine that

you have seen


(A.I) around you.

(PEI

II English

Chart

activity

on

articles

to drop it

in the

correct

pocket

Goody

Bag

activity

Creative

writing

Dumb

Charade

s in

action

words

Hindi

Maths

-Place value

activity(AI)

-Even-odd

activity(PEI)

-Roman

number

activity(AI)

-Data

handling

activity of

making list in

form of table

by

segregating

different

shapes.

- Segregating

different

animals role

played by

different

students.(PEI

)

(AI)

EVS

Collect or

draw

pictures of

different

things that

are use to

keep our

body clean

in scrap

book. (A-I)

Butterfly

kit

Types of

Houses

(Scientific

Skills) (A-

I)

Lock and

key game

of kuchcha

house and

pucca

house. (

PE-I)

Fun Group

Activity)-

Students

will collect

the phone

numbers of

various

places

such as

police

station,

post

office and

hospital

found

in their

neighbourh

Computer

Students will

observe

different areas

in school

where

computer are

used and will

make T chart

on uses of

computer.

Making the

colourful table

of computer vs

Man.

Draw or Stick 5

tools of Paint

that you have

learned in paint

.Create word

cloud of tux

paint with

sketching

symbol for

each tool.

2.Students will

watch a video

about graphics

designing field


ood

III English

1.Bowling

Game Using

Ball And

Bottles to

clear the

concept of

adjectives.

Integrated

with Sports

2. Activity-

Poster

making on

Save water

(A I )

Integrated

with Art.

3.Activity

Prepositions

Student will

play a game

on

Preposition

in the

Jungle Gym

areaby

placing the

softtoy in

the position

mentioned

by the

teacher.(S I)

Integrated

to sports.

4. Activity

to be

assessed/wr

iting skills

-Diary entry

on how you

spent your

Diwali

vacation

Hindi

0lbm

Maths

i) Individual

activity of

length (PEI).

Running race

of different

distance will

be

conducted.

ii)Group

activity (AI)

Skit

performance(

different

types of

currency and

their uses in

real life)

iii)

Individual

activity (AI)

Pictograph of

birthday

month.

Science

1. DRAW 5

SENSE

ORGANS

and write

how

important

they are in

our daily life.

(AI) (human

body)

(Science)

2. Preparing

a chart on

types of food

we get from

plants and

animals in

India

.Making a

collage by

sticking the

pictures. (AI)

Our Needs

(science)

3.group

activity:

Draw or stick

a picture of

your best

friend in the

neighborhoo

d and write

two things

you both

enjoy doing

together.

(AI) (SS)

Computer

1.Draw or

paste the

parts of

computer

and write its

features-AI

2. Draw

Tools of tux

paint-AI

print it

3. Create a

Document in

MS Word on

different

Food

Cuisines And

get it printed

(ISA)

4. Draw the

window

of Scartch in

scrap

book and

Label them


4. Individual

activity

Write a

letter to your

cousins and

post it and

click picture

while posting

it.(AI) (SS)

IV English

1. Make a

butterfly

using

origami

paper and

paste it in

the note

book( AI)

2.

Individual

activity:Dr

aw

your

favourite

picture of

flower and

write 5

adjectives

on it.

(AI)

3. Imagine

and draw

your own

curious

town(AI)

4. Ball and

Box

Activity:

Each child

will

throw the

ball

in the box

placed on

the

ground and

need to tell

the

position of

the

ball

accordingly

.The game

Hindi

(Related to

music & art)

(Innovative

class)

Maths

1. Roman

Numerals:

Frame any

ten Roman

Numerals

using match

stick

2. Sieve of

Eratosthene

s activity

A number

box from 1-

100 will be

given and

students have

to (1) cross

the nos.

which are not

prime of

composite.

(2) cross out

the products

that appear in

table of 2

(3) circle the

multiples of

5

(4) Color the

multiples of

7

3. LCM –

Cuisenaire

Strips- (Math

Lab)(multipl

es)

4. Butterfly

fields activity

(FRACTION

S)

Science

1. students

will wear

the costume

of selected

places and

speak about

the clothes,

food, habitat

, etc. (A.I)

2. Model of

any historic

place with

presentation

(A.I)

3. Collect

and paste

leaves of

different

colours,

shapes and

sizes on a A4

sheet and

(A.I)

4. Draw and

color the

various

stages

present in the

life cycle of

afrog

Computer

1. Types of

Storage

devices in

Scrap book.

(AI)

2. Banner on

Independenc

e Day.(AI)

3. Write on

basic

practices

related

to online

safety.

(AI)

4. List the set

of tasks that

you do

before

travelling.

(AI)


will be

played

on the

ground

(PE)

V English

The learner

may be

provided

opportunities

in

pairs/groups/

individually

and

encouraged

to: discuss

and present

orally, and

then write

answers to

textbased

questions,

short

descriptive

paragraphs.

participates

in activties

which

involve

English

language use,

such as

role-play,

enactment,

dialogue and

dramatisation

of stories

read and

heard. look

at print-rich

environment

such as

newspapers,

signs and

directions in

public places,

pamphlets,

and

suggested

websites for

language

learning.

prepare

speech for

morning

Maths

The learner may

be provided

opportunities in

pairs/groups/

individually and

encouraged to:

contexts/

situations in which

a need arises to go

beyond the

number 1000 so

that extension of

number system

occurs naturally.

For example

number of grams

in 10 Kg,

number of metres

in 20 Km, etc.

numbers beyond

1000 (up to

100000) using

place

value system, like

extend learning of

numbers beyond 9

thousand, how to

write number one

more than 9999.

operate (addition

and subtractions)

large numbers

using

standard

algorithm. This

may be identified

as extension of

algorithm for one

more place.

ways to divide

numbers like equal

distribution

EVS

The learners

may be

provided

opportunitie

s in

pairs/groups/

individually

and

encouraged

to:

and explore

the animals

for the

unique/unus

ual sense of

sight,

smell, hear,

sleep, and

respond for

etc., and

their

response to

light, heat,

sound etc.

the sources

of water in

their

neighbourho

od, and how

fruit,

vegetables,

grains,

water, reach

their home

and kind of

processes/te

chniques

employed to

convert

grain to

flour and

flour to Roti,

purification

Hindi


assembly,

group

discussions,

debates on

selected

topics, etc.

infer the

meaning of

unfamiliar

words from

the context

while

reading a

variety of

texts. Refer

to the

dictionary,

for spelling,

meaning and

to find out

synonyms

and

antonyms.

understand

the use of

synonyms,

such as

‘big/large’,

‘shut/ close’,

and

antonyms

like

inside/outsid

e, light/dark

from clues in

context

relate ideas,

proverbs and

expressions

in the stories

that they

have heard,

to those in

their mother

tongue/surro

undings/cultu

ral context.

read

independentl

y and silently

in

English/Brail

le,

adventure

stories,

travelogues,

folk/fairy

tales etc.

and inverse

process of

multiplication

idea of multiples

of a number

through its

multiplication

facts, skip

counting on a

number line and

number grid.

concept of factors

through division

of numbers and

multiples.

result through

approximations

and then verifies

it.

use contexts/

situations from

daily life in

activities to

develop

understanding

about fractional

part of

the group like,

how many

bananas are there

in half a dozen

bananas?

fractions through

various ways like

paper folding,

shading of

diagram etc.

idea of

equivalence of

fractions through

various

activities. For

example

folding and

shading: develop

earlier

of water etc.

experiences

and discuss

about the

information

collected/pla

ces

visited with

peers/teache

rs and

elders.

guide routes

to reach

from one

place to

another.

information

from

pictures /

elders/

books/

newspapers/

magazines/w

eb resources

/ museums

etc. about

animals

which have

very

sharp sense

of hearing,

smell and

vision,

different

landforms

such as plain

area, hilly

area, deserts,

etc. and the

varieties of

flora-fauna,

lives of

people

in such

places.

with

teachers/elde

rs and use

pictures,


find out

different

forms of

writing

(informal

letters, lists,

stories

leave

application,

notice etc.)

learn

grammar in a

context and

integrated

manner (

such as use

ofnouns,

adverbs;

differentiates

between

simple past

and simple

present

verbs.) use

linkers to

indicate

connections

between

words and

sentences

such as

‘Then’,

‘After that’,

etc. take

dictation of

sort texts

such as lists,

paragraphs

and

dialogues.

enrich

vocabulary

through

crossword

puzzles,

word chain

etc. look at

cartoons/

pictures/comi

c strips with

or without

words and

speak/write a

few

sentences

about them

understanding of

angles and to

describe it.

in their

surroundings and

compare their

measures. For

example, whether

the angle is

smaller, bigger

or equal to a

corner of a book

which is a right

angle; further,

classify the angles.

protractor as a tool

for measuring

angles and use it

to measure and

draw angles.

symmetry by

using paper

folding/ paper

cutting

so that they can

find out that some

shapes

look the same only

after one complete

rotation/ part of a

rotation

shopping–to make

estimates of

money (in

different

denominations)

and the balance

money one would

get.

play of

shopkeepers/

buyers in which

students

create bills.

length of different

objects using a

paintings,

visit

museums

and

collect

information

related to the

lives for

food, shelter,

availability

of

water,

means of

livelihood,

etc.,

practices,

customs,

techniques,

of

differentregi

ons and

different

time periods.

petrol

pumps,

nature

centers,

science

parks, water

treatment

plant,

bank, health

centre,

wildlife

sanctuaries,

cooperative,

monument,

museum

etc. and if

possible to

far off

places with

different

landforms,

lifestyles

and

livelihoods,

etc. to

observe and

interact with

people living

there and


tape/ metre scale.

need of converting

bigger units to

smaller

units.

experiences on

units of capacity

printed on water

bottle, soft drink

pack, etc.

space by using

different solid

shapes, cubes,

cuboids, prisms,

spheres, etc. and

encourage

students to

decide which solid

shape is more

appropriate.

volume by

counting the

number of unit

cubes that

can fill a given

space

patterns in

numbers while

doing various

operationscollect

information and

display it in a

pictorial form. For

example, heights

of students from

their class and

represent it

pictorially.

discuss various

diagrams/ bar

charts from the

newspapers/ magazines may

be in the class.

share

experiences

in different

ways.

and share

experiences

for different

phenomena

such as how

water

evaporates,

condenses,

and

dissolves

different

substances

under

different

conditions,

and how

food gets

spoilt, how

seeds

germinate

and the

direction in

which roots,

shoot grow

and conduct

simple

experiments/

activities to

find out the

same.

ct

activities/si

mple

experiments

to check the

properties/

features of

different

objects/

seeds/

water/waste

materials,

etc.

explore

surroundings

and critically


think how

seeds reach

from

one place to

another, how

the

plants/trees

grow at

places where

no one

plants them

e.g. forests,

who waters

them and

who owns

them.

night

shelters,

people living

in camps,

old age

homes, in

surroundings

and interact

with

old/different

ly abled and

who change

their

means of

earning to

find out

where do

people

belong to

and why

they left

their places,

where their

ancestors

had been

living for

ages,

migration of

people and

debate on

various such

issues in the

surroundings

.

from


parents,

teachers,

peers and

elders at

home/comm

unity

tocritically

think and

discuss to

reflect on

experiences

of children

related to

situations at

home,

school,

neighbourho

od.

freely with

peers,

teachers and

elders about

the biases,

prejudices,

and

stereotypes

by providing

counter

examples to

one another.

departments/

bodies in the

surroundings

e.g. Bank,

Jal Board,

and

Hospital and

Disaster

management

body and

interact with

related

people

and interpret

different

documents

related with

them.

videos on

different


types of

landforms

and the

variety of

life forms

found in

such places,

different

institutions

which cater

to the need

of

societies,

behavior of

animals,

water

scarcity, etc.

followed by

meaningful

discussions

and debates

on

occupations

that derive

from the

peculiar

geographical

characteristi

cs of

different

regions

simple

activities,

record the

observations

in the form

of table/

sketch/ bar

graph/ pie

chart/ oral/

written

form, etc.

interpret and

present

their

findings.

issues of

living beings

(plants and

animals) as

rightful


inhabitants

of earth,

animal rights

and ethical

treatment to

animals.

experiences

of people

who work

selflessly for

common

good and

what

motivates

them.

te actively

and

undertake

initiatives of

care, share

empathy,

leadership

by working

together in

groups e.g.

in

differentindo

or/outdoor/l

ocal/contem

porary

activities,

games,

dance, fine

art, carry

out

projects/role

play for

taking care

of a plant(s),

feed

birds/animal

s,

things/elderl

y/differently

abled around

them.

mock drills

for

emergency

and disaster


preparedness

.

VI English

The learner

may be

provided

opportunities

in

pairs/groups/

individually

and

encouraged

to: become

familiar with

songs/poems/

prose in

English

through input

rich

environment,

interaction,

classroom

activities,

discussion

etc. listen

to English

news(TV,

Radio) as a

resource to

develop

listening

comprehensi

on. watch /

listen to

English

movies,

serials,

educational

channels

with sub-

titles, audio-

video

materials,

talking

books,

teacher

reading out

from

materials and

to understand

and respond.

participate in

Maths

The learner may

be provided

opportunities in

pairs/groups/

individually and

encouraged to:

situations having

numbers up to 8

digits. e.g. cost of

property, total

population of

different towns,

etc.

numbers through

situations like cost

of two houses,

number of

spectators, money

transactions, etc.

numbers on the

basis of their

properties like

even, odd,

etc.

patterns that lead

to divisibility by

2,3,4,5,6,8,10 and

11.

patterns through

which HCF and

LCM can be

discussed.

life situations to

involve the use of

HCF and LCM.

create and discuss

daily life

situations

involving the use

Science

The learner is

to be provided

with

opportunities

in

pairs/groups/

individually in

an inclusive

setup and

encouraged to:

explore

surroundings,

natural

processes, and

phenomena

using senses

viz. seeing,

touching,

tasting,

smelling,

hearing. Pose

questions and

find answers

through

reflection,

discussion,

designing and

performing

appropriate

activities, role

plays, debates,

use of ICT,

etc. Record

the

observations

during the

activity,

experiments,

surveys, field

trips, etc.

Analyse

recorded data,

interpret

results and

draw

inference/

make

generalisations

and share

Hindi


individual

talk viz.

introducing

oneself and

other

persons;

participate in

role play /

make a

speech,

reproduce

speeches of

great

speakers.

summarise

orally the

stories,

poems and

events that

he/she has

read or

heard. locate

sequence of

ideas, events

and identify

main idea of

a

story/poem

through

various types

of

comprehensi

on questions.

read different

kinds of texts

such as

prose, poetry,

play for

understandin

g and

appreciationa

nd write

answers for

comprehensi

on and

inferential

questions.

raise

questions

based on

their

reading.

interpret

tables, charts,

diagrams and

maps and

write a

short

of negative

numbers.

require the

representation by

fractions and

decimals

can be created and

presented

pictorially.

contexts

mathematic to

appreciate the

necessity of

representing

unknowns by

variables

(alphabet).

generalise the

need of using

variables

alphabets.

situations

involving the need

for comparing

quantities by

taking ratio.

solves word

problems that use

ratios and unitary

method.

various shapes

through concrete

models and

pictures of

different

geometrical

shapes like

triangles and

quadrilaterals, etc.

s

geometrical

figures and

observe their

characteristics in

and outside the

classroom

environment either

findings with

peers and

adults.

Exhibit

creativity

presenting

novel ideas,

new

designs/patter

ns,

improvisation,

etc.

internalise,

acquire and

appreciate

values such as

cooperation,

collaboration,

honest

reporting,

judicious use

of resources,

etc.


paragraph.

think

critically and

try to provide

suggestion/so

lutions to

the

problems

raised. read/

discuss the

ideas of the

text for

critical

thinking.

use

dictionary as

a reference

book for

finding

multiple

meanings of

a wordin a

variety of

contexts.

take dictation

of words,

phrases,

simple

sentences and

short

paragraphs.

understand

the use of

antonym

(impolite/poli

te) synonym

(big/large)

and

homonym

(tail/tale)

understand

the

grammatical

forms in

context/

through

reading e.g.

Noun,

pronoun,

verb, adverb,

determiners,

etc.

understand

the context

for various

types of

writing such

as

individually or in

groups.

shapes with the

help of available

materials like

sticks, paper

cutting, etc.

various models

and nets of 3-

Dimensional (3-D)

shapes

like cuboid,

cylinder, etc. and

discuss about the

elements of 3-D

figures such as

faces, edges and

vertices.

concept of angles

through some

examples like

opening

the door, opening

the pencil box, etc.

Students can be

asked to give

more such

examples from the

surroundings.

based on the

amount of

rotation.

draw 60° angle

using compasses,

the construction

ofother angles like

30°, 120°, etc. can

be discussed with

the children.

reflection

symmetry of a

shape by using

mirror or

folding a paper cut

out of a shape

along specific

lines.


messages,

notices,

letters,

report,

biography,

diary entry,

travelogue

etc. draft,

revise and

write in

English /

Braille with

punctuation

andwith

focus

onappropriat

e beginning,

middle and

end. use ICT

(Net, mobile,

website,

Youtube,

TED talks

etc) to

browse for

information,

for

projects/PPT

etc. look at

cartoons/

pictures/comi

c strips with

or without

words, and

talk/write

about them.

symmetrical

shapes from

surroundings like

leaves,

window, door, etc

symmetry when

shapes are given.

Group activity can

be given, in which

one group can

draw half of the

symmetrical

shape and the

other group can

complete the

shape.

given set of

triangles based on

their angles and

sides

(group activity),

discuss the basis

of their

classification.

ort out the

given set of

quadrilaterals into

different groups

based

on their

shapes/size, etc. to

explain the reason

for the

classification.

-

D and 3-D objects

by differentiate the

shape of the

top of the pencil

box and the entire

pencil box, to add

more

examples of this

type from the

surroundings.

various aspects of

a 3-D object, like

edges, vertices,

and faces .


concept of

perimeter using

different

rectangular

shapes from the

classroom like

blackboard, table

top, books, etc,

through the idea of

boundary of these

shapes .

concept of areas

through

measurement of

region

inside a shape by

dividing it into

square units.

importance of

arranging

information in

daily life

situations

involving numbers

such as cricket

scores in different

cricket matches,

number of family

members in

different families.

of organising data in pictorial

form.

VII English

The learner

may be

provided

opportunities

in

pairs/groups/

individually

and

encouraged

to:

consciously

listen to

songs/poems/

stories/prose

texts in

English

through

interaction

Maths

The learner may

be provided

opportunities in

pairs/groups/

individually and

encouraged to:

contexts for

exploring the rules

of multiplication

and

division of

integers. This can

be done through

number line or

number patterns.

Science The learner is

to be provided

with

opportunities

in

pairs/groups/

individually in

an inclusive

setup and

encouraged to:

explore

surroundings,

natural

processes,

phenomena

using senses

viz. seeing,

touching,

Hindi

*


and being

exposed to

print-rich

environment.

participate in

different

events/

activities in

English in

the

classroom,

school

assembly;

and

organized by

different

Institutions.

listen to

English

news/debates

(TV, Radio)

as input for

discussion

and debating

skills. watch

/ listen to

English

movies,

serials,

educational

channels

with sub-

titles, audio-

video

materials,

teacher

reading out

frommaterial

s and

eminent

speakers.

share their

experiences

such as

journeys,

visits, etc. in

pairs

/groups.

introduce

self, converse

with other

persons,parti

cipate in role

play / make

speeches,

reproduce

speeches of

great

explore the

multiplication/

division of

fractions/decimals

through

pictures/paper

folding activities

/daily life

examples.

situations that

require the use of

fractional numbers

in

opposite direction,

such as moving 10

m to the right of a

tree and

15 m to its left etc.

children in

exploring how

repeated

multiplication of

numbers can be

expressed in short

form. For example

2 2 2 2 2 2= can

be expressed as 26.

possible

combinations of

variables and

constants

using different

operations to form

algebraic

expressions in

various

contexts.

situations from

daily life that lead

to setting up of

equations and

choosing the

appreciate value of

the variable that

equate both sides.

uct

activity of adding

/subtracting

number of objects

tasting,

smelling,

hearing. pose

questions and

find answers

through

reflection,

discussion,

designing and

performing

appropriate

activities, role

plays, debates,

use of ICT,

etc. record the

observations

during the

activity,

experiments,

surveys, field

trips, etc.

analyse

recorded data,

interpret

results and

draw

inference/

make

generalisations

and share

findings with

peers and

adults. exhibit

creativity

presenting

novel ideas,

new

designs/patter

ns,

improvisation,

etc.

internalise,

acquire and

appreciate

values such as

cooperation,

collaboration,

honest

reporting,

judicious use

of resources,

etc


speakers;

summarise

orally/ in

writing, a

given text/

stories,/an

event;

learn

vocabulary

associated

with various

professions

(e.g. cook,

cobbler,

farmer,

blacksmith,

doctor etc)

read stories /

plays (from

books/ other

sources in

English /

Braille) and

locate details,

sequence of

ideas and

events and

identify main

idea. use

material from

various

sources in

English and

other

languages

to facilitate

comprehensi

on and co-

relation.

understand

the rules of

grammar

through a

variety of

situations

and contexts

focussing on

noun,

pronoun,

verb,

determiners,

time and

tense,

passivisation,

adjective,

adverb, etc.

interpret

tables, charts,

of same

Category from

daily life. For

example number

of notebooks

obtained when 3

notebooks are

added to a group

of 5 notebooks.

be held to evolve

the understanding

of the concepts

of ratios and

percentage

(equality of ratio.)

provide daily life

situations based on

profit/loss and

simple interest

that show the use

of percentage.

different examples

from daily life in

which pair of

angles

are involved with

a common

vertex.(Scissors,

Road Junction,

Letter X, T, etc).

properties of

various pairs of

angles by drawing

diagram (One

group can give

measure of one

angle , the other

group needs to

give the measure

of other angle.)

relationship

between various

pairs of angles

when `a

transversal cuts

two lines (parallel

and non-parallel),

angles of

triangle and


diagrams and

maps, and

incorporate

the

information

in writing.

think

critically on

inputs based

on reading

and

interaction

and try to

provide

suggestion/so

lutions to the

problems

raised. (The

themes could

be social

issues,

environment

problems,

appreciation

of culture

and crafts.)

refer sources

such as

dictionary,

thesaurus and

encyclopaedi

a to

facilitate

reading. read

text, both

familiar and

unfamiliar,

and write

answers for

comprehensi

on and

inferential

questions.

take dictation

of a

paragraph

with a variety

of sentence

structuresdr

aft, revise

and write

with

appropriate

beginning,

middle and

end, along

with

punctuation

relationship

among its sides

through diagrams

and

upper primary

mathematics kit

(developed by

NCERT).

types of triangles,

ask them to

measure angles of

all

triangles, and

verify.

exterior angle

property of

triangles; and

Pythagoras

theorem.

symmetrical

figures from their

environment and

which

shows rotational

symmetry.

symmetry through

paper folding

activities .

congruence

criterion and later

on verify the

property

with the help of by

superimposing one

above the other.

the construction of

a line parallel to

the given line

from a point

outside it through

students active

participation.

simple triangle by

using ruler and

compasses.


marks. Now

the features

of various

types of

writing:

messages,

emails,

notice, letter,

report, short

personal/

biographical

experiences

etc. use ICT

(Net, mobile,

website,

Youtube,

TED talks

etc) to

browse for

information,

for

projects/PPT

discussion,

debate etc.

attempt

creative

writing, like

stories,

poems,

dialogues,

skits etc.

different closed

figures drawn on

hard boards/ thick

papers. Trace the

figures in the

given graph

sheets.

number of square

units occupied by

the traced

figure (Complete,

Half, etc). and find

out the

approximate area

of

these figures.

discussion

motivate them to

arrive at the

formula for area

of a

rectangle/square.

representative

value of data i.e.

mean , mode or

median of

ungrouped data.

Encourage them to

arrange it in a

tabular form and

represent it by bar

graphs.

inferences for

future events from

the existing data.

situations where

the term ‘chance’

can be used, for

example, what are

the chances of

rainy today as

chances of getting

& while rolling a

dice.

triangle is greater than the

third side.


VIII English take notes,

paraphrase,

synthesize

and organize

information

give an oral

presentation

in class

using

effective

delivery

strategies

use

intonation,

facial

expressions

and gestures

to

communicat

e ideas and

feelings

use basic

courtesies

and

convention

of

conversation

in group

work and

cooperative

play (e.g.,

turn-taking,

listening

attentively,

maintaining

eye contact,

listening

without

ridicule,

using

constructive

criticism)

Advertiseme

nt (design

any product,

name it and

displaying

talent to sell

it in the

market)

Draw the

characters of

the story

Designing a

Book cover

Hindi

Maths Problem

Solving and

activity based

method

Activity based

learning by

conducting

small scale

survey,

Analysis

Method

Draws and

interprets bar

charts and pie

charts

Estimates the

area of shapes

like trapezium

and other

polygon by

using square

grid , graph

sheet and

verifies using

formulas.

Constructs

different

quadrilaterals

using

compasses and

straight edge.

Science Exploring

surroundings,

Learns to

compare

Relates with

day to day life

Connects with

day to day life

and

investigates

the

Observation

and

Finds reasons

Connect with

everyday life

to understand

how the

resources are

used and also

wasted.

Draws and

labels the

plant and the

animal cell.

Is able to

differentiate

between plant

and animal

cell.

Prepares slides

of onion peel.

Diagrams,

Model making,

posters

designing are

activities

undertaken to

integrate

Social Science Raise questions

on different

issues and

events and

exposure to

various

questions to

understand and

discuss the

topic

Exposure to

pedagogically

innovative and

criterion-

referenced

questions for

self-assessment

like ‘What were

the reasons for

the revolt of

1857’?

Art Integration

was done

through

thorough

various

activities and

illustrative

teaching

methodologies

Like model

making, poster

making, map

work role play

etc.


IX & X English Traditionally,

language-

learning

materials

beyond the

initial stages

have been

sourced from

literature:

prose, fiction

and poetry.

While there

is a trend for

inclusion of a

wider range

of

contemporar

y and

authentic

texts,

accessible

and culturally

appropriate

pieces of

literature

should play a

pivotal role

at the

secondary

stage of

education.

The English

class should

not be seen

as a place

merely to

read poems

and stories

in, but an

area of

activities to

develop the

learner’s

imagination

as a major

aim of

language

study, and to

equip the

learner with

communicati

ve skills to

perform

various

language

functions

through

Hindi ससससस

सससससस सस

ससससस ससस सस

ससस ससससस

ससससस ससससस

ससससस

सससससरचचत सस

एक ससससस गतत

सस ससस ससस

ऩठन ससससस

ऩदठत ससससससस

ऩय सससस

ससससससससससस


सससस, ससससस

ससस सससस सस

सससससस

ससससस

ससससससस सस

ससससस




ससससससस



सससस सस ऩठन

सससस सस

सससससस ससस

सस सस सससस सस

सससससस सस अथ–



सससससस

(ससससससससस

सससस) सससस

ससस सस सस

सससससस

ससससस ऩदठत



ससससस सस

सससससस

ससससस

सससससस ऩदठत

सससससससससस

सस ससससस ससस


ससससस

ससससस सस

सससससस

सससससस ससस -

ससस , रम, मतत,

गतत, सससससस

आदद सस ऩरयचचत

Maths The broad

objectives of

teaching of

Mathematics at

secondary

stage are to

help the

learners to:

consolidate the

Mathematical

knowledge and

skills acquired

at the upper

primary stage;

acquire

knowledge and

understanding,

particularly by

way of

motivation and

visualization,

of

basic

concepts,

terms,

principles and

symbols and

underlying

processes and

skills;

develop

mastery of

basic algebraic

skills;

develop

drawing skills;

feel the

flow of reason

while proving

a result or

solving a

problem;

apply the

knowledge and

skills acquired

to solve

problems and

wherever

possible, by

more

than one

method; to

develop ability

to think,

analyze and

articulate

Science The subject of

Science plays

an important

role in

developing

well-defined

abilities in

cognitive,

affective and

psychomotor

domains in

children. It

augments the

spirit of

enquiry,

creativity,

objectivity and

aesthetic

sensibility.

Upper primary

stage demands

that a number

of

opportunities

should be

provided to the

students to

engage them

with the

processes of

Science like

observing,

recording

observations,

drawing,

tabulation,

plotting

graphs, etc.,

whereas the

secondary

stage also

expects

abstraction and

quantitative

reasoning to

occupy a more

central place in

the teaching

and learning of

Science. Thus,

the idea of

atoms and

molecules

being the

building

blocks of

matter makes

Social Studies The main

objectives of

this syllabus are

to: develop an

understanding

of the processes

of change and

development-

both in

terms of time

and space,

through which

human societies

have evolved

make learners

realise that the

process of

change is

continuous and

any event or

phenomenon

or issue cannot

be viewed in

isolation but in

a wider context

of time and

space develop

an

understanding

of

contemporary

India with its

historical

perspective, of

the basic

framework of

the goals and

policies of

national

development in

independent

India, and of

the process of

change with

appropriate

connections to

world

development

deepen

knowledge

about and

understanding

of India’s

freedom

struggle and of

the values and

ideals that it


speech and

writing.

The

methodology

is based on a

multi-skill,

activity-

based,

learner-

centered

approach.

Care is taken

to fulfill the

functional

(communicat

ive), literary

(aesthetic)

and cultural

(sociological)

needs of the

learner. In

this situation,

the teacher is

the facilitator

of learning,

She/he

presents

language

items,

contrive

situations

which

motivates the

child to use

English for

the purposes

of

communicati

on and

expression.

Aural-oral

teaching and

testing is an

integral

feature of the

teaching-

learning

process. The

electronic

and print

media could

be used

extensively.

सससस logically;

to develop

awareness of

the need for

national

integration,

protection of

environment,

observance

of small family

norms,

removal of

social barriers,

elimination of

gender biases;

to develop

necessary

skills to work

with modern

technological

devices and

mathematical

software's.

to develop

interest in

mathematics as

a problem-

solving tool in

various fields

for its beautiful

structures

and patterns,

etc. to develop

reverence and

respect

towards great

Mathematician

s for their

contributions

to the

field of

Mathematics;

to develop

interest in the

subject by

participating in

related

competitions;

to acquaint

students with

different

aspects of

Mathematics

used in daily

life;

to develop

an interest in

students to

its appearance,

as does

Newton’s law

of gravitation.

The present

syllabus has

been designed

around seven

broad themes

viz. Food;

Materials; The

World of The

Living; How

Things Work;

Moving

Things, People

and Ideas;

Natural

Phenomenon

and Natural

Resources.

Special care

has been taken

to avoid

temptation of

adding too

many concepts

than can be

comfortably

learnt in the

given time

frame. No

attempt has

been made to

be

comprehensive

. At this stage,

while science

is still a

common

subject, the

disciplines of

Physics,

Chemistry and

Biology begin

to emerge. The

students

should be

exposed to

experiences

based on hands

on activities as

well as modes

of reasoning

that are typical

of the subject.

represented,

and to develop

an appreciation

of the

contributions

made by people

of all sections

and regions of

the country

help learners

understand and

cherish the

values

enshrined in the

Indian

Constitution

and to prepare

them for their

roles and

responsibilities

as effective

citizens of a

democratic

society deepen

the knowledge

and

understanding

of India’s

environment in

its totality,

their

interactive

processes and

effects on the

future quality of

people’s lives

facilitate the

learners to

understand and

appreciate the

diversity in the

land and people

of the country

with its

underlying

unity develop

an appreciation

of the richness

and variety of

India’s

heritage-both

natural and

cultural and the

need for its

preservation

promote an

understanding

of the issues


study

Mathematics

as a discipline.

and challenges

of

contemporary

India

environmental,

economic and

social, as part

of the

development

process

help pupils

acquire

knowledge,

skills and

understanding

to face the

challenges of

contemporary

society as

individuals and

groups and

learn the art of

living a

confident and

stress-free life

as well as

participating

effectively in

the community

develop

scientific

temperament by

promoting the

spirit of enquiry

and following a

rational and

objective

approach in

analysing and

evaluating data

and information

as well as views

and

interpretations

develop

academic and

social skills

such as critical

thinking,

communicating

effectively

both in visual

and verbal

forms -

cooperating

with others,

taking

initiatives and


providing

leadership in

solving others’

problems

develop

qualities

clustered

around the

personal, social,

moral, national

and

spiritual

values that

make a person

humane and

socially effect

XI-XII English

1.Mind map

and flow

chart

2.

Enrichment

Activity,

videos and

small clips to

show related

to the topics,

group

discussion,

role play,

monologue

and debate

etc.

3.Field Trip

Physics

Concept based

figures, quoting

examples from daily

life, applications of

the

phenomenon/law in

real world, mind

maps, mnemonics,

flow charts,

discussing how

things around us

work.

2.Simulations ,

audio video tools,

group discussion,

using simple things

found easily around

us to explain the

concept, power

point presentation

etc.

3. Discussion of

latest news from

physics from news

paper, teaching

concepts like

projectile motion by

taking the students

to the ground, visit

to science exhibition

at VSS Ahmedabad,

quiz, games etc.

Mathematics

Use of

concrete

materials,

models, charts

and graphs to

visualise

algebraic and

analytical

results

geometrically

and to

encourage

learning by

doing method.

2. Use of

activity

oriented

methods, mind

maps, flow

charts, videos

and tables to

demonstrate

many

mathematical

concepts, facts

and properties.

Discussion based on

relatedness of

Chemistry

1. Mind

maps, short

forms to learn

processes,

functions, etc.

Use of flow

charts.

2. Video

showing,

small

clippings

from movies,

related topics

taken for

group

discussion,

case study

discussion,

flip method,

power point

presentation,

3. discussion

of live cases

from news

paper,

relation

between the

topics and the

real scenario

4. Project

guidance ,

personal

meeting

Biology

1.Flow charts

to write

difficult

concepts.

2. Explain with

diagrams.

3.Demostration

Of experiments

relate to

concepts.

4. Conduct of

experiments.

5. Using of

examples from

day to day life.

6. Discussion

of concepts and

facts.

7. use of

models and

specimens to

explain

concepts.


Accountancy

1.mind maps

, flow charts

and formats

charts

2.tacking

actual data of

a company

for ratio and

analysis and

cash flow

3.GST

workshop,

company visit

and bank visit

will be

conducted to

provide

practical work

knowledge

Business Studies

1. Mind maps, short

forms to learn

processes, functions,

etc. Use of flow

charts.

2. Video showing,

small clippings from

movies, related

topics taken for

group discussion,

case study

discussion, flip

method, power point

presentation,

discussion of live

cases from news

paper, relation

between the topics

and the real market

scenario.

3. Project guidance ,

personal meeting in

different companies

for projects,

company visit and

workshop for

practical

knowledge.

Economics

1.Use of Flow

chart and

diagrams

2. Taking

actual data of

students like

marks,

personal

information(su

rvey) to teach

the statistical

and economic

chapters

3. GST

workshop,

company visit

and bank visit

will be

conducted to

provide

practical work

knowledge.

History

1.Group

Discussion

2. Role Play

3. Mind

Mapping

4.Seminar

5.Debate

6. Field Trip

7.

Brainstorming

8.Story Board

Teaching

9.

Audio/Visual

Tools

10.Explanation

Method

11. Project

Work

12. Research

13.Case Study

14. Article

Writing

Political

Science

Mind Map and

flow chart

2.PPT on

powers and

functions of

President

3. Cartoon

study and

interpretation

of the cartoon.

4. Map

Work(marking

the places and

identification of

various places)

5. Making of

Constitution

(Rights and

duties of

Students)

Psychology 1.

Demonstrati

on of

experiments

related to

topics/Conc

epts.

2. Mind

maps, flow

charts to

learn the

stages of

development

and other

related

concepts.

3. Video

clippings of

experiments

on learning.

4.

Application

of the

methods of

enquiry in

psychology

in the

Informatics

practices

1.Mind maps and

flow charts

2.Seminar:

Creation of slides

and presentation

3.Industrial Visit

Entrepreneur

ship

1. Mind maps,

short forms to

learn

processes,

functions, etc.

Use of flow

charts.

2. Video

showing,

small

clippings from

movies,

related topics

taken for

group

discussion,

case study

discussion,

flip method,

power point

presentation,

discussion of

live cases

from news

paper, relation

between the

Painting

1.Introduction

to various

mediums in art

to broaden the

perspective of

the students

and help them

experiment

2.Out door

sketching

sessions for

giving the

students a

break from the

regular

classroom

routine and

improve their

observation

skills

3. Feild Trips to

museums help

students

witness the art

work

Computer

Science

1.Demonstratio

n of minimal

Django based

web application

that parses a

GET and POST

request creation

of files – flat

file and CSV

file

Integration of

SQL with

Python by

importing

MYSQL dB


project. topics and the

real market

scenario.

3. Project

guidance ,

personal

meeting in

different

companies for

projects,

company visit

and workshop

for practical

knowledge

Hindi

ASL

Speaking

Enrichment

Activity

Group

discussion,

role play,

Speech,

Delivery

Debate,

Listening

Videos and

audios small

clips to show

related to the

topics,

2- Project

guidance

given on

Hindi

literature.

Co- Scholastic

Music, Dance, Art, Yoga, Sports, Clubs

2.5 STUDENT DEVELOPMENT PLAN Student Needs Assessment Mechanism

Student Needs

Assessment Mechanism

No of Students Identified for

Remedial Class

No of Students

Identified for

Enrichment Class Assessment through Class test,

periodic test, half yearly andYearly

exams,

Quiz, oral test, portfolio etc

Result Analysis( Class test, Unit

On an average 10-12 students per subject

per class are identified for remedial classes. Top performing students

of each class specially X

and XII are identified per

section and are offered

extra coaching by the


test, Periodic test, Half Yearly and Annual

Examination)

Special Remedial classes are arranged for

the students getting less than 35% marks in

any subject and also for students who have

not reached Minimum Learning Level.

Detailed explanation of a topic.

subject teachers to excel

in their respective

subjects.

Classroom Observation Schedule

Classroom

Observation Schedule

Frequency Done By Findings

Schedule is shared

with the teachers

Twice in a term

Class Observation

for a teacher is done

6-7 times in a year

4 times in a year Academic Coordinators Feedback is given on the

following guidelines:

Class Management

Content management

Inter Personal

relationship

Sample Attached

Annex No -

Twice in a year Head Mistress

Twice in a year Vice Principal

Random Class Observation Principal

2.6 TEACHER DEVELOPMENT PLAN Teacher Needs Assessment & Training

TNA Activity Method Executed Date Outcome

Conducting HOD

Meetings

Micro Teaching

Practices

Regular Feedback

and Follow up

Class Room

Observation

Regular Staff

meetings

Regular Workshop-

subject specific and

need specific

One to one

counselling

Seminar

Workshop

Meetings

Counselling

Sharing PPTs

HOD Meeting-

fortnightly

Staff Meeting –

Weekly

Class Room

Observation

Feedback –

Monthly

Workshop-

CBSE- Once in

a year)

Other

Workshop –

Twice in a year

Counselling – as

and when

required

Improvement in the

teaching learning process

Enrichment of teachers in

terms of individual and

professional growth.

Advantageous to students

on terms of updated teacher,

independent and creative

teaching learning process.


Teacher Training Schedule

Teacher Training

Topic/Activity

Proposed Date/Week

/Month

Target Group Learning Outcome

Stress management

(Ms Rita Majumdar) 27/05/19 All teachers Handling stress at work and types of

stress

Subject wise Extra

Marks training (Mr

Harsh Buch)

28/05/19 All teachers Better awareness about modules of

extramarks, updated content etc

*Micro teaching &

sharing best practises

28/05/19 TGT Collaborating and learning through

sharing

*Butterfly Fields

Experiments (Mr

Uday Bhaskar. Mr

Akhil )

28/05/19 Science teachers Science kits , models and hands –on

activities

Next education

resource person (Mr

Kapil)

28/05/19 Maths teachers Hands – on kit for better

understanding of maths concept

Critical thinking ( Ms

Neha Nagagarsheth )

29/05/19 Class 1 to 4

teachers

To objectively approach situations

and coming up with innovative

solutions

Capacity building

programme CBSE -

Remodelled Structure

of Assessment (Mr.

Kush Kulshrestha

Dr. Mayur Patadia )

29/05/19 Class 5

to 12

teachers

To understand the changes adopted

by CBSE in the e assessment

pattern

Capacity building

programme CBSE -

Classroom

Management (Mr.

Kush Kulshrestha

Dr. Mayur Patadia )

30/05/19 , 31/05/19 (Classes 1 to 7 )

teachers

The techniques in creating a

positive classroom environment

‘Prayatna’ initiative for

Early intervention and

counselling program

(Dr Dhara Desai / Ms

Nikisa Kapasia)

14/06/19 Pre primary to

class 4 teachers

Identifying learning disabilities

early on

Sports Authority of

India workshop on

Khelo India App

launch in Vadodara

13/07/19 Sports teacher

Attended by Ms

Deepthy Singh

To understand objectives of ‘Khelo

India’ Mission and app related to it


Master trainer

workshop for Physics

teacher by CBSE at

Jaipur

02/08/19 , 03/08/19 Science PGT

Attended by Ms

Kalpana Nag

Master training program in Physics

Workshop on Business

studies conducted by

DPS , Bopal

(Mr G.S Alag)

31/08/19 Commerce PGT

Ms Anshita

Shastri

Changes in Business studies as per

per CBSE Pattern

Capacity building

program on’ Happy

Classrooms’ for

Principals and senior

faculty

21/09/19 Mr Abhay

Ghosh,

Principal

New concept launched by CBSE in

creating positivity in classroom

Developing critical

thinking and reasoning

skills

Ms Suchi Pathak

Sharma

02/11/19 All teachers Analysing complex situation and

coming up with solutions on our

own

2.7 COLLABORATIVE ACTIVITES Name of the collaborative activities including exchange programs etc

Month/Week Activity Learning Objective Proposed Schools

For Collaboration

27-5-19 SAS Organized a workshop in

Its campus on Stress

Management

Discuss the importance of

physical and mental health of

all the individuals

Gain awareness about the

importance of natural ways

through stress management

techniques such as deep

breathing, meditation,

relaxation, etc to reduce our

stress through the techniques to

successfully deal with them for

competing in the fast moving

life.

Calorx Public

School, Ghatlodiya,

Cosmos Castle

International

School, S. G.

Highway

Cosmos Castle

International

School, Godhavi,

Bopal.

Vishvaniketan

Shanti Asiatic

School

Divya Jyot School,

S.P. Ring Road

Shanti Asiatic

School, Bopal

16-06-19

Hubs of Learning Activity:

Participated in a Seminar On

Career Conclave 2019

organised by a Collaborator

School

Students gained information about

research based studies and the

courses offered by Ahmedabad

University.

29-6-19 Hubs of Learning Activity:

Conducted Inter-School Art

Competition

Provide a platform to budding talents in the

field of Art to showcase their

artistic skills


SAS students Participated in

Career Counselling cum

Educational Fair organised by

a Collaborator School

Students got an opportunity to

personally meet the counsellors

from different universities. It

was a great platform for children to

gain prior knowledge for their

career advancement.


8-6-19

Hubs of Learning Activity: A meeting of the Principals of

Partner Schools and Lead

Collaborator School was

organised.


Conducted an Inter-School

Kho Kho competition

To augment the fondness for

Kho-Kho Sport among the students.

The competition gave a learning

experience and confidence boost to

each participant for the upcoming

Khel Mahakumbh and CBSE

competitions. 27-6-19 Hubs of Learning Activity:

Organised a meeting of the Hubs

of Learning Coordinators

Details of various Annual events and

competitions of each Collaborator

school were shared with all the

Coordinators.


Invited Collaborator school

Students to visit our Annual

Exhibition –Prabhat 2019

To acquire knowledge and

understanding about various Club

activities showcased in Prabhat

29-6-19 Organised an Inter-School Art

Competition- Colour Creek’19

To provide a platform for the

budding artists & inspire students

to exhibit their talents in the field of

Art

Maharaja Agrasen

Vidyalaya,

Nirma Vidyavihar,

D.A.V,

Calorx Public School,

Divine Child

International School,

Delhi Public School,

J.G International

School, Cosmos

Castle International

School Green

Campus, Cosmos

Castle International

School S.G.Campus

and Vishvaniketan

Shanti Asiatic School

6-7-19 Participation in Inter-

School English Declamation

Competition

To motivate students to try

to excel in all traits

To encourage students to

displayed their oratory talent

Zydus School for

Excellence,

Godhavi

19-7-19

Participation in Inter-School Poem Recitation Competition

To learn to pick up patterns

and sequences in poetry

recitations.

To help students develop

memorization skills.

J.G. International

School

August 2

to 4, 2019

Participation in HLCC MUN International

Seminar

Awareness regarding agendas

pertaining to various social,

economic and political problems

concerning LGBT community,

refugees, non- self-governing

territories, human rights, reservation

HL College of

Commerce,

Ahmedabad


etc.

11-8-19 SAS students participated in

the Inter School Dance

Competition - ‘ROCK YOUR

FEET’.

Provide a platform to students for

exploring their dance talents.

Around 40 Schools

from all over

Gujarat State had

participated in the

competition

2.8 WELLNESS ACTIVITES Name of the activities planned for Well-being of pupils

Month/Week/Date Type of Activity Objective/s Target Group

18/7/2019 A health talk was organized on

July 18, 2019 for students of

Class IX. Ms. Prajakta discussed

a few concerns of the teenagers

related to STRESS

MANAGEMENT AND

EMOTIONAL HEALTH

TO manage

emotion and

stress among

Teens

Class IX

Health Talk A health talk was organized on

use of Drugs

Ill Effects of laboratory

activities.

To apprise

students the need

of precautionary

measures in

Laboratories and

Tips to avoid any

accidents in the

laboratory.

Class X

4/7/19 Talk on Harmful Effects of

Carbonated drinks

To create

awareness to

develop healthy

lifestyles

Class V

25/7/2019 Dental Care & Hygiene

By Dr. Akhil Mukim

To familiarize the

students with the

importance of

Hygiene and

Dental care

Class IV

1/8/19 Good Touch Bad Touch,

Adolescence, Balanced Diet

To create

awareness about

good touch and

bad touch

Class VI (girls)

5/9/19 Puberty, Obesity & Junk food,

Balance diet

To create

awareness

towards Teenage

issues specially

amongst boys

Class VI Boys


29/8/19 Physical fitness- Myths &

Facts

Good Posture, Spine Fitness,

Back Ache

To create

awareness

towards physical

fitness and its

implication

Class VII

30/9/2019 Students Workshop on Cyber

Safety by Mr. Kabir Nanda

To create

awareness to

wards cyber

bullying and

cyber crimes

Classes VII & VIII

30/9/2019 Students Workshop on Cyber

Safety and Bullying by

Ahmedabad Police Department

Classes VIII to XII

7/9/2019 FIT INDIA CLUB

To create

awareness about

fitness amongst

students

Classes I to XII

2.9 COMMUNITY OUTREACH Name of the community activities planned

Month/Week/Date Activity/Project Objective/s No. of students Class(es)

14 August 2019 PRAYAAS

Rakhi Celebration at

Andhjan Manav

Mandal

Rakhi Selling by

Blind girls of Andh

Kanya Gruh

To create

empathy for

Disabled

people and

help them

financially

700 II to XII

July 2019- Sep

2019 PRAYAAS

Tree Plantation Drive

and Distribution of

Saplings to Parents

To help

students and

parents to

connect to the

benefits of

trees and

foster

environmental

stewardship

400 I to XII

15 Sep to 2 Oct

2019 PRAYAAS

Swachhta Hi Sewa

Campaign

1)Rally

2)Seminar on –

Management and

Disposal of Plastic Waste

3) Cleaning of immediate

environment near school

To create

awareness

among

citizens of the

need to

embrace

cleanliness

and move

towards a

brighter,

plastic free

future.

Approx 2800 I to XII


4 to 7 September ,

2019 PRABHAT – Inviting

HOL Schools, Shela

Gram Panchayat

School and other

schools of Ahmedabad

for the exhibition

Sharing

Knowledge

with the

community

600 II to X

November PRAYAAS

Say No to Plastic

o Paper bags to be

distributed

o Use of Plastic in food

packaging

Create

Awareness

about hazards

of using

plastic among

community

400 VIII to X

Visit to mentally

Retarded School

Inculcating

the feeling of

Empathy in

students

387 II

Visit to Gurudwara Students will

learn the

values and

inculcate

in their

lives to help

and serve

others

320 II

December Visit to orphanage Making the

students

Realise how

fortunate

one is to

have a family.

560 III & IV

December PRAYAAS

Visit to Old Age Home

To sensitize

students to

social work.

Create the

value of

giving and

helping

among

Students .

400 II

January Ek Muthi Anaj Making

the

students

understand

that small

contribution

can bring

about a big

difference in

the

2800 I to XII


society.

2.10 COORDINATION WITH STAKEHOLDERS Inter-personal relationship with stakeholders

Stakeholders Methods of

Communication

Ways of Involvement Activities Planned

Parents Meetings

Information through

SAS School App –

SMS, Circulars,

Notices, Timetable,

Daily homework,

Annual Calendar,

Syllabus, Leave

details, Photo

Gallery

Flinnt Software

Almanac

Circulars – Hard

copy; as and when

required

SAMARPAN – Grand

Parents’ Day (Pre

Primary)

Parent Teacher

Meeting

Subject PTM

Mother’s workshop

Father’s day

celebration

Grandparent’s day

celebration

One to one meetings

Prayatna Team

Inviting grand

parents to school for

a special event

Team

building

Games

Picture

Sequence

Memory wall

Scavenger

hunt

One minute

games

Feedback

Forms

Inviting

parents for

important

events

Teaching Staff One to one

Meetings

Mails

Messages in groups

Written notices

through

communication

registers

Staff Circulars

Team building

activities

Motivational

Talks

Appreciation

Badges based

on different

criteria

Other Staff Regular staff

meeting

One to one meeting

Counselling( if

required)

Involved in friendly

matches.

Festival celebrations

Special assemblies to

show gesture of

gratitude

Staff circulars

Involvement on

regular intervals

School

Managing

Committee

Regular meetings

Apprising school

related activities

through emails

Regular Visits and

rounds

Suggestions and

advice taken for

important decisions

Approvals

Attending special

school functions

Major events as

per the academic

planner


Board Regular official

emails

Telephonic

communication

Attending regular

CBSE Workshops

Hosting CBSE

Workshops

As per CBSE

Training

Schedules and

receival of

circulars from

CBSE

Media News papers

TV Channels

Radio

Facebook

Instagram

Sharing information

on regular basis with

media partners in the

form of News articles

(NIE), Media

Coverage of Major

events

Regular intervals

as per academic

planner

2.11 INSTITUTIONAL GOALS Inter-personal relationship with stakeholders

Annual Goals Quality Education with overall development focusing the progressive development

of the students.

Strategies Conducting minimum learning level assessments at regular intervals

Regular assessments

Corrective measures

Opportunities at various levels i.e within and outside school at regular

intervals.

Students’ Workshops

Health Talks

Field Trips

Excursions

Adventure Trips

Parent Teacher Meeting

Counselling

Long Term

Goals

To Identify and nurture latent skills in each and every individual to face the

challenges of the real world.

Strategies International School Activities- British Council to inculcate Internationalism

3. MONITORING OF ANNUAL PEDAGOGICAL PLAN

MONITORING SCHEDULE OF ANNUAL PEDAGOGICAL PLAN Class-wise and Subject-wise: Art integration, innovative pedagogies, co-scholastic activities

Classes

Date/Month

Classes

Visited

Findings/Feedback Areas of

Improvement

Plan of Action/

Recommendations


Classes I to

XII

April to

September

All

Sections

Content

Management via

Blackboard,

PPT,

Experiments,

Projects,

Observations,

Real Experience,

Role plays,

Group

Discussions and

Explanations

Focus of

Presentation on

the basis of

innovativeness

and

comprehensiven

ess

Questioning to

test

comprehension

or divergent

thinking

Class

Management on

the basis of

student

involvement

Inter personal

relationship

between the

teacher and the

students

The teachers

were evaluated

on the scale of

a) Excellent

b) Good

c) Satisfactory

d) Needs

Improveme

nt

On the basis of

the findings

identified

upon.

Specific

improvement

measures based on

needs specific

findings are

conveyed to the

teachers for further

enhancement


ANNEXURES Sr. No Annexure

No.

Name

1. A6 Time tables Sample

2. A 1 Annual Activity Plan

3. A2 Annual Sports Calendar

4. A3 Annual Academic Calendar

5. A4 a & b Details of improvement classes

6. A 20 Remedial and Enhancement class Time table

7 A8 Assembly report samples

8 A11 List of Moral Talks

9 A7 Scanned Copies of Weekly Plans

10 A9 Assessment records registers sample

11 A12 Reports of Events

12 A 18 Prabhat Reports

13 A 17 ISA Details

14 A14 Prayaas Activities with Photographs

15 A 15 Annual Academic Syllabus

16 A10 Class Observation format

17 A 16 Anecdotal file format

18 A13 Field Trips reports

19 A 19 Participation in National Level Examination

20 A 21 Sample of Subject-wise Annual Pedagogy Plan

shanti asiatic school ahmedabadshantiasiaticahmedabad.com/wp-content/uploads/2020/02/...annual...

Documents