andhra pradesh planner 2017-18.pdf · function ing under andhra pradesh model schools secondary...
TRANSCRIPT
Andhra Pradesh
MODEL SCHOOLS
ACADEMIC PLANNER2017 – 18
COMMISSIONER OF SCHOOL EDUCATION AND
EX – OFFICIO PROJECT DIRECTOR,
AP MODEL SCHOOLS.
A.P. MODEL SCHOOL
PRINCIPAL
VISIONARY
ACADEMIC LEADER
& MENTOR
FAIR AND CONSISTENT IN
ACTIONS
EVALUATES AND REINFORCES THE
GAPS
HAVE EMOTIONAL INTELLIGENCE AND BALANCE
SHOULDERS RESPONSIBILITY
PERSUASIVE WITH ALL STAKE HOLDERS
MODEL SCHOOL TEACHER
DISCIPLINED AND THOROUGH IN CONTENT TO BE
TAUGHT UPDATES HIS/HER
KNOWLEDGE
WORKS WITH EMPATHY
UNDERSTANDS STUDENTS
GOOD MANNERS &
COMMUNICATION SKILLS
EVALUATES AND REINFORCES THE
GAPS
COOPERATES, SHOULDERS
RESPONSIBILITY
Commissioner of School Education
& Ex-O.P.D,RMSA/Model Schools,
Ibrahimpatnam, AP.
K.Sandhya Rani,I.Po.S.,
MESSAGE
This Academic Planner 2017-18 prepared to be used as a reference material
by all for achieving uniformity and common broad vision to provide Quality
Education. This effort is indeed a laudable one.
I am sure that this planner will help the Principals and Teachers of Model
Schools to plan the work in their respective Schools and improve the overall
performance of their Institutions. I believe that sincere implementation of the Plan by all
the teachers as a team will ensure A.P. Model Schools to emerge as ‘Centers of
Excellence’, on the lines of Kendriya Vidyalayas. The Excellent performance in SSC
and Intermediate results of 2016-17 established the facts that APMS have great
Potential. My heartfelt congratulations to all the students and Teachers.
It is important that all the stake holders of Model Schools Administration be
aware of the responsibility towards enhancing the learning levels and for the welfare of
students. I request everyone to take a pledge to mentor the students to develop as
responsible, self reliant, future citizens of India who will take the vision of
“NAVYANDHRA PRADESH” forward and turning the State as “KNOWLEDGE HUB”
and prepare them to take challenges in Higher Education and Global Skill Development
Programmes.
I wish all the Teachers and Principals good success in implementation of
Academic Planner and achieving the vision and goal of Model Schools in providing
quality and holistic education and to register best results compared to 2016-17.
(K.Sandhya Rani,I.Po.S.,)
DIRECTOR,
RMSA/A.P. Model Schools,
Ibrahimpatnam, A.P.
P.Prabhakar Rao M.Sc., B.Ed.
MESSAGE
I am very happy to know that the Academic Planner for the year 2017-18
prepared to guide the Principals, PG and TG Teachers conducting day-to-day
activities in a very systematic way has come up well will serve the purpose of
providing quality education in Model Schools Established in Educationally Backward
Mandals of the Andhra Pradesh.
All the Teachers and Principals are earnestly requested to follow this
Academic Planner scrupulously and strive to achieve 100% results and all-round
development of all the students. This Academic Planner is also available in
www.apms.ap.gov.in website for ready reference.
I congratulate all the Principals, Teachers and Students for achieving
marvelous SSC & Intermediate result for the previous Academic Year 2016-17.
(P. Prabhakar Rao)
Joint Director of School Education,
A.P. Model Schools, Ibrahipatnam,
Andhra Pradesh.
R.Narasimha Rao, M.A., B.Ed., D.I.T
MESSAGE
This Academic Planner 2017-18 is to guide the Principals and Teachers in
conducting day-to-day activities in a very systematic way. This will serve the
purpose of providing quality Education in Model Schools, Established in
Educationally Backward Mandals in the State of Andhra Pradesh. This planner is
capable of inspiring both the teachers and students in giving their best performance.
All the Teachers and Principals are earnestly requested to utilize this
Academic Planner 2017-18, without any deviation. This helps their own abilities and
to included the best qualities of other colleagues to work as a team and also
together in giving constructive suggestions for implementation of this planner for
subsequent years also. This has open to all the stake holders. The teachers can
send their advises to this mail - [email protected].
I wish and congratulate all the Principals, Teachers and Students in
achieving a marvelous SSC & Intermediate result, for the Academic Year 2016-17.
(R.Narasimha Rao)
TABLE OF CONTENTS
SL NO. DETAILS PAGE NO.
1 INRTODUCTION 1
2 VISION AND MISSION OF MODEL SCHOOLS 2-5
3 ANNUAL CALENDAR 6-7
4 ACADEMIC PLANNING 8-19
5 BRIDGE COURSE 20-24
6 CCE (CONTINUOUS AND COMPREHENSIVE EVALUATION) 25-49
7 IMPLEMENTATION OF MID - DAY MEAL PROGRAMME 49-56
8 MAINTAINING THE ACADEMIC RECORDS AND REGISTERS 57-65
9 COMPLETE GUIDE TO TALENT SEARCH EXAMINATIONS FOR SCHOOL
STUDENTS IN INDIA 66-74
10 IMPORTANT DAYS TO BE CONDUCTED 75-80
11 SALIENT FEATURES OF THE RIGHT TO INFORMATION ACT, 2005 81
12 SALIENT FEATURES OF RIGHT TO EDUCATION 2009 ACT 82-83
13 GIRLS HOSTELS 83-85
14 DUTIES & RESPONSIBILITIES OF MODEL SCHOOL PRINCIPALS AND
TEACHERS 86-91
15 EXTENSION LECTURERS & RESOURCE MOBILIZATION 91-92
16 GUIDANCE AND COUNSELING 93-98
17 TO INCULCATE ENGLISH COMMUNICATION SKILLS AMONG
STUDENTS 98-121
18 EFFECTIVE USE OF DIGITAL CONTENT FOR SECONDARY EDUCATION 122-123
ANNEXURE
I. MONTH WISE SYLLABUS COVERAGE and ACTION PLAN FOR IX TO INTER FROM
JANUARY-2018
II. PARENTS TEACHERS MEETING SCHEDULE-TO BE CONDUCTED AT SCHOOL LEVEL
III. G.O.MS.NO.82
IV. LIST OF VOCATIONAL COURSES AND COLLEGES
V. Rc.No. 233/RMSA-AP/2014 Dt:01.08.2016
VI. PHONE NUMBERS OF ALL PRINCIPALS, DISTRICT OFFICIALS AND STATE OFFICIALS.
1
1. INRTODUCTION
1.1 Model school academic planner
Education is the manifestation of perfection already in man - Swamy Vivekananda.
Education I think is both a process and product. As a process education is the preparation of an
individual to ensure a purposeful existence. So, in this process whatever programme and
activities an individual carries out comprises the process of education. Similarly, as a product,
education is the outcome of the processes undergone by the individual and emerges out to be a
purposeful entity.
Again as Swamy Vivekananda has said The human in man is only skin deep and if that is
grated the animal comes out . So, education is that coat of human on the man to make man
human. The better she/he gets educated the better human she/he becomes.
So as teachers we need to contribute quality components in humanizing man. So let s march
ahead together.
It is well known fact that the process of education is Tripolar. Namely
Evaluation
Teaching Learning
Teaching being the process of imparting knowledge, learning the process of acquiring
knowledge and evaluation stands above these to ascertain the extent of teaching done and
extent of learning .
Teaching process originates from the planning phase to the review phasePage 1 of 124
Plan
Re-plan Practice
2
2. Vision and Mission of Model Schools
Kendriya Vidyalayas are known for the quality education across India and World too. Keeping in
view of success of KV schools, GOI started Model Schools in all the 6000 Educationally Backward
Blocks (EBBs) which have low female literacy rate, with an objective to provide free quality
education predominantly to the SC, ST and OBCs hailing in that particular EBB. Model Schools are
functioning under Andhra Pradesh Model Schools Secondary Education Society.
As there is greater demand from parents for school education in English Medium, Model Schools in
our state are geared up to impart education in English Medium from classes VI to Intermediate
with State Syllabi.
These Schools shall be the vehicles of change in rural development by providing enabling
infrastructural and instructional facilities for imparting quality education.
Model Schools are envisioned as:
To play a pace setting role in EBBs.
To provide holistic education through curricular and co-curricular activities to the students.
To develop communicative skills.
To assess and monitor student learning by implementing Continuous and Comprehensive
Evaluation (CCE).
To sustain the girls enrolment by providing girls hostel with a capacity for 100 students.
Student centric - out-come based education with moral and ethical values
Learn by doing - scent of the sand and touch of the soil
Setting the correct benchmarking for children of all levels
To conduct scholastic and co scholastic competitions in all areas to develop healthy
competitive environment (inter & intra) in model schools of the district.
To develop this school as the Centre of Excellence in the Mandal as well as across all the
model schools in the district and state.
To initiate research activities and case studies with special reference to educate the girl
child, their role as contributors to the society and national growth.
Understand the future challenges and the scope of development of the country , role of
model schools in envisioning the same
Restructure the existing institutional values and norms from time to time and adopt to the
ever changing global scenario.
Our students as pace setters in changing the face of rural India becoming harbingers of
growth
3
To encourage students to think out of the box and pursue solution based
Research in Agriculture, Science and technology and not to merely end as
working class
Enlightening the students about the current socio economic and political
situation of the society and country at large and their role as just citizens.
Let the wise listen, it will add to their learning
Play active role in bringing the society back to school by organizing seminars
and workshops for the farmers with aim of improving and better
implementation of WATER, LAND AND TREES ACT – 2002.
To conduct regular health checkup for pregnant, lactating and women with
anemic ailments with the help of PHCs and health workers.
WHOLESOME, HOLISTIC AND INDIANISED ENGLISH MEDIUM EDUCATIONFOR THE
CAUSE OF DEPRIVED RURAL INDIA ON THE VERGE OF GLOBALISATION.
1.1 Top 9 Characteristics of a Model School
Here are 9 ways to know a Model School is effective.
1. Attitude of the Principal
An effective Principal should be open, encouraging, and innovative. They should be
student-centered in their decisions. They should also empower teachers while
providing with the necessary support and training to grow each year.
Principals who are never present, who have horrible customer service, or who are not
open to innovation will be difficult to work for and will probably result in many
disgruntled employees.
2. Attitude of the Office Staff
This might seem as an odd first choice. However, the first thing that greets you when
you enter a school is the office staff. Their actions set the tone for the rest of the school.
If the office staff is unhappy and rude, you must question whether the school as a whole
including its Principal has the correct attitude towards customer service and teamwork.
Be wary of schools where the staff is just not approachable.
3. Student-Centered Attitude with Core Values
To be truly effective, a Principal must create a system of core values which the entire
staff shares. To do this, the Principal must involve the teachers and staff each step of the
way.
A common theme to each of the core values must be a student-centered view of
education. When a decision is made in the school, the first thought should always be
"What's best for the students?" When everyone shares this belief infighting will lessen
and the school can focus on the business of teaching. If a conflict occurs between staff
members, then they should first meet and together decide what is best for the students.
With this focus there is no doubt that the final decision will be more effective and much
easier to be accepted by all parties.
4
4. Mentoring Program
Each school should provide teachers with an internal mentor. This should happen
whether the teacher is fresh out of college or coming from another school.
Effective schools have strong core values that each teacher knows. Only by pairing a
new teacher with a mentor who truly believes these core values will fulfill the school's
mission.
On a more practical side, a mentor can help a new teacher learn the ropes. They will
introduce them to key office staff and help them navigate the bureaucracy involved with
items such as field trips and purchasing classroom items.
5. Politics Kept to a Minimum
Almost all schools will have its share of politics and drama. For example, a Mathematics
teacher might want more power or who try and get a larger share of the school
resources.
There will probably be some sort of seniority system set up for picking courses for the
following year or determining who gets to go to specific conferences.
However, a quality school will not allow this type of behavior to undermine the quality
of teaching students. Again, this starts with quality leadership from the Principal on
down. The school leadership should be clear on its goals for each department and work
with the department heads to create a collaborative environment where politics are
kept to a minimum.
6. Faculty to be Empowered and Involved
When the faculty is empowered to make decisions backed up by the administration, a
level of trust grows which allows for greater innovation and more effective teaching.
An individual who feels empowered and involved in the decision-making process will
not only have greater job satisfaction but will also be better able to accept decisions
with which they might not agree.
A school where teacher opinions are not valued and they feel powerless will result in
disgruntled teachers who do not have the desire to put as much into their teaching. You
can tell this type of school if you hear phrases such as "Why bother?"
7. Teamwork amongst the faculty
Even in the best of schools there will be teachers who do not want to share with others.
They will be the ones who get to school in the morning, close themselves in their room,
and don't come out except for mandatory meetings.
If the majority of the teachers at your school do this, then the school has a problem.
Instead, a quality school will create an atmosphere where teachers want to share with
5
each other. This should be something which the school and department leadership
should be model.
8. Communication to be Honest and Frequent
The school leadership in a quality school provides teachers, staff, students, and parents
with frequent communication about what is happening.
Rumors and gossip are rampant in many schools If the school is not communicating the
reasons for decisions or upcoming changes as soon as they can, then rumor mills will
take effect the results can be devastating.
Therefore, it is important that the school leadership models frequent communication
and has an open door policy so that teachers and staff can come forward with questions
and concerns as they arise.
9. Parental Involvement
Many schools do not stress parental involvement in their child's education. It is the
school's job to pull parents in and help them understand what they can do. Some
teachers do not want to bother.
However, the more you as a teacher involve the parents, the better the children will
behave and perform in your class. Many parents want to know what's going on in class
but have no way of figuring out how to do this. A school which stresses parental contact
for both positive and negative reasons is one which will only grow more effective over
time.
6
3. Annual Calendar
In the planning phase the first step is to prepare the Academic calendar which provides
a template for the teacher to plan activities for teaching and evaluating the outcomes of teaching
in a phased manner depending upon the availability of time. This ensures the preparedness of the
teacher to carry out the teaching-learning activities in an orderly fashion.
The Academic calendar is provided here under for perusal.
APMS ANNUAL CALENDER FOR THE YEAR 2017-18 DATE June July August September October November December
1
School reopens for
Inter
Muharam
Mi-lad-unnabi
2
Sunday
Bakrid Gandhijayanthi
3
Sunday
Sunday
4 Sunday
Varalakshmivratam
Kartika Purnima
5
Teachers Day
Sunday
6
Sunday
7
Raakipournami
8
Second Saturday
Sunday
9
Sunday
Second Saturday
Second Saturday
10 Second
Saturday Sunday
Arbayeen Sunday
11 Sunday World
Population Day
SA -I
Second
Saturday UNICEF
Day
12
School reopens for
VI-X
Second Saturday SA -I
Sunday
13
Sunday SA -I
SA -II
14
Krishnaashtami SA -I Second
Saturday
Child Rights
Day SA -II
15
Independence Day
SA -I SUN
SA -II
16 Ammaku
Vandanam Sunday
SA -I
SA -II
17
Parsi New Year SUN
SUN 18 Sunday
SA -I Narakachaturdi
SA -II
19
Du
ss
era
Vac
ati
on
Deevali Sunday SA -II 20
Sunday
21
World Yoga Day
22
Sunday
23 Jama Atul
Waada Sunday
24
Christmas Eve
25 Sunday
Vinayakachowithi
Christmas
26 Ramzan
Sunday Boxing
day 27
SUN
28
29
SUN
Biodiversi
ty Day 30
SUN
31
7
DATE January February March April MAY
1 New Year
Easter Sunday
2
Holi
3
Johnguttenberg B'Day
4 Newton's B'Day Sunday Sunday
5
Babu Jagjeevanram
6
7 Sunday
World Health Day
8
International
Woman'sDay Sunday
9
SA-3
10
Second Saturday Second Saturday SA-3
11
Po
ng
al
va
cati
on
Sunday Sunday SA-3
12
SA-3
13
SA-3
14 Mahasivarathri Einstein Jaynthi Ambethkarjayanthi
15
World Diff Abled Day Sunday
16
SA-3
17
SA-3
18 Sunday Sunday SA-3
19
Sunday SA-3
20
SA-3
21 Sunday World Mother tongue
day Forest Day
22
World Water Day Sunday
23
World Environment Day Last working day
24
25
Sunday Sunday
26 Republic Day
27
28 SUN National Science Day
29
Budda Purnima
30 Gandhiji Vardhanthi
Good Friday
31
Total Working days JUNE
16
JULY
25
AUG
23
SEP
14
OCT
23
NOV
25
DEC
23
JAN
17
FEB
22
MAR
24
APR
17
TOTAL WORKING DAYS 229
JULY FA-1 SEP SA-1
Optional
Holidays
For
Intermediate
AUGUST FA-2 DEC SA-2
Sundays
QUARTERLY SEP/OCT
PREFINAL -
1 JANUARY
NOVEMBER FA-3 APRIL SA-3
Public
Holidays HALFYEARLY DEC
PREFINAL -2 FEBRUARY
FEBRUARY FA-4
Total No
Of
Working
Days : 232
FINAL
EXAMS MAR
PRACTICALS FEBRUARY
Note: All FA s and SA marks to be entered online and In CCE registers
immediately
Dussera Vacation: 20.09.2017 to 30.09.2017
Pongal vacation : 11.01.2018 to 20.01.2018
Summer Vacation: 23.04.2017 to 11.06.2018
For the Model School the annual calendar is prepared keeping in mind the tentative dates for the
teaching activities, evaluation of children s learning, feedback and holidays. This provides as a ready
reckoner for the user to plan the month s activities well in advance.
8
4. Academic Planning
The second aspect in the Academic planning is preparing the Annual Plan, Unit Plan and
Lesson Plan. This gives an idea of lessons to be taught and prepare an action plan proto-type of
the lesson for implementation. The Annual plan is given here under as a specimen.
NOTE: Formats and Templates may be modified to suit the requirements of the school
without much deviation from original format to maintain uniformity.
Class:
Suggestive Annual Plan Template
Subject
/month
(working Days)
Telugu Hindi English Maths Science Social
Studies Remarks
June ( )
July( )
August ( )
September( )
October( )
November( )
December( )
January( )
February( )
March( )
April( )
Note: Detailed class wise, subject wise suggestive syllabus coverage sheets are appended along
with detailed Intermediate revision schedule (Appendix II)
Unit plan helps in elaborating the contents of a particular unit and how to deal with it. The pattern is
here given under
Suggestive Unit Plan Template
Subject:_____________ Class: ___
S.No Name of Unit Name of sub Unit/
Lesson
Month
(No. of Days) Plan of Action Remarks
Unit plan elaboration of the field s Serial number, Name of Unit, Name of Sub-unit/Lesson, The
plan of action to transact the lesson and Remarks if any may be mentioned in the last column.
Once the Annual Plan and Unit Plan is completed the next task is the Lesson plan.
9
A lesson plan helps the teacher to plan ahead his/her scheme to transact the day s lesson in the
classroom. Writing a lesson plan helps the teacher be prepared well and go confidently to the
class to meet the needs of all the learners.
Generally a classroom is a heterogeneous mix of children. To ensure optimum learning in class
room teacher needs to plan his/her lessons judiciously.
NCF 2005 and APSCF 2011 were framed after a number of deliberations at various levels of
education the National Focus Group, the outcome also was published as Position Papers with
around 20 or more titles at central and state levels by NCERT and SCERT. The perusal of
Position Papers gives an insight into the recent developments in education and the
modifications needed to impart education to suit the current needs and tackle the
contemporary issues in today s education. More than dissemination of information there is a
need to enable the learner construct his own knowledge. The latest has undertaken a thorough
revision of its books and a new set of text books have come with a view to enable construction
of knowledge by children. For this objective to be attained a new set of Academic Standards
have been framed subject-wise which are given here-under:
Note: For details of Academic Standards, refer concerned text books.
The Hand Books for teachers and teaching new text books with Model Lesson Plan,
steps for teaching curricular strategies, CCE etc., are available in the SCERT website
www.apscert.gov.in.
Since we are implementing CCE, Lesson Planning should be done keeping in mind the
topic, Academic Standards to be achieved followed by the pre-requisite knowledge to learn
that particular concept, the method and steps to be followed to transact that particular lesson
(preferably keeping in view the ability and learning styles of the Learner) Subsequent to this is
practice exercise to be provided to the learner to ensure optimum learning followed by
evaluation column with suggestive questions to assess the level of learning that has taken place
in the child.
The template of lesson plan with the explanation of the suggested fields is presented below.
4.1 Suggestive Template for Lesson Plan (VI to X)
Teacher’s Name:
Subject: Class:
No. of periods required:
Competencies to be achieved after teaching the lesson:
1.
2.
3.
10
Period wise details
Period
Number
Content/Activity/Competency to
be achieved in first 45 minutes
Teaching
Strategy
Required
TLM
Exercises to be given to
students in next 45
minutes
Teacher Preparation & collection of Additional Information:
Reflections of the Teacher
In Constructivist Approach. (Where lessons are in activity form in the method section we may use
these steps and write down in small and crisp points)
First divide the class into small working groups and entrust the activity to construct knowledge.
Engage: This step briefly tells how you would engage the children in learning activities; say by
giving a set of questions or take them to library and give books to gather information, or
browsing through the net or group discussions or brain storming any other activity.
Explore: How would you enable the child explore the learning material and draw inferences.
For this, the students may use the following table to record their observation.
Template for recording observations in Constructive Approach
S. No Activity done Observations Inference Remarks
1
2
Explain: After the inferences are made the group members pool up their observations and
consolidate them, later, one member from each group will come and present his/her
observations before the class.
Elaborate: The teacher then listens to all the group members and then may add few points
missed out by the children and clarify doubts that arise.
Evaluate: The teacher will evaluate by way of questioning or checking their observation
records or any other mode to ensure that learning has taken place.
To keep track of their day to day activities teachers may maintain a teachers dairy in the following
format.
4.2 Teacher’s Diary (Intermediate)
Date Day
Period Class/Subject Class – Work Home - Work
1
2
Teacher’s Signature Principal’s Signature
11
For a child to acquire optimum learning some steps need to be followed to keep track his/her
learning experiences
1. Classroom daily dairy
2. A log book to be maintained before exam to ensure the child s level of preparedness for the
exam and take suitable action to improve.
The daily dairy will guide the child to plan his study and acquire optimum learning and the log
book will help to monitor the level of preparedness of the child for the examination.
4.3Log Book
Name of the Student: Class
Examination Portion Details S.
No. Subject Portion for the Examination
Notes
Completed
Teacher’s
sign
1
2
Remarks of the teacher: Parent’s Signature
Next for enabling the smooth functioning of the teaching learning processes in school
Educational Supervision is very essential. The Principal should be a friend, Philosopher and
guide to the teacher and work for quality improvement in the school. Educational Supervision
is the process of looking into the quality of educational activities going on in the school. A
supervisor shall look into the teaching and its related components.
4.4 Modalities of Teaching
In Scholastic areas, Approaches that are student centric is preferred over other methods which
provide no motivation to learn.
The topics may be divided for applying different Approaches. For instance we can have:
Classroom Instructions
Projects
Dramatization
Seminar and Presentations
Extension Lectures
ICT Enabled Lessons
In Co – Scholastic areas Club Activities and other group activities may be carried out as a
modality of teaching.
4.5 Suggestive Time Table
Work load teacher-wise & Subject wise, both for VI to IX classes and Intermediate sections
For VI to IX classes, time table includes both curricular, co-curricular and remedial
activities.
For Intermediate sections time table includes both curricular, remedial activities -Coaching
for Common Entrance Tests and Competitive Examinations
12
Teacher wise work load: Every teacher of model school is allotted 36 teaching periods per
week.
Principal of Model School should handle a minimum of 6 to 8 periods per week.
Subject Wise: Number of periods allotted per week subject wise for various classes is as
follows –
SUBJECT VI & VII CLASSES VIII IX & X CLASSES
TELUGU+LIB/REM 5+1 5+1 5+1
HINDI+LIB/REM 3+1 3+1 3+1
ENGLISH+LIB/REM 5+1 5+1 5+1
MATHEMATICS+EXP/REM 7+1 7+1 8+1
GEN. SCI,P.S+EXP/REM 6+1 5+1 5+1
BIO. SCI 0 3+1 3+1
SOCIAL STUDIES
+CONTEMP/REM
5+1 5+1 5+1
WORK & COMPUTER EDN 2 1 1
PHYSICAL LITERACY
GAMES/SPORTS/MASSDRILL
3 3 3
YOGA- MEDITATION/H.E 3 3 2
VALUE EDN & LIFE SKILLS 1 1 1
ARTS & CULTURAL EDN 2
VOCTIONAL EDU/REM 6 6 6
TOTAL 54 54 54
MASS DRILL may be conducted once in a week during the last two periods.
Subject wise work load for Intermediate (per week)
SUBJECT M.P.C Bi.P.C M.E.C C.E.C
ENGLISH 6 6 6 6
SL (TELUGU) 6 6 6 6
MATH – A 9 0 9 0
MATH – B 9 0 9 0
PHYSICS (Including Practicals) 9 9 0 0
CHEMISTRY (Including
Practicals)
9 9 0 0
BOTANY (Including Practicals) 0 9 0 0
ZOOLOGY (Including Practicals) 0 9 0 0
ECONOMICS 0 0 9 9
COMMERCE 0 0 9 9
CIVICS 0 0 0 9
EAMCET/NEET/CA/CPT 6 6 6 6
NOTE:
Practical classes should be conducted regularly along with theory classes.
Students should be prepared for various competitive examinations like EAMCET,NEET,
CPT etc., along with IPE .
13
CSE after careful examination extended vocational education to all Model Schools.
It is the duty of the Principal to see 200 periods are allocated to Vocational
Education in the main stream time table with the arrival of Vocational
trainer(V.T)
MODEL SCHOOLS TIME TABLE 2017-18
DA
Y
CLASS
1 2 3 4 5 6 7 8 9
MO
N
INTER-I IA/Bot/Civc
s IA/Bot/Civc
s IB/Zool Tel/Eng Eng/Tel Phy/Eco Che/Co
m Che/Com Eamcet/Rem
INTER-II IIB/Zool IIB /Zoo IIA/Bot/Civic
s Tel/Eng Eng/Tel Che/Com Phy/Eco PHY/ECO Eamcet/Rem
X-A Hindi Eng Tel PS Soc Maths Maths NS Voc.Ed
X-B Tel HINDI Eng Soc PS NS PL MAT Voc.Ed
IX-A ENG Voc.Ed Soc PS Maths Tel NS HINDi PL
IX-B TEL Voc.Ed PS MAT HIN Eng Maths Soc PL
VIII-A Eng PS Hin Soc
Health
Ed Tel Maths
Remidia
l Maths
VIII-B Maths Eng PS VE Soc
Remidia
l NS Tel Maths
VII-A Soc PL Tel Maths Eng Sci Hin VE Remidial
VII-B science
Health
Ed Soc Hin Tel Maths Eng W & C Remidial
VI-A Tel Maths Eng Sci W & C Soc
Health
Ed Maths Remidial
VI-B
Health
Ed Tel Maths Eng
Remidia
l Hin Soc Maths Sci
TU
E
INTER-I IA/Bot/Civc
s IA/Bot/Civc
s IB/Zool Telugu English Phy/Eco Che/Co
m Che/Com
Eamcet/Re
m
INTER-II IIB/Zool IIB /Zoo IIA/Bot/Civic
s Tel/Eng Eng/Tel Che/Com Phy/Eco PHY/ECO Eamcet/Rem
X-A Hindi Eng Tel PS Soc Maths Maths NS Voc.Ed
X-B Tel HINDI Eng Soc PS NS PL MAT Voc.Ed
IX-A ENG Voc.Ed Soc PS Maths Tel NS HINDi PL
IX-B TEL Voc.Ed PS MAT HIN Eng Maths Soc PL
VIII-A Eng PS Hin Soc NS Tel Maths
Remidia
l Maths
VIII-B Maths Eng PS W & C Soc
Remidia
l NS Tel Maths
VII-A Soc PL Tel Maths Eng Sci Hin Sci-lab Remidial
VII-B science
Health
Ed Soc Hin Tel Maths Eng W & C Remidial
VI-A Tel Maths Eng Sci W & C Soc
Health
Ed Maths Remidial
VI-B
Health
Ed Tel Maths Eng
Remidia
l Hin Soc Maths Sci
14
WE
D
INTER-I IA/Bot/Civc
s IA/Bot/Civc
s IB/Zool Telugu English Phy/Eco Che/Co
m Che/Com
Eamcet/Re
m
INTER-II IIB/Zool IIB /Zoo IIA/Bot/Civic
s Tel/Eng Eng/Tel Che/Com Phy/Eco PHY/ECO Eamcet/Rem
X-A Hindi Eng Tel PS Soc Maths Maths NS Voc.Ed
X-B Tel HINDI Eng Soc PS NS PL MAT Voc.Ed
IX-A ENG Voc.Ed Soc PS Maths Tel NS HINDi PL
IX-B TEL Voc.Ed PS MAT NS Eng Maths Soc PL
VIII-A Eng PS Hin Soc NS Tel Maths
Remidia
l PL
VIII-B Maths Eng PS Hin Soc
Remidia
l NS Tel PL
VII-A Soc PL Tel Maths Eng Sci Hin Maths Remidial
VII-B science
Health
Ed Soc VE Tel Maths Eng Maths Remidial
VI-A Tel Maths Eng Sci Hindi Soc VE PL Remidial
VI-B VE Tel Maths Eng
Remidia
l Hin Soc PL Sci
TH
RU
INTER-I IA/Bot/Civc
s IB/Zoo IB/Zool Telugu English Phy/Eco Phy/Eco Che/Com
Eamcet/Re
m
INTER-II IIB/Zool IIA/Bot/Civ IIA/Bot/Civic
s Tel/Eng Eng/Tel Che/Com Che/Co
m PHY/ECO Eamcet/Rem
X-A Hindi Eng Tel PS Soc Maths PL NS Voc.Ed
X-B Tel HINDI Eng Soc PS NS Maths MAT Voc.Ed
IX-A ENG Voc.Ed Soc PS Maths Tel NS HINDi Maths
IX-B TEL Voc.Ed PS Health Ed NS Eng Maths Soc VE
VIII-A Eng PS Hin Soc NS Tel Maths
Remidia
l PL
VIII-B Maths Eng PS Hin Soc
Remidia
l NS Tel PL
VII-A Soc
Health
Ed Tel Maths Eng Sci Hin Maths Remidial
VII-B science PL Soc AE Tel Maths Eng Maths Remidial
VI-A Tel Maths Eng Sci Hindi Soc AE PL Remidial
VI-B AE Tel Maths Eng
Remidia
l Hin Soc Pl Sci
FR
I
INTER-I IA/Bot/Civc
s IB/Zoo IB/Zool Telugu English Phy/Eco Phy/Eco Che/Com
Eamcet/Re
m
INTER-II IIB/Zool IIA/Bot/Civ IIA/Bot/Civic
s Tel/Eng Eng/Tel Che/Com Che/Co
m PHY/ECO Eamcet/Rem
X-A Hindi Eng Tel PS Soc Maths Maths Health Ed Voc.Ed
X-B Tel HINDI Eng Soc PS Health Ed PL MAT Voc.Ed
IX-A ENG Voc.Ed Soc PS Maths Tel Health
Ed W & C Maths
IX-B TEL Voc.Ed PS Health Ed NS Eng Maths Soc Hindi
15
VIII-A Eng PS W & C Soc NS Tel Maths
Remidia
l PL
VIII-B Maths Eng PS Hin Soc
Remidia
l
Health
Ed Tel PL
VII-A Soc
Health
Ed Tel Maths Eng Sci W & C AE Remidial
VII-B science PL Soc AE Tel Maths Eng Hin Remidial
VI-A Tel Maths Eng Sci Hindi Soc AE PL Remidial
VI-B AE Tel Maths Eng
Remidia
l W & C Soc PL Sci
SA
T
INTER-I IA/Bot/Civc
s IB/Zoo IB/Zool Telugu English Phy/Eco Phy/Eco Che/Com
Eamcet/Re
m
INTER-II IIB/Zool IIA/Bot/Civ IIA/Bot/Civic
s Tel/Eng Eng/Tel Che/Com Che/Co
m PHY/ECO Eamcet/Rem
X-A Hindi Eng Tel PS Soc Maths PL Health Ed Voc.Ed
X-B Tel HINDI Eng Soc PS Health Ed Maths MAT Voc.Ed
IX-A ENG Voc.Ed Soc PS Maths Tel Health
Ed VE Maths
IX-B TEL Voc.Ed PS W & C NS Eng Maths Soc Hindi
VIII-A Eng PS VE Soc
Health
Ed Tel Maths
Remidia
l AE
VIII-B Maths Eng PS Hin Soc
Remidia
l
Health
Ed Tel AE
VII-A Soc
Health
Ed Tel Maths Eng Sci W & C AE Remidial
VII-B science PL Soc
Remidia
l Tel Maths Eng Hin Sci-lab
VI-A Tel Maths Eng Sci Hindi Soc Sci-lab
Health
Ed Remidial
VI-B Remidial Tel Maths Eng Sci-lab W & C Soc
Health
ed Sci
PL = Physical Literacy & Yoga, A E = Art & Culture, VE = Value Education & Life skills, W & C=Work & Computer Education, Voc.Ed = Vocational Education Note:
PGT Economics, Civics, Commerce should deal IX & X social science separately for each
section along with their Intermediate subjects
PGT Physics or PGT Chemistry should handle General Science Paper-I for each section of
Classes IX and X completely
PGT Botany or PGT Zoology should deal with General Science Paper-II for each section of
Classes IX and X completely
Teacher with concern Methodology should share the subject work of FAC/Principals if they
have less than 36 hours of work
Each subject should be dealt by single teacher for each section separately
Teachers with less than 36 hours of work load should take Scholastic / Co-scholastic
subjects for any class at school level.
16
:: School Timings::
ASSEMBLY 9.00 9:15
1ST
Period 9.15 10.00
2nd
Period 10.00 10.45
3rd
Period 10.45 11.30
BREAK 11.30 11.40
4th
Period 11.40 12.25
5th
Period 12.25 1.05
LUNCH 1.05 1.40
6th
Period 1.40 2.25
7th
Period 2.25 3.10
BREAK 3.10 3.20
8th
Period 3.20 4.00
9th
Period 4.00 4.40
Note : 1.All the Staff members must sign in the attendance register by 8.45 A.M
After which He / She will be considered late. 3 lates will be deemed as one
C.L. Principal must maintain Late Register.
2.There are no official permissions to anyone during the school hours.
4.6 School Assembly
The morning assembly motivates and sets the right direction for all the activities of the day. It
should enhance the enthusiasm of the school leading for concentration, dedication, acquiring
knowledge and information, creativity and aesthetics.
It is mandatory on the part of the Principals, Vice Principals and all the teachers to attend the
morning assembly on time. All the students must invariably attend the assembly. As the
morning assembly is the first meeting of all students and staff, it is to be conducted very
effectively and it should be made a good learning experience. The students may be formed into
suitable no. of houses named after scientists/patriots/Nobel laureates etc.,
4.6.1 Structure of Assembly
Activity Duration
(in min)
Prayer 2
Pledge (4 days in English and Telugu and Hindi on one day each) 1
Thought for the day 1
Short Skit on the theme (once in a week) 3
Poem/Song/Rhyme on the theme 2
Student talk on the theme 3
News 3
GK questions (One questions for each class related to the theme) 3
Principal/Teacher talk 2
17
Assembly should be conducted by each House per week taking turns. House In charges are to
make sure of the participation of as many students as possible. House In charge teachers are
required to train the students on their Assembly Presentations. Schedule on the Presentations
and the Presenters of the Assembly for the forth coming week should be submitted to the
Principal by the House In charge on the last working day of the week. The following grid can
be used.
4. 6.2 Assembly Presentations
………………………….. (ouse
Week from ………………………… to ……………………………..
Date & Day
Name and class of the student
Thought for
the day
Poem/Song/
Rhyme
Student
talk News
GK
Questions Any other
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Short Skit Participants and the Theme:
All the Assembly activities should reflect the MONTHLY THEMES.
4.6.3 Monthly Themes
In order to promote and support positive behavior and awareness on the important traits to be
inculcated among students, the monthly themes can be introduced. School wide themes are a
powerful way to build a common language of character, as the whole school focuses on the
same character quality throughout each month. Themes can be taught and reinforced through
a variety of activities in the assembly and displaying the relevant material in display boards.
Each month will have a different theme and the specified theme should be reflected in the
School Assembly, Display Boards, Co-curricular activities and the in any kind of competitions
conducted during the month.
Suggested Themes
July My Earth Green Earth
August I love myself and my country, Patriotism
September I Care and Share, Compassion
October Me and My Health
November Positive Attitude
December Getting along with others
January Co operation
February My Family
18
Suggested Activities
To reinforce the monthly themes, the following activities are suggested.
My Earth Green Earth
a. Poster making competition
b. Painting of saplings in and around the school
c. Talk on global warming in the assembly
d. Display of the articles related to the Environment throughout the month
e. Elocution/Essay writing competitions on the topic related to Environment
f. A rally can be conducted in the vicinity of school exhibiting slogans related to the
protecting Environment
g. All Thought For the Day s in the assembly should comprise the words/sayings
related to the environment
h. A small skit in the assembly on the feelings of a tree when it is being cut.
i. Poem writing/caption writing competitions
j. Save water
NOTE: Principal can think and plan many number of activities based on the theme and the
motive of this is to bring awareness among children on protecting their environment.
Patriotism
Every Indian should love their country and the great culture and heritage it presents to the people.
Students need to be made understand the importance of strengthening themselves in order to
strengthen their country.
a. Singing competition (Patriotic songs only)
b. Talk by the Principal in the Assembly
i. Make children feel that India means people
ii. Strengthening themselves would strengthen the country
iii. Emphasize on the self-development of students
c. Portrait competition (only of national leaders)
d. Gandhi – the great leader (Essay Writing competitions)
e. Teach SareJahaan Se Achaa and make students sing the same in the assembly at least
twice in a week for this whole month
f. Fancy dress competitions (of famous personalities of India)
g. A skit on the social issues and their solutions in the School Assembly
h. Importance and the significance of the National Flag through an activity in the
School Assembly.
19
4.6.4 House System
Great care and consideration is taken to welcome new students and to ensure that they have an
identifiable and secure place within the school community. It is our aim that we give pupils the
opportunity to make happy relationships and be secure, in order that they make the best
progress in their learning. To support this aim the school has put in place a vertical House
system which has three core values: Raising aspirations, healthy competition and developing
community values.
From very early on, pupils are encouraged to show responsibility and leadership and to
express their views confidently. Student Voice is very important to us and we listen to ideas
that pupils have that might help us to improve the running of the school.
To promote this aim of the school, all the students need to be divided in four groups. Each
group would comprise of students of different age groups and abilities.
These Houses can be named ideally reflecting the local values.
All the competitions conducted in the school should be Inter House and at the end of the
Academic Year Best House can be declared.
All the School Assembly activities also can be judged and at the end of each month House of
Best Performance can be awarded.
20
5. BRIDGE COURSE
5 Bridge Course (FOR VI CLASS 30 DAYS, FOR VII TO INTER FIRST YEAR 15 DAYS FOR NEEDY
CHILDREN)
5.0 Introduction:
Bridge course is essential for the students admitted in Model Schools. This course shall be
conducted for classes VI, VII, VIII IX and XI. For XII class in place of bridge curse EAMCET
coaching to be given for MPC & BPC students
The focus basically on achieving basic competencies of reading, writing, speaking,
comprehension and computation. The whole school shall take the responsibility as a time
bound activity with specific targets.
Principals should take the responsibility and convene a staff meeting and discuss the
modalities and teacher wise responsibilities. For this every school shall conduct a base line
based on which the targets must be fixed. The strategies and material for learning shall
also be discussed along with the schedule. As strategy the text books at primary level may
be used to develop the above competencies. The progress over base line must be
measured at regular intervals and Principals must review the progress on fortnightly
basis.
It is necessary to carry out the bridge course to facilitate the learner to adapt him/herself
to follow the existing class specific syllabi. (The students may be grouped according to
their ability across classes). Necessary changes in the plan and the schedule may be made
based on the progress review. Once the students achieve basic competencies in the
languages i.e. basic reading, writing, comprehension, focus may be made on the subject
specific basic concepts so as to enable them to follow the syllabus.
All students have the potential to learn. However certain students take more time to learn.
Therefore the teachers shall develop confidence in the children and bestow personal
attention and extend support. Therefore the teachers are basically responsible for success
and failure of the students. Initially the bridge course may be planned for four weeks (30
days) however the same may be extended till the children achieves basic competencies as
discussed above at the end of the course the Principal shall declare that all the children in
their school shall perform basic competencies. The Principal and staff shall secure the
required teaching learning material.
The success and failure of bridge course shall reflect the leadership of the Principal.
21
5.1 Concept:
As the name indicates Bridge course fill up the gap between the present learning needs
and previous knowledge related to the present studies. It is a fine link between
preceding class of study and next higher class of study. Bridge course trains the
student s knowledge in all domains so as to equip them for the present system of
education in AP Model schools and Junior colleges.
Bridge course helps the student to acquaint him/ her to the present position. As the
most of the students are from vernacular medium back ground. Bridge course facilitate
them to learn terminology and theories in English. Bridge course supports students to
improve their learning levels. This also facilitates smooth sailing of learning process in
the class rooms and enhances effectiveness and quality.
Bridge course will be organized in such a way that at the end student should express
himself with ease and confidence. Learners must become performers after bridge
course. Bridge course must be a platform for conducive learning environment. Bridge
course is intended to make student to recall the fundamental aspects of their subjects,
Bridge course encourages voluntary participation of students.
5.2 Need of the Bridge course
Most of the students belong to rural back ground. Most of them have illiterate parents
who cannot judge the minimum levels of learning of their children. Children are from
Telugu medium back ground. Compared to the boys, girl s education is lagging behind in
some places. They lack proper encouragement from parents.
According to national survey on education every student of a particular class is
lagging behind by two or three classes. Bridge course should fill this gap. Bridge
course will assess the minimum levels of learning of students in the form of pretest and
post test. At the end of the course it help us to assess their level of improvement and
ensure readiness for English medium education.
Imparting life skill oriented Bridge course will enable the children to prepare for future.
Social skills will be developed because of joyful learning. Improvement of language skills
particularly communicative English is the main objective of bridge course. Above all
bridge course will introduce the concept of Model schools and promotes inquisitiveness
among students. Bridge course builds confidence to face new challenges.
5.3 Bridge Course- A Note to Teachers
A teacher is a true text book of a student said Mahatma Gandhi. Teacher must nurture good
academic and individual behavior.
22
Student friendly nature is expected from teacher.
Teachers must have empathy, positive attitude towards the students who have minimum
levels of learning.
Teacher must descend to the level of students.
Teachers must be very patient in dealing with slow learners.
They must assist students in articulating their thoughts and ideas clearly.
Help the students in developing problem solving skills.
Teacher should always encourage the students.
Teachers must promote creative and critical thinking skills.
Teacher should find out new methods while training students.
Teacher should apply the principles of psychology in assessing development of the child.
Teachers are expected to use educational technology where ever necessary
5.4 A word to Principals
As principal is a person with principles they are accountable to the success of any
program. Within their purview, Principals must be proactive in organizing various
academic and co scholastic activities
Principals must promote role integration. Principals are requested to organize bridge
course program at institutional level with utmost care regular and continuous
supervision is required. Participative leadership is expected from them. Regular
supervision builds rapport with teacher s .Time to time feedback should be given to
teachers after constant objective observation. Progress of the child should be intimated
after posttests. Data should also be maintained in the Principal s office.
5.5 Modalities of Bridge course
During thirty days program pre test to be conducted for all class students
Pretest can be conducted for 1 hour with 60 objective type questions
Multiple choice, odd man out fill in the blanks, naming parts, mapping are the
suggestive areas
Basing on the performance of the students they can be divided into groups
Fast learners can be made team leaders to provide peer tutoring.
Class room instructional activities are for 30 minutes and student assessment
activities are for 15 minutes.
Activity based learning is the main criteria for bridge course
Daily tests can be conducted to asses students pace of learning
Student friendly behavior is expected from teachers
23
Class room seminars can be conducted to encourage student participation and to
improve the pace of learning
5.6 Objectives of bridge course
The main objective of Bridge course is to fill up the gap between the learning levels
To equip the student s to cope up with English medium.
To make them to understand the simple terminology in different subjects
To promote minimum levels of learning among students
To encourage students for voluntary participation in various activities
To create conducive learning environment for English Medium
To build good rapport among students
To develop good teacher pupil relationship
To promote higher order thinking skills
To extend teachers cooperation in all learning activities
To generate curiosity towards educational technology
To sustain inquisitiveness in English language learning
To create interest towards new approaches in learning
To persuade them for self-learning
To draw the attention of public regarding the bridge course of Model Schools.
5.7 Action Plan of Bridge course
The concrete program of Bridge course is discussed here
Conducting of Pre test
30 days course material for bridge course
Entry level test or pretest for VI, VII.VIII IX and XI classes
First level test –End of the second week
Second level tests at end of third week
Posttest at the end of fourth week
Time tables and schedules
5.8 Suggestive activities for Bridge course
Preparation of Scrap books
Preparation of subject glossary
Collection of related pictures, posters for various topics
Use of teaching learning material
Organization of quizzes and puzzle rounds
Preparing role plays in concern subjects
24
Identify community related projects
Giving chance for interactions with MEO, DYEO, MRO, Doctor, Lawyer, Post master,
police personnel and others holding high positions.
Preparation of picture albums
Arranging nearby field trips
Organizing co-curricular activities
Dramatization can be made as a part of class room activity
Match stick diagrams can be drawn for easy understanding
Power point presentations
Inculcating habit of referring newspapers and library books
Theme writing, collage activities and caption writing
Art education collections
Organizing wall news papers
Performing arts such as singing, dancing, mono action, mimicry etc.,
Group discussions, debates and elocution programs
Guest lectures
Preparation of school magazines or news letter
Note: Class wise, day wise activities (VI to X & Inter) to be taken are appended.
25
6. CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE)
6.1 Introduction:
The very essence of introducing CCE (Continuous and Comprehensive Evaluation) by CBSE in
School education is to create good citizens possessing sound health appropriate skills and
desirable qualities besides academic excellence. CCE comprises of three areas viz.,
a) Continuous b) Comprehensive c) Evaluation
Continuous - Assessment is regular and periodical. Evaluation of students
growth and development is continuous process rather than an event, built into
the total teaching learning process and spread over the entire span of academic
session.
Comprehensive - is a holistic approach, covers both scholastic and co- scholastic
areas. It provides ample opportunity for the child to grow in all areas.
Evaluation - is assessment of child in all aspects. The emphasis shifted to testing
of holistic learning
6.2 Need:
It has been realized by many prominent educationalists that the traditional method of
assessing any child based on the marks/grades obtained by him in his class tests and terminal
exams is not appropriate. Every child has some or the other innate talent and the true self of
any child cannot be expected to be exposed through any sort of pen paper test.
CCE can be used as a tool to make the student as well as the teacher aware of the strengths and
weaknesses of a child and help him to build up his/her personality so as to have a successful
relationship with the society.
6.3 Importance:
It shifts the focus of the child from the need of learning to love of learning
It helps the students to establish/incorporate a positive image and sound career
perspective.
It helps to nurture and promote the talent and creativity of the students by providing them
best opportunities and resources to make them more resourceful, innovative, creative,
competitive and adoptive/adaptive and adept also.
It can be used successfully to achieve the objectives of teaching.
Reducing burden of studies on students and also percentile of suicide.
It is a process to provide holistic profile of the learner through continuous assessment of
scholastic and co-scholastic domains of education.
26
Here it helps in identifying/discovering the innate talent possessed by the child as he may
not excel in academics but at the same time he may be an active participant in other co-
scholastic areas.
The most striking feature of CCE is it focuses on regularity and continuity in assessment.
It also provides non-threatening and supportive environment for learners.
6.4 Implications:
To analyse the information and experience in an objective manner.
Critical thinking can contribute to recognize and assess.
It can teach pupils how to actively make decisions about their actions.
Pupils are able to express themselves, both verbally and non-verbally.
It provides an excellent strategy for practicing skills.
Helps students hear and learn from their peer groups.
It helps the pupils to learn to discover healthy solutions for each problem.
It helps the student to prepare himself to face all challenges in his life as CCE provides the
student to discover in himself the ability to think creatively and find solutions too many
unanswered queries of life.
What is to be assessed?
The total feedback on child s learning includes:
The child s learning and performance in different subject domains.
The child s skills, interests, attitudes, motivation etc.
The changes that are happening in the learning process and behaviour of the child
and the developments that have occurred in a stipulated period of time.
The reaction of the child to the different contexts and opportunities in and out of the
school
6.5 Concept of Evaluation & Types of Evaluation
Evaluation is a continuous process of evaluation. It is a qualitative judgment. It is valid and
reliable as the results are determined by qualitative parameters.
Usually two types of evaluation approaches are being followed they are:-
6.5.1 Formative Assessment:
Formative evaluation / assessment occurs over a period of time and monitors students
progress. It is easy to administer and provide mid-course feedback.
Formative Assessment is a assessment conducted during the process of teaching. It is through
observation of student responses, student engagement, student notebooks, assignments and
other written works.
27
Formative Assessments will be conducted by the teacher during instructions. The teacher
observes and record the children progress and as well as learning gaps. FA is Assessment for
Learning and Assessment of Learning.
Features:
Is diagnostic and remedial and in the form oral, written and performance.
Makes the provision for effective feedback.
Enables teachers to adjust teaching to take account of the results of assessment.
Recognizes the need for students to be able to assess themselves and understand
how to improve.
Builds on student s prior knowledge and experience in designing what is taught.
Encourages students to understand the criteria that will be used to judge their
work.
Offers an opportunity to students to improve their work after feedback.
Helps students to support their peers.
Formative Assessment is Assessment for Learning and assessment as
learning.
The techniques and tools for formative evaluation: The children s learning process is continuously
checked and monitored and formative evaluation. Different kinds of tools and techniques must be
used to observed and record the different types of behaviour. These are as follows:
Reflections/Problem solving/
Contemporary issues by the Student. 10 Marks
Projects and experiments 10 Marks
Slip Test (unannounced informal test) 20 Marks
Children written works 10 Marks
Children written works means ….
Notebooks (Class work and Home work),
Assignments,
Portfolios,
Children diary etc.
FA – Operational Strategy:
Techniques of Assessment – Classroom observations, Oral examinations, written
examinations, Participation in group work, Practicals etc.
28
Tools of Assessments – Children self-writing of exercises given at the end of the each
lesson and other written works, Projects, Anecdotal records, Rating scales,
Checklists etc.
Periodicity – Continuous observation, however recording may be once in about two
months period.
6.5.2 Summative Assessment:
Summative assessment takes place after a period of instruction and requires making a judgment
about the learning that has occurred. This is through using paper pencil tests. It is to takes place at
end of term semester or school year. Special learning outcomes and standards are reference
points, and grade levels may be the bench marks for reporting. This is assessment of learning.
It is conducted at the end of the unit course, after completion of course. It gives final states of the
learners. It is done at the end of the course. Annual feedback will be provided.
The extent to which objectives are being attended.
The effectives of the teaching –learning experience provided in the class rooms.
How well the goals of education have been accomplished.
In short the basic functions of evaluation are:--
i) Educative
ii) Diagnostic
iii) Prediction
iv) Guidance
v) Counseling
vi) Grading
vii) Selection
viii) Feedback
ix) Modification
Tools and techniques for Summative Evaluation Summative Evaluation should base on the written and oral tests.
Following are the tools for summative evaluation
Oral work (questions and answers, reading aloud, reading comprehension,
speech and conversation, role playing, interview, group discussions, etc).
Written Test – Pen Paper test
The questions must be qualitative i.e., open ended, analytical in nature, drawing
conclusions, giving reasons, evaluating and interpreting in nature. They must
discriminate children based on their intelligence and creativity.
Assessment of Co-curricular areas – Operational strategy
Techniques of Assessment – Observation in the classroom and outside and during
the course of participation in various activities.
Tools of Assessment – Anecdotal records, Rating scales, Checklists etc.
29
Periodicity of Assessment – Once every term based on classroom and outside
behaviour (quarterly assessment)
6.6 When to Assess? – Periodicity
Base line test – June (Baseline) – A baseline test which is diagnostic in nature to be
conducted at the beginning of the academic year to understand how far the children
possess expected competencies to follow the regular syllabus of the class. In case if
the children do not possess required basic competencies a remedial teaching shall
be planned by the concerned teachers.
Formative Assessments: This is a part of teaching learning process the teacher
observes performance of the children through questioning, observation of children
notebooks, assignments, class works, projects, children participation in the learning
process, group works etc., The teacher has to record in the following months for
Formative Evaluation against the given tools i.e. Observations, Written works,
Project works, Slip tests.
FA1 – July
FA2 – August
FA3 – November
FA4 – February
Summative Assessment: Summative Assessment is a terminal tests in nature and
shall be conducted thrice in a year viz.,
SA1 – September/October
SA2 – December/January
SA3 – March/April
The subject wise question papers should be developed by the teachers based
on the Academic Standards and their weightages.
6.7Who will assess?
School based assessment by the concerned teachers.
Test papers must be teacher made and never from external sources.
Memorized answers from textbooks, guide books are strictly prohibited and
teachers must discourage by giving zero score for such answers. Encourage the
children for their own and original expression, whatever may be the mistakes
children commits (committing mistakes is ok)
30
6.8 Recording Children Performance
Marks based grading system will be followed
Eight point scale – A1, A2, B1, B2,C1,C2,D1 and D2( FOR VI TO X)
Grade Marks in Languages(100M) Marks in Non-Languages(50M) Grade points
A1 91 - 100 46 - 50 10
A2 81 - 90 41 - 45 9
B1 71 - 80 36 - 40 8
B2 61 - 70 31 - 35 7
C1 51 - 60 26 - 30 6
C2 41 - 50 21 - 25 5
D1 35 - 40 18 - 20 4
D2 0 -34 0 - 17 3
A1 – Outstanding performance
A2 – Excellent participation and organisation of activities
B1 – Have good leadership qualities
B2 – Shows interest only in participation
C1 – Have required content knowledge
C2 – Little knowledge about materials and procedures
D1 – Poor performance and interest
D2– Not participated in any activity
31
PROFORMA – 1
Class wise Students performance of AP Model Schools - 2015-16
Term Examinations: SA-1 / SA-II / SA-III
Name of the School :________________
Name of the District___________________
S.
No
Name of the
Student
Subject wise Grade
Over
all
grade
Detailed
action
plan to
improve
the low
achievers
Telugu English Hindi Maths
Science
Social
studies B.S P.S
1
2
3
4
PROFORMA – 2
School wise students performance (VI to X) of AP Model Schools - 2015-16
Name of Dist. :___________________
Sl.
No.
Name of
the Schools
Class
-VI
stre.
Class VI – Grade Class
-VII
stre.
Class VII - Grade
A1 A2 B1 B2 C1 C2 D1 D2 A1 A2 B1 B2 C1 C2 D1 D2
Sl.
No.
Name of
the Schools
Class
-VIII
stre.
Class VIII – Grade Class
-IX
stre.
Class IX - Grade
A1 A2 B1 B2 C1 C2 D1 D2 A1 A2 B1 B2 C1 C2 D1 D2
Sl.
No.
Name of
the Schools
Class
-X
stre.
Class X – Grade
A1 A2 B1 B2 C1 C2 D1 D2
32
FOR INTERMEDIATE
PARTICULARS OF THE MAXIMUM AND MINIMUM PASS MARKS IN
TWO YEAR INTERMEDIATE COURSE
Sl.
No. Combination
Maximum
Marks
Minimum
aggregate at 35%
I Year II Year I Year II Year
1 131-132-41-42 (MPC) 470 530 164 186
2 37-38-41-42 (BPC) 440 560 154 196
3 Physical Science, Home Science & other
science combinations 420 580 147 203
4 HUMANITIES
5 131-132-51-55 500 500 175 175
6 All Humanities Combinations (excluding
65 or 93) 500 500 175 175
7 Combination with 65 or 45 475 525 166 184
8 Combination with Music (93) 450 550 157 193
9 ML Home Science0Fine Arts (71 to 89) -
(45) - (93) 425 575 149 201
Mathematics Paper-I (Old) splitted into two papers (w.e.f. Intermediate Public Examinations, May, 1997) as
Mathematics I (A)-131 and Mathematics I (B)-132. Mathematics Paper-II (Old) splitted into two papers as
Mathematics II (A)-231 and Mathematics II (B)-232.
Consequently the Minimum & Maximum at 30%, 35% is also changed as shown hereunder:
Subject PC New
Max
New
Max for
MEC
New
Min.
30%
New
Min
30% for
MEC
New
Min
35%
New
Min.
35% for
MEC
Mathematics-IA 131 75 50 22 15 26 17
Mathematics-IB 132 75 50 23 15 26 18
Mathematics-IIA 231 75 50 23 15 27 18
Mathematics-IIB 232 75 50 22 15 26 17
1. In respect of MEC candidates whether the conversion of Marks out of 26 are converted as 18 instead of 17
for Mathematics-IA, Mathematics-IB and Mathematics-IIB.
2. For II year MEC candidates whether the Pass marks 27 converted as 18 for Mathematics Paper IIA.
33
THE SUBJECTS FOR WHICH THE MINIMUM AND MAXIMUM AT 30%, 35% IS CHANGED UNDER NEW
SCHEME ARE SHOWN BELOW:
SUBJECT Paper
Code
New
Maximum
New
Minimum
30%
New
Minimum
35%
THEORY:
Botany 37 60 18 21
Zoology 38 60 18 21
Physics 41 60 18 21
Chemistry 42 60 18 21
PRACTICALS:
Botany 39 30 9 11
Zoology 40 30 9 11
Physics 43 30 9 11
Chemistry 44 30 9 11
FOR GRADE HOLDERS:
a) For Category-I candidates check whether all the 2nd year papers marks are current marks i.e.,
the marks without star. These candidates are eligible for a Grade (A/B/C/D) provided they
pass in all papers.
b) For improvement candidates either all I year marks should be with star or all without star and
all II year should be without star. These candidates are eligible for a Grade (A/B/C/D),
provided they pass in all papers.
c) The candidates who are appearing for all I year papers and all the II year papers including
practical s are also eligible for a Grade (A/B/C/D) subject to the condition that they pass in all
papers at a time.
d) Private candidates under Category-6 are eligible for Grade (A/B/C/D) i.e., the candidates
holding the 1st year Memo and appearing for the II year exam for first time along with or
without I year papers.
Except the above four categories, all other candidates will come under Compartmental Pass,
provided they secure the pass marks 35% marks in each paper, for these candidates verify whether
the COMP has been correctly printed in the result column of II year Private Tabulation Registers.
34
AWARD OF GRADES:
GRADE A : Greater than or equal to 75% i.e.,
750 and above marks out of 1000
GRADE B : Greater than or equal to 60% and less than 75% i.e.,
600 to 749 marks out of 1000.
GRADE C : Greater than or equal to 50% and less than 60% i.e.,
500 to 599 marks out of 1000.
GRADE D : Greater than or equal to 35% and less than 50% i.e.,
350 to 499 marks out of 1000.
COMP : For Compartmentally Passed candidates COMP
is shown in Private Tabulation Register.
A) BLIND : Reduction of Pass Marks from 35% to 25% for all subjects.
Awarding Grade will be as per usual procedure.
B) DEAF, DEAF & DUMB
candidates of I & II year :
Reduction of Pass Marks from 35% to 25% for all subjects
and in addition one language for I & II year under Part-I or
Part-II. The Grade will be awarded as usual in consideration
of papers appeared.
Sl.
No Maximum Marks 25%
1 50 13
2 30 8
3 75 19
4 25 6
5 100 25
6 60 15
VOCATIONAL COURSES:
Deaf, Deaf & Dumb candidates: The students who are studying Vocational courses
are exempted from studying Communication Skills in English Language.
6.8.1 Records and Registers
Every teacher must maintain a register viz., CCE showing the progress of
children against subject specific learning indicators over base line.
35
Recording Formative and Summative Evaluation details in the child s progress
card.
Every child completing his elementary education shall be awarded a certificate.
A cumulative achievement record at two levels will be used i.e., a) for primary (1-
V classes) and b) Upper Primary (VI-VIII).
A. Formative Assessment - Recording
Class ………………. Subject……………….
S.
No.
Name
of the
Child
Reflections/Problem
making/Contemporary
issues (10M)
Written
works
(10M)
Project
works
(10M)
Slip
Test
(20M)
Total
Marks
(50M)
Grade
1 Rajani 8 8 7 16 39 A
2
B. Summative Assessment - Recording
Class: VI Subject: Telugu
S.
No.
Name
of the
Child
Reading
Comprehension
and Reflection
(24M)
Creative
Expression
(M) 36
Language
Elements(Vocabulary
and Grammar (20M)
Total
Marks
(80M)
Internal
Marks
(20M)
Total
Marks
(100M)
Grade
Note: Academic Standards and their weight ages, class wise, Subject wise and Paper wise are
appended at the end
C. Co- Scholastic activities – Physical Literacy
Class: VI
S.
No.
Name
of the
Child
Partici
pation
in
Games
&
Sports
(10M)
Yoga
&
Medit
ation
(10M)
Health &
Personal
Hygiene,
Healthy
Habits
(10M)
Environ
mental
Hygiene
& First
Aid
(10M)
Health &
Personal
Hygiene,
Healthy
Habits
(10M)
Total
(50M) Grade
1 Raju 8 6 8 7 6 35 B+
2
Anecdotal Record
Name of the student:……….………….. Class: ……… Session: ………….
36
Occasion and Place
A Factual account of the
incident or situation as
observed
Teachers comments or
suggestion
Teacher’s Signature & Date
6.8.2 Implementation of CCE- Roles and Responsibilities
i. Principal:
Principal is the first level supervisory officer to ensure proper implementation of
curricular and co-curricular activities, teacher preparation, lesson plans,
teaching learning process and conduct of exams properly by all the teachers.
Identify and encourage teachers and children for their best efforts and talent and
take it to the notice of higher officials and SCERT.
Using of guides and study material by the children and memorizing the finished
answers will damage the children s thinking capacities and self expression.
Therefore, guides and study material shall not be used. HM should ensure this.
Allotment curricular and co-curricular subjects to the teachers available and see
that all these areas must be transacted.
Principal must check the evidences for internal exams i.e. proper conduct of
formative and summative assessments at school level and offer suggestions on
the records and registers prepared by teachers and children. He should verify all
the children and teacher records on FA and SA and satisfy himself before placing
it to the moderation committee.
Principal should follow the schedule for the conduct of internals and other exams
and maintenance children cumulative records and communicating the progress
to the parents at regular intervals.
Principal must ensure for quality classroom transaction by utilizing available
TLM, equipment and library books in the schools.
Principal should conduct monthly review on the performance of the teachers and
children and record in the minutes book along with suggestions for each teacher
and review follow up action on the minutes of the earlier meeting. Arrangements
for proper feedback to the children and their parents on children performance
and school activities.
Principal is the first teacher and must be sound in academic knowledge by way of
reading teacher handbooks, new textbooks and other source books and conduct
37
frequent sharing workshops within the school on teacher readings and other
academic issues and concepts.
Principal should observe the classroom transactions of each teacher and offer
further suggestions and guidance for improvement.
ii. Teachers:
Teachers are responsible for the proper implementation of new textbooks i.e.
activities, projects, experiments, field investigations, information tasks etc.
The exercises given under each unit/ lesson are analytical and thought
provoking in nature and children should think and write on their own. There
shall not copy of answers from the guides, study materials, copying from other
children notebooks etc.
This is one of the items under formative assessment with appropriate interest
and care. Teachers should not encourage purchasing and using of guides, study
materials etc.
Questions in the box items are meant for discussions in the classrooms where
children express and share their thinking and ideas. The box items are on the
contemporary issues and situations where children are expected to reflect their
experiences and prior ideas. This is helpful for application of textbook
knowledge in their daily life situations.
Teachers prepare and implement curricular and co-curricular subjects assigned
to them and transact in a qualitative way with a focus on interactive teaching,
discussions with active participation of children. Read resource books and
additional reference material to get more clarity on concepts and develop
teaching notes on each lesson. Thus, add value to the textbooks.
Teachers conduct formative assessments (internals) and summative
assessments and value the children notebooks and other records on regular
basis. Give marks and grades based on children performance and maintain
evidences of children performances in the form of children notebooks, records
and keep ready for the observations of headmaster and moderation committee.
The teachers shall take up remedial teaching and support children based on the
gaps identified through formative and summative assessments.
Teachers keep and read the teacher handbook, modules provided during training
programmes and take up follow up action. Teaching is a profession and teacher
is a professional and constant updating of knowledge and skills is a must for any
profession.
38
Therefore, the teachers efforts for self development through reading resource
books, magazines, journals, attending seminars/ trainings, visiting subject
specific websites, sharing in teacher meetings etc.
Teachers develop and use annual and lesson/unit plans.
Teachers furnish children and teacher records pertaining to FA and SA to
Principal for his verification and for further guidance and suggestions.
Teachers encourage children for their initiatives and attempts to improve and
support them.
Teachers develop competency based test items/ question papers with open
ended, thought provoking, application oriented questions and take up school
based assessment.
Teachers take up necessary diagnostic and remedial measures for low achievers
and identify areas where student needs additional practice
Teachers take up observations, anecdotal records
Teachers demonstrate the performance of the children in the SMC/ Parent s
Meeting
Teachers maintain CCE Register
Evidences for effective implementation of CCE
The following list of evidences are deciding factor for effective implementation of CCE
1. Question papers prepared by teacher and students notebooks
2. Self assessment of students given in text book, unit/period and annual lesson plans
3. Maintenance of CCE register
4. Teachers diary
5. Students diary
6. Portfolio
7. Observation record
8. Checklist
9. Answer booklets
10. Project work assignment record
11. Students writing on their own the answer to the questions given at end of lesson
12. Cumulative record
13. Students displays/experiments
14. Not using the guides and study material
15. Principal and teacher review (meeting) minutes book
6.8.3 CCE and New Textbooks
39
The new textbooks are based on academic standards and supports CCE.
The textbook supports for undertaking Formative Assessment i.e. projects, experiments,
field investigations, research/ information and other academic tasks.
Syllabus and appropriate material for under taking co-curricular areas and their
assessment.
Need and importance of co-scholastic activities
Sublimation of instincts:
Co-Scholastic activities meet the needs of learners and sublimate their instincts.
Co-scholastic activities give a healthy outlet to various instincts like
gregariousness, assertion and curiosity. They will provide them a field for doing
something socially worthwhile though group activities.
Physical Development:
The physical activities like athletics, games and sports promote physical
development of children. They are very helpful for motor and sensory
development of children and they contribute to the sound physical health, body
development, endurance, stamina and strength. They also develop healthy
habits.
Social training:
By participation in co-scholastic activities pupils learn valuable lessons in
practical co-operation and the habits of team work, they realize the relation of
the society to the individual and the individual to the society.
Moral training:
Co-scholastic activities are also helpful in giving moral training. Moral qualities
such as honesty, truth & justice are put to best.
Development of Discipline:
Discipline becomes self-discipline students remain busy with different kinds of
activities and develop their talent in different directions.
Development of Aesthetic tastes:
The students should present plenty of experience to develop the aesthetic tasks
of students. Activities like drawing and painting, sculpture, clay-modeling,
preparation of charts and models develop aesthetic sensibility of students.
An overview of various co-scholastic activities in school Co-scholastic Areas:
40
Attitude and Values:
Attitude of teachers
Students / peers
School property
School programmes
Environment
Life Skills:
Emotional skills
Thinking skills
Social skills
Participation & Achievements
Clubs
Scientific
Creative
Aesthetic
Physical Literacy
Swimming
First Aid
NCC/NSS
Yoga
Activities should be started in a small way and developed gradually.
The success of each activity must be evaluated. This will help the teachers to make research
in the educative value of the various so-scholastic activities.
6.9 Curricular Areas for Assessment
Upper Primary / High Schools
Mother tongue - Telugu / Urdu / (indi ……. Second Language
Third Languages – English
Co-Scholastic
Value Education & Life Skills
(5 point scale)
Work & Computer Education
(5 point scale)
Physical Literacy
(5 point scale)
Art & Culture Education (5 point scale)
41
Mathematics
Science
Social Studies
Art and Culture Education (Arts, Crafts, Theatre, Music and Dance)
Physical Literacy
Work Experience, ICT
Ethics and Values, Attitudes & Life Skills
6.10 Academic Standards and Subject specific attainment targets
6.10.1 Languages:
Listening comprehension and speaking with thinking, confidence
Fluent Reading and Reading comprehension, Reflection
Writing – Self expression
Creative Expression
Vocabulary
Language Elements – Grammar
Reading habits and Appreciation
6.10.2 Mathematics:
Conceptual Understanding & Problem Solving
Reasoning with Proof
Communication
Connection
Representation
Appreciation
6.10.3 Science:
Conceptual Understanding
Asking Questions and making Hypothesis
Experiments and Field Investigations
Data Handling, Analysis and Projects
Communication through Drawing, Graphs and Models
Appreciation and Aesthetic Sensitivity
Application in daily life and concern towards Bio-Diversity
6.10.4 Social Studies:
Conceptual understanding
Reading the text and Interpretation
42
Information skills
Reflection on Social and Contemporary issues and Questioning
Mapping Skills
Constitutional Values, Appreciation of Cultural diversity and Aesthetic Sensitivity
6.10.5 Other Curricular Areas
Arts and Cultural Education
Colouring, drawing, decoration, Making models and toys
Origami, Tongramme, Tailoring, Embroidery
Action, Drama, Role plays, Choreography
Singing and Playing Musical Instruments
Dance and Demonstrating local Art forms
Physical Literacy
Interest and Participation in Sports and Games, Following Rules And Regulations
Special Skills, Yoga and Meditation, Scouts and Guides, NCC
Personal Hygiene and Healthy Habits
Environmental Hygiene and First Aid
Health, Nutrition and food habits
Work and Computer Education
Skills in making use of tools and material / goods and making articles
Participation in programmes, festivals and taking the responsibilities
Utilizing the computer and Computer aided learning (internet,
e-mails etc.
Gardening, Growing plants and trees
Community work and Shramadaan
Ethics and Values, Attitudes and Life Skills
Discriminatory knowledge of good and bad, moral and immoral
Observation of Constitution values and Human Rights
Individual values – Patience, Kindness, Compassion, Empathy, Honesty, Equality
and Brotherhood etc.
Life Skills – Communication, Social and Emotional skills
Attitude towards teachers, Schoolmates, School and public property
6.11Project Works & Assignments
6.11.1 Concept of Projects Works and Assignments
43
Project Works:
Each student should be given four projects in each subject based on the ability of the
student. These projects should be used for evaluation of Formative examinations. Different
projects should be given to each student. Each student should be given not more
than four projects per subject per year. Already list of Projects and
Assignments to be taken up subject wise and class wise are
communicated to teachers through Principals which are to be followed
in APMS.
Project works involve a variety of interrelated tasks to be performed in order to achieve
a particular aim.
Assignments:
Assignments are focused on specific pre-defined tasks. The approach of Central Board of
Secondary Education has always been inclusive of the views expressed by its important
stake holders in initiatives taken from time to time. Continuous and Comprehensive
Evaluation (CCE) is an education system newly introduced by Central Board of
Secondary Education in Education in India, for students of VI to X grades. The main
objective of Continuous and Comprehensive Evaluation (CCE) is to evaluate every
aspect of the entire child during their process at the school. The Continuous and
Comprehensive Evaluation (CCE) method is claimed to bring enormous changes from
the traditional chalk and talk method of teaching provided it is implemented accurately.
6.11.2 Need and Importance of Projects work & Assignments
School Teachers have been requested to follow a circular approach in case of
Projects.
The number of Project works and assignments should be made specific and tangible.
The transfer of knowledge from one subject from other can most effectively be
demonstrated and strengthened through multidisciplinary projects.
Theories of Social learning from the basis of assigning group projects to students.
Students while working group learning, to share, compromise and to resolve issues
with their peer and teachers.
Team of Teachers may formulate in-school, inter-school, inter-subject projects and
rubrics required to assess by incorporating inputs from different subjects.
Learner and teacher both should work to build a relationship based on mutual trust
and respect.
44
Ensuring that learning is shifted away from route methods and the focus should be
on interactions, project work, and analysis etc. what they are learning at school
should have relevance to their lines.
Teachers as a senior partner must take a lead in establishing a positive environment
for the students.
Teachers must also hear in mind that the ultimate success at learning is determined
by an emotional reaction of students to the assessment.
6.11.3 An overview of various Project works and Assignments given to the students.
School Teachers are there advised to assign a maximum of two comprehensive
group projects (one is to be evaluated with SA-1 and the other with SA-II) covering
each of the give major subjects i.e.- English, Hindi, Math, Science, Social Science.
The target and of assessments must be shared with the group of students
beforehand.
Effective monitoring and objective assessment of interdisciplinary group projects
must be implemented by all the schools.
When children are engaged in activities they feel like participating in the assessment
process, watching themselves grow, feeling in control of their success, and believing
that continued success is within their reach if they keep trying.
It is therefore, once again highlighted that multiple modes of assessment such as,
quizzes, debates, group discussions, cross curricular group projects can be used
while doing formative assessments.
Lastly, it must be clearly communicated to all the teachers that activities,
assignments and cross curricular group projects must be done in the class and
within school duration under the direct supervision teachers only.
Students should not be given out of bound reach projects, Internet projects as most
of the model schools are in interior areas as per SCERT.
Conducting of Co-Scholastic Activities
Before going into the details of various co-scholastic activities, it is desirable to
enumerate the concept of the terms co-scholastic, scholastic.
According to the RTE act of 2009 enriching the curriculum to provide for overall
development of children rather than remain textbook centric (curricular & co-curricular
activities).
45
Co-scholastic activities include life skills, attitudes and values and other co-curricular
activities.
Co-scholastic assessment addressed to the following areas:
i. Life skills
ii. Attitudes and values
iii. Wellness & holistic exercise
iv. Co-curricular activities.
6.12.1 Need and importance of co-scholastic activities
Sublimation of instincts:
Co-Scholastic activities meet the needs of learners and sublimate their instincts.
Co-scholastic activities give a healthy outlet to various instincts like
gregariousness, assertion and curiosity. They will provide them a field for doing
something socially worthwhile though group activities.
Physical Development:
The physical activities like athletics game and sports promote physical
development of children. They are very helpful for motor and sensory
development of children they contribute to the sound physical health, body
development, endurance, stamina and strength. They also develop healthful
habits.
Social training:
By participation in co-scholastic activities pupils learn valuable lessons in
practical co-operation and the habits of team work, they realize the relation of
the society to the individual and the individual to the society.
Moral training:
Co-scholastic activities are also helpful in giving moral training. Moral qualities
such as honesty, truth & justice are put to best.
Development of Discipline:
Discipline becomes self-discipline students remain busy with different kinds of
activities and develop their talent in different directions.
Development of Aesthetic tastes:
The students should present plenty of experience to develop the aesthetic tasks
of students. Activities like drawing and painting, sculpture, clay-modeling,
preparation of charts and models develop aesthetic sensibility of students.
An overview of various co-scholastic activities in school Co-scholastic Areas:
Attitudes and Life Skills Participation & Physical
Values achievements Literacy
46
Attitude and Values:
i) Attitude towards teachers
ii) Students / peers
iii) School property
iv) School programmes
v) Environment
Life Skills:
i) Emotional skills
ii) Thinking skills
iii) Social skills
Participation & Achievements
i) Clubs
ii) Scientific
iii) Creative
iv) Aesthetic
Physical Literacy
i) Swimming
ii) First Aid
iii) NCC/NSS
iv) Yoga
Activities should be started in a small way and developed gradually.
The success of each activity must be evaluated. This will help the teachers to make research
in the educative value of the various so-scholastic activities.
6.13Examinations:
a) Source of question papers:
As per G.O.Ms 82 for Classes VI-X
Question Papers for Intermediate are to be prepared at the Institution level on the following
lines:
b) Pattern of the Question Papers:
Unit Test – INTERMEDIATE
Mathematics IA, IB, IIA, IIB Max. Marks :35
VSAQ: 3 OUT OF 3 (ALL) 3*2=6M
SAQ: 2 OUT OF 3 2*4=8M
LAQ: 3 OUT OF 4 3*7=21M
Physics, Chemistry, Botany, Zoology: Max. Marks :30
VSAQ: 3 OUT OF 3 (ALL) 3*2=6M
SAQ: 2 OUT OF 3 2*4=8M
LAQ: 2 OUT OF 3 2*8=16M
Economics, Commerce, Civics: Max. Marks :50
47
VSAQ: 5 OUT OF 5 (ALL) 5*2=10M
SAQ: 4 OUT OF 6 4*5=20M
LAQ: 2 OUT OF 3 2*10=20M
English: Max. Marks :50
Annotations: 3 OUT OF 4 3*4=12M
Q & A: 3 OUT OF 4 3*4=12M
Grammar: 26M
Telugu: Max. Marks: 50
Poem completion: 1 OUT OF 2 1*5=5M
Annotations: 3 OUT OF 4 3*4=12M
Q & A: 3 OUT OF 4 3*4=12M
Letter / Essay: 1 OUT OF 2 1*5=5M
Grammar: 16M
QUARTERLY, HALF YEARLY, PRE-FINAL Question Papers are to be prepared as per IPE Pattern.
Marking Schemes / Principles of valuation are to be prepared along with each and every question
paper.
6.14Preparation of Question Papers – Modalities to be followed
In simple terms the construction of scholastic question paper innovates the following steps:
a) Weightage to academic standards/ skills
b) Weightage to the content
c) Weightage to form of questions
d) Weightage to difficulty levels
e) Blue print of the test papers
f) Construction of test items and preparations of question bank.
g) Assembling test items as per blue print.
a) Weightage to Academic standards:
Note: Discussed under CCE
b) Weightage to the content:
It means proper coverage of units (content) of the syllabus and importance given
to different units / topics because it is though the content / syllabus medium
objectives are achieved. Weightage should be in the form of numerical
weightage.
Table showing weightage to content:
S. No Units /Topics Marks Percentage (%)
1 Unit – I
2 Unit – II
3 Unit – III
4 Unit – IV
5 Unit – V
48
c) Weightage to the form of questions:
There should be a balanced selection of essay short answer and objective type
quotations to enhance validity. Reliability of the test papers.
Table: showing weightage given to form of questions:
S. No Forms of questions Marks Percentage (%)
1 Essay (E)
2 Short Answers S.A
3 Objective type (O)
The numerical weightage should be given to each form of questions. However, each
essay type question should be allotted 5 marks and above. Short answers 2-3 marks and
objective type questions one mark each only. Further, while giving weightages to the
form and number of questions duration (time) required to answer for that form of
question should be kept in mind. According the number of items should be decided.
d) Weightage to difficulty level:
The difficulty level of test items is an essential factor and it should be planned as per the
normal distribution with 50% of questions average and 25% east and 25% difficult.
This ensures proper evaluation of the three categories of students in the class.
Table showing difficulty level of questions:
S. No Level of difficulty Marks Percentage (%)
1 Difficulty 25%
2 Average 50%
3 Easy 25%
e) Blue print of the test paper:
Objectives have two dimensions, namely behavior part and the content part, a
test based on objectives should necessarily have two dimensions – coverage of
behaviors implied by objectives and coverage of content syllabus.
To ensure proper coverage, it is necessary to empty a graphical representation of
two-dimensional chart which would bring out the objectives. On one hand and
that content on the other, each column of objective is further divided to indicate
the form of questions and marks assigned by the test designers.
Marks and numbers of questions different cells is such a way that the blue print
reflects the design of the question paper. All the rows and columns are to be
balanced the blue print becomes the basis for writing items, which also gives a
total picture of the test that is going to be prepared.
f) Grading system:
There are mainly four tools for formative evaluation:
Children participation – reactions/reflections
Written items ( Home works, Note Books)
49
Project Works(Students should not be given projects which are beyond their,
nor internet based projects as per SCERT)
Slip tests
10 marks will be allotted for the above first three items and 20 marks for
further items in formative assessment
For further details refer to G.O.Ms No.82
7. Implementation of Mid-Day Meal Programme
7.1 Rationale for the programme
The National Programme of Nutritional support to primary Education also known as the
Mid-Day Meal (MDM) scheme is one of the largest welfare programmes in India and the
only one aimed at reducing Childhood hunger in the 6-14 years age group. It seeks to
improve the nutritional status of primary school students and to encourage attendance
in the primary education system
7.2 Background
The Mid Day Meal Scheme is a multi-faceted programme of the Government of
India that, among other things, seeks to address issues of food security, lack of nutrition
and access to education on a pan nation scale. It involves provision for free lunch on
working days for children in Primary and Upper Primary Classes in Government,
Government Aided, Local Body, Education Guarantee Scheme (EGS) and Alternate
Innovative Education (AIE) Centres, Madarsa and Maqtabs supported under Sarva
Shiksha Abhiyan and National Child Labour Project (NCLP) Schools run by Ministry of
Labour. The primary objective of the scheme is to provide hot cooked meal to children
of primary and upper primary classes. With other objectives of improving nutritional
status of children, encouraging poor children, belonging to disadvantaged sections, to
attend school more regularly and help them concentrate on classroom activities,
thereby increasing the enrolment, retention and attendance rates. According to the
government, it is the world s largest school feeding programme, reaching out to about
120,000,000 children in over 1,265,000 schools and Education Guarantee Scheme (EGS)
centres across the country.
World Bank report states that India has 42 percent of the world s underweight children.
According to the studies by National Nutrition Monitoring Bureau (NNMB), National
Institute of Nutrition (NIN) and Indian Council for Medical Research (ICMR), 58.6
percent of the children of the age group 6–9 years and 77.9 percent of the children of
the age group 10-13 are underweight. If the mild under nutrition is added to
50
underweight, this number increases to 94.1 percent and 96.4 percent respectively. 30.1
percent of all children of 10-13 age group are severely underweight. The school dropout
rate is as high as 60 percent.[5] Under Article 24, paragraph 2c of the Convention on the
Rights of the Child to which India is a party, India has committed to providing "adequate
nutritious foods" for Children. It was basically started in 2001 and implemented in 2004
and till 2013 lot of amendments and changes is being done.
7.3 Objectives
To avoid classroom hunger
To increase school enrolment
To increase school attendance
To reduce gender gap
To foster social equality
To address malnutrition
To promote community participation
Women empowerment
7.4 Menu:
Day Menu
Monday Sambar and Egg/Banana
Tuesday Vegetables
Wednesday Dal with Green Leaves and Egg/Banana
Thursday Vegetables
Friday Sambar and Egg/Banana
Saturday Dal and Green Leaves
7.5 Entitlements
Subsequent to the Supreme Court orders, and various guidelines of MDM, the current calorific
and nutrition value and food norm per child per day are.
51
S.No Food Item
VI-X
Quantity per
Day per child
in gms
Calories Protein
Content
1 Food Grains 150 510 12
2 Pulses 30 30 4
3 Vegetables 75 30 -
4 Oil & Fat 7.5 55 4
5 Eggs/Banana Thrice a week 160 12
In case of Micro nutrients (Vitamin A and Iron-Folate) tablets and de-worming medicines,
irrespective of the Primary or Upper Primary, the student's entitlement is in convergence with
school health programme of NRHM
7.6 Critical issues in the implementation of MDM
Issues to be addressed
Irregularity in serving meals
Irregularity in supply of food grains to schools
Caste based discrimination in serving of food
Poor quality of food
Poor coverage under School Health Programme
Poor infrastructure (kitchen sheds in particular)
Poor hygiene
Poor community participation
7.7 Precautions to be followed for MDM
i. Sanitation and Hygiene
i. Ensure the place is clear and away from rodents and insects.
ii. Ensure that rice and other items are kept on an elevated platform.
iii. Ensure that the store room is locked and is under safe custody.
iv. Utensils should be thoroughly cleaned before and after cooking
v. The place of MDM must be cleaned before and after MDM every day
vi. All vegetables and rice particularly leafy vegetables must be thoroughly washed
before cooking.
vii. Only pure drinking water must be used for cooking
viii. Children must wash their hands before MDM. It is suggested to provide a soap for
this purpose.
52
ii. Cooks and helpers
i) Cooks and helpers must wear apron, gloves and proper head gear while cooking and
serving.
ii) They must be educated and encouraged to maintain personal hygine
iii) They must wash their hands before cooking serving with proper cleaning agent.
iv) Discourage them from attending nature calls during the process of cooking and
serving
iii. Distribution of MDM
i. Only hot cooked food must be served in MDM
ii. Potable drinking water must be provided for children
iii. No item should be repeated twice in a week.
iv. The entire process has to be strictly monitored by two staff members along with
principal
v. Parents of SMDC should be made part of the monitoring committee.
vi. The cooked food must be tasted by two staff members or parents before serving to
students.
v. MDM menu chart must be displayed and should not be deviated at any cost.
vi. The quantity of food and nutritional value laid down by the GOI must be compiled.
vii. It is suggestible to get the cooked food tested in a laboratory time to time.
iv. Accountability
Failure by the service provider to supply cooked food or replace unsuitable food on the
same day attracts a penalty of Rs.4 per child in the primary section present on that
particular day, and Rs.5 per child enrolled in the upper primary section present on that
particular day, which is deducted from the bill by the Head of the school/Principal of that
concerned school.
v. Monitoring
The SMDC/SMC is responsible for receiving and monitoring the distribution of the MDM
daily. The committee s tasks include
Ensuring compliance with all the general instructions
De-sealing of food containers in its presence
Ensuring that only fresh, clean, hygienic and ready to eat food, which meets the
standards specified in the Memorandum of Understanding, is served to the
children. At least two committee members and one teacher are expected to taste
the food before distribution
Ensuring that service providers do not deviate from the pre-specified menu. No
item is allowed to be repeated within the span of one week
53
If something wrong is found with the food or it is stale it is returned to the
service provider. As per the MoU the Principal of the school is vested with the
right to take action, via a written memo to the service provider, with copies to
the Mandal Education officer and the MDM department at headquarters
vi. Management at School Level
Principal: • Certifies attendance of students. • Supervises quality of food • Ensures (ygienic conditions
Teachers: • )nculcate good habits • (ygiene of students • Taste the Food before serving
Parents: • Observe cleanliness of vessels, Kitchen shed, Process of Cooking, verify
Serving Egg / Banana thrice in a week.
Community: • Supervision of Cooking • Observation of cleanliness and nutritional values. • Food norms / menu implementation.
7.8. Registers to be maintained for MDM
1. Class/Day wise Register
2. Class/Month wise Register
3. Rice Utilization Register
4. CCH Register
5. Tasting Register
Name of the School: Register -1 (Class/ day wise)
S. No. Date Roll Attendance Opted
Not
taken
meal
No. of
Eggs
Rice
Utilized
in Kg.s
Cooking
cost.
(Rs.)
1
Register -2 (Class/ day wise)
S. No. Date Roll Attendance Opted
Not
taken
meal
No. of
Eggs
Rice
Utilized
in Kg.s
Cooking
cost.
(Rs.)
1
54
Register -3 (Rice)
S. No. Month Opening
Balance
Rice Received as
per Releasing
Order (in kgs)
Utilized Balance
1
Register -4 (CCH)
S. No. Month Opening
Balance
Rice Received as
per Releasing
Order (in kgs)
Utilized Balance
1
MDM TASTING REGISTER -5
S.
No. Date
Name of the Teacher /
SMC Member/Parents
Tasted the MDM
Remarks of the Teacher /
SMC Member /Parents
who tasted with sign
Signature of the
Head Master
1
National Programme of Mid Day Meal in Schools in
Andhra Pradesh
Visit Report
1. Name of the Officer visited:
Designation:
2. Date of visit:
3. Name of the District visited:
4. Name of the School:
REGISTERS/RECORDS
5. Whether MDM opted children is tallying with general attendance on the day of visit?
6. Whether the Mid Day Meal consolidated Monthly register is maintained?
7. Whether the day wise Mid Day Meal Register is maintained (if Yes. Furnish the information on
the day of visit)
COVERAGE
Class No. of Children
enrolled
No. of Children
Present
No. of Children
opted for Mid Day
Meal
I
II
III
IV
55
V
VI
VII
VIII
Total
IX
X
Total
PROVISION
8. Whether rice is given @ 100grms for Primary / 150grms for Upper Primary per child per
School day?
9. Whether pulses are given @ 20grms for Primary / 30grms for Upper Primary per child per
School day?
10. Whether vegetables are given @ 50grms for Primary / 75grms for Upper Primary per child per
School day?
11. Whether Oil (branded ISI mark with cover, not use the loose Oil) is given @ 5grms for Primary
/ 7.5grms for Upper Primary per child per School day?
12. Whether iodized salt / Double Fortified Salt is used? /
13. Whether Eggs / Fruits are provided thrice a week?
14. Whether day wise menu is displayed on the black board, duly stating the consumption of rice
and commodities as per the opted figures of the MDM children?
15. Whether SHG / Mothers committee / Women Groups / Parents /SMC/Elected public
representatives visit the School?
16. If so the Dates of their visits are recorded.
RELEASES
17. Whether the Cooking Cost is paid @ Rs.3.69 (Pry.), Rs.4.17 (Upry.) from 01/04/2010, @
Rs.3.84 Pry., Rs.4.40 for Upry. From 01-04-2011.
18. Whether the honorarium to Cook Cum helper is paid (@ Rs.750+Rs.250=Rs.1000)
19. Whether the School level releases under the MME are paid (if yes, amount in Rs………………….Date………….. UTENSILS
20. Whether Cooking utensils are provided by the DEO?
21. Whether Cooking utensils are adequate?
22. Whether the Gas connection is available?
INFRASTRUCTURE
23. Whether Kitchen Cum Store is available?
24. Whether construction of Kitchen Cum Store is initiated?
56
25. Whether cooking is taking place in the premises of School?
26. Whether drinking water facility is available?
27. (if yes, Well / Bore well / Tap water / other Sources?
RICE PARTICULARS
28. Whether rice is supplied by Fair Price shop?
(if yes, Date……………………………Quantity………………………..
29. Whether Fair Average Quality (FAQ) of Rice is supplied?
30. Whether the one Month Rice is available at school to meet the contingency.
31. Whether quantity of Rice is available as per stock register?
32. Whether particulars of issue of Rice is maintained, day wise, if so opening balance,
consumption of rice and closing balance?
MONITORING
33. Whether HM/ class Teacher tasted the Mid Day Meal before serving?
34. Whether the School Management Committee / Public representatives tasted the Mid Day Meal
before serving?
35. Whether HM/ Teachers are monitoring at the time of serving Mid Day Meal?
36. Whether children are taking Mid Day Meal in a row / queue?
37. Whether children are washing their hands before and after Mid Day Meal?
38. Whether the bills are presented on or before 5th of every month?
39. Whether orientation training / awareness programme is given to cooking agency?
40. Specific observation of the visiting officer on the MDM Programme
MONTHLY WORK DONE STATEMENT
DISTRICT: ______________ MANDAL: ______________
MONTH: ________________ YEAR: __________________
Sl.
No. No. of schools
% of schools to
be covered
% of schools
covered
Backlog,
if any
Reasons for
backlog
1 Primary Schools
2 Upper Primary
Schools
3 High Schools
Signature of Dy. EO/MEO
Attested –District Educational Officer
57
8. Maintaining the Academic Records and Registers
Before going into the details of various academic records and registers, it is desirable to
enumerate the concept of the terms records and registers, which form an integral part
of any school setup. They play a pivotal role in maintaining the record of the school
particulars. Teachers are the key persons who have to maintain the necessary academic
records and registers. Though the teachers working in AP Model schools are
maintaining certain records, it is assumed that are not completely aware of all the
records to be maintained. Therefore this session discusses the concept, need and
importance of maintaining various academic records and registers. The teachers will
also be given a clear idea of the importance of each record and its format.
8.1 Concept of Records and Registers
Document that memorializes and provides objective of activities performed, events
occurred, results achieved, or statements made. Records are created/received by an
organization in routine transaction of its business or in pursuance of its legal obligations. A
record may consist of two or more documents. Generally speaking, records function as
evidence of activities, whereas documents function as evidence of intentions.
School records are books, documents, diskettes and files in which are embodied
information on what goes on in school (e.g. social, academic and nonacademic activities,
important events etc), the school plant as well as other relevant information focusing on
the growth and development of the school (Olagboye, 2004).
School records are official transcript or copies of proceedings of actions, events other
matters kept by the school manager, school records could be viewed as authentic
register or instruments or documents of official accounts of transaction or occurrence
which are preserved in the school s office.
8.2 Need and Importance of maintaining records and registers
Some general reasons or importance of keeping school records are as follows
tells the history of the school and are useful historical sources.
facilitate continuity in the administration of a school
facilitate and enhance the provision of effective guidance and counseling services for
pupils in the social, academic career domains.
provide information needed on ex-students by higher and other related institutions and
employers of labour for admission or placement.
facilitate the supply of information to parents and guardians for the effective monitoring
of the progress of their children/wards in schooling or performance.
58
provide data needed for planning and decision making by school heads, ministries of
education and related educational authorities
provide a basis for the objective assessment of the state of teaching and learning in a
school, including staff and student performance by supervisors and inspectors.
provide information for the school community, the general public employers as well as
educational and social science researchers for the advancement of knowledge
enable school heads to collate information on pupils and staff for decision making by
higher authorities, the law courts security agencies and other related government
agencies when occasion demands
provide a mechanism such as the school timetable for the productive management of
time and coordination of school work and activities.
serve as data bank on which both the school head and staff and even students can draw
on.
8.3 An overview of various academic records and registers
The following is the list of academic records and registers to be maintained in the schools.
1. Admission and Withdrawal Register
2. Scholastic Record
3. Progress Report
4. Lesson Plan folder
5. Pupils attendance Register
6. Annual Plan Register
7. Unit Plan Register
8. Substitution Register
9. Pupils Diary(School Diary)
10. Exam Duty Register
11. Absentees Follow up Record
12. ECA Register
13. General Attendance Register(Consolidated Register)
14. Annual Result Register
15. Inter Marks Register
16. Teacher s Diary
17. Academic Guidance Register
59
8.4 Detailed description of format and procedure for maintaining various Academic records
and registers
1. Admission and Withdrawal Register
This is a permanent record book into which is entered information regarding the entry and
exit, including the details of the education and progress of each pupil that ever passes through
the school.
The importance includes
i. Student who withdraw from the school.
ii. Serves as a historical document or reference with detailed records of every child
who was admitted into the school.
iii. The admission register is a reference for tracing the entry progress and exit of
any student admitted into the school
iv. It is useful in supplying information on the personal and family background of
student.
v. It becomes a vital document for the settlement of legal controversies and claims.
vi. Yielding reliable data which may be needed for the planning and administration
of the educational system.
vii. vii. Showing Promoting accountability as well as enhance planning.
2. Scholastic Record (Cumulative Record)
Students cumulative record is a storehouse of information on student cognitive, affective and
psychomotor development. The CCE records given by RVM to ZP Schools can be used.
Its importance includes the following
i. It reflects continuous assessment on student s educational or academic progress.
ii. It also reflect students performance in extra-curricular activities
iii. It could be useful by researchers on both child development study and School management.
i. Progress Reports
The CCE Progress Reports given by RVM to the ZP Schools can be used.
i. It keeps data on student s academic performance in term basis.
ii. It assists in monitoring student s academic progress.
It is a compliment to cumulative record folders.
ii. Pupils attendance Register
An attendance register is a book in which the presence or absence of students in a school is
recorded on a daily basis. It is a statutory record that must be kept by every school. This record
is kept on individual class basis. The class teacher is the custodian of this record. Standard
Attendance Register which is available in the market could be used.
Its importance includes:
60
i. Providing necessary data that may be requested from time to time either by researchers,
planners or ministry officials.
ii. Information from it could assist considerably in determining the amount of grant to be given
to a particular school.
iii. It could be used to identify a child s interest and problems and to take administrative
decisions.
iv. It is also helpful in identifying sick students, truants, absentees and students who attend
school regularly.
Absentees follow up record
S. No Class Name of the Class teacher Roll No. Present No. of absentees With names Steps taken
1 VI
1._____________
2._____________
3._____________
iii. Pupils Diary
Date Day
Period Subject Class – Work Home - Work
1
2
3
Teacher’s Signature Parent’s Signature
iv. Substitution work register/ Acting working Register
Name of the teacher on leave:____________________________________
Period Class Name of the
teacher allotted
Signature of the
teacher
1
2
Signature of the principal
v. Examination duty register
Name of the examination: Date:
S. No Name of the teacher Room Allotted Class VI Class VII Class VII Class IX
Total
Allotted Present Allotted Present Allotted Present Allotted Present
1
2
Principal
vi. Teacher’s Diary
A carefully kept record of work is a strong stimulus to dutiful and progressive work.
Pertinently it shows the ability of the teacher to organize the work, his resourcefulness and
61
enthusiasm regarding teaching. It reflects estimate of academic work which a teacher expects
to accomplish in each subject based on number of periods he will have each day.
i. It assists head teachers or educational administrators to know what is being taught in
school.
ii. It assists in enforcing accountability and continuity in the work of school.
iii. It clearly shows teacher adherence to the syllabus and how and when the work is
done.
iv. It is a means of evaluating teacher s competency and efficiency.
vii. Intermediate Marks Register: Standard Inter marks register which is available in the market can
be used.
viii. Academic Guidance Register
ix. CCA Register
x. Annual Result Register
xi. General Attendance Register(Consolidated Register)
CCE Registers:
CLASS WISE, SUBJECT WISE ACADEMIC STANDARDS AND MARKS
Subject Class Academic Standards Marks
First languages
Telugu / Urdu
/ Tamil/
Kannada /
Odia / Sanskrit
VI-VIII
AS-I: Reading Comprehension and reflection 24
AS-2: Creative expression 36
AS-3: Language Elements (Vocabulary and Grammar) 20
Total 80
IX-X
(Two
Papers)
AS-I: Reading Comprehension and reflection 12
AS-2: Creative expression 18
AS-3: Language Elements (Vocabulary and Grammar) 10
Total 40
Second
Languages
Hindi/Telugu
VI-VIII
AS-I: Pado 40
AS-2: Ardha Gradyatha, Pratikriya (Likho) 30
AS-3: Baasha ki baath(Srujanatmakatha)
(Vocabulary and Grammar) 10
Total 80
VI-VIII
AS-I: Pado 40
AS-2: Ardha Gradyatha, Pratikriya (Likho) 30
AS-3: Baasha ki baath(Srujanatmakatha)
(Vocabulary and Grammar) 10
Total 80
English VI-VIII
AS-I: Reading Comprehension 30
AS-2: Creative Writing 20
AS-3: Vocabulary (15 M) Grammar (15 M) 30
Total 80
XI-X
(Two
Papers)
AS-I: Reading Comprehension 15
AS-2: Creative Writing 10
AS-3: Vocabulary Grammar 15
Total 40
Mathematics VI-VIII AS-I: Problem Solving 32
62
Subject Class Academic Standards Marks
AS-2: Reasoning and Proof 16
AS-3: Communication 8
AS-4: Connections 12
AS-5: Representation 12
Total 80
IX-X
(Two
Papers)
AS-I: Problem Solving 16
AS-2: Reasoning and Proof 8
AS-3: Communication 4
AS-4: Connections 6
AS-5: Representation 6
Total 40
General
Science VI-VII
AS-I: Conceptual Understanding 32
AS-2: Asking Questions and making Hypothesis 8
AS-3: Experimentation 12
AS-4: Information Skills 12
AS-5: Communication Through drawing 8
AS-6: Appreciation and daily life application 8
Total 80
Physical/
Biological
Science
IX-X
(Two
Papers)
AS-I: Conceptual Understanding 16
AS-2: Asking Questions and making Hypothesis 4
AS-3: Experimentation 6
AS-4: Information Skills 6
AS-5: Communication Through drawing 4
AS-6: Appreciation and daily life application 4
Total 40
Social Studies VI-VIII
AS-I: Conceptual Understanding 32
AS-2: Reading Comprehension and Interpreting the text 8
AS-3: Information Skills 12
AS-4: Reflection on contemporary issues 8
AS-5: Mapping skills 12
AS-6: Appreciation and sensitivity 8
Total 80
IX-X
(Two
Papers)
AS-I: Conceptual Understanding 16
AS-2: Reading Comprehension and Interpreting the text 4
AS-3: Information Skills 6
AS-4: Reflection on contemporary issues 4
AS-5: Mapping skills 6
AS-6: Appreciation and sensitivity 4
Total 40
Telugu
Composite
Course
VI-X
AS-I: Reading Comprehension and reflection 15
AS-2: Creative expression 25
AS-3: Language Elements (Vocabulary and Grammar) 20
Total 60
Sanskrit
Oriental
Course
VI-X (IX
& X 2
papers)
AS-I: Bhavaava gamanam - Pratispandhanam 25
AS-2: Bhava Vyakhteekaranam -Srujanatmakatha 35
AS-3: Bhashaamsaaha (Vocabulary and Grammar) 20
Total 80
63
Nam
e of t
he T
each
er:__
______
______
______
__
Sect
ion:
______
______
______
____
12
34
TG
12
34
TG
12
34
TG
12
34
TG
AS 1
AS 2
AS 3
AS 4
AS 5
AS 6T
GAS 1
AS 2
AS 3
AS 4
AS 5
AS 6T
GAS 1
AS 2
AS 3
AS 4
AS 5
AS 6T
GIn
tern
als
20(
M)
SA-3
(80M
)To
tal
Grad
e
1 2 3 4 5 6 7 8 9 10 11 12
E
very
subj
ect t
each
er sh
ould
mai
ntai
n cla
ss w
ise re
gist
er se
para
tely
S.A-1
(80M
)S.A
-2 (8
0M)
S.A-3
(80M
)Fi
nal R
esul
CCE
REGI
STER
S. No.
Nam
e of
the
Stud
ent
Clas
s: VI
Subj
ect:_
______
______
______
Note
: 1. T
his r
egist
er is
mai
ntai
ned
by su
bjec
t tea
cher
FA-1
(50M
)FA
-2 (5
0M)
FA-3
(50M
)FA
-4 (5
0M)
64
Na
me
of
the
Sch
oo
l:__
____
____
____
____
____
____
_
Se
ctio
n:_
____
____
____
____
____
____
____
____
_
S. N
o.
Su
bje
ct
12
12
34
TG
12
34
TG
12
34
TG
12
34
TG
AS 1
AS 2
AS 3
AS 4
AS 5
AS 6
TG
AS 1
AS 2
AS 3
AS 4
AS 5
AS 6
TG
AS 1
AS 2
AS 3
AS 4
AS 5
AS 6
TG
Inte
r
na
ls
20
(M)
SA
-3
(80
M)
To
tal
Gra
d
e
I II I II I II I II I II I II
7V
alu
e
Ed
n.
8W
ork
Ed
n.
9P
hy
sic
al E
dn
.
10
Art
Ed
n.
He
ad
ma
ste
r sh
ou
ld v
eri
fy t
his
re
gis
ter
wit
h s
ub
ject
wis
e C
CE
Re
gis
ters
.
No
te: T
his
re
gis
ter
is m
ain
tain
ed
by
th
e c
lass
te
ach
er
wit
h s
up
po
rt o
f o
the
r su
bje
ct
Fin
al
Gra
de
in
Cu
rric
ula
r A
rea
s
Fin
al
Gra
de
in
Co
-Cu
rric
ula
r A
rea
s
Soci
al
Scie
nce
Pa
p
er
Mat
hs
En
g
Hin
di
65432
Tel
ugu
1
ST
UD
EN
T A
CA
DE
MIC
PE
RF
OR
MA
NC
E R
EG
IST
ER
Na
me
of
the
Stu
de
nt:
____
____
____
____
____
____
____
____
____
___
Ro
ll N
o:_
____
____
____
____
___
FA
-1 (
50
M)
FA
-2 (
50
M)
FA
-3 (
50
M)
FA
-4 (
50
M)
S.A
-1 (
80
M)
S.A
-2 (
80
M)
S.A
-3 (
80
M)
Fin
al
Re
sul
Cla
ss :
IX
65
CCE-CONSOLIDATED GRADING - PROMOTION REGISTER
Class:_______________________
Name of the
School:__________________________________
Section :____________________
Name of the Class
Teacher:________________________________
S. N
o
Na
me
of
the
Stu
de
nt
Ad
mn
. No
.
Telugu Hindi English Science Social
Fin
al
Gra
de
in
cu
rric
ula
r a
rea
s
Art
Ed
uca
tio
n
Wo
rk E
du
cati
on
Ph
ysi
cal
Ed
uca
tio
n
Va
lue
Ed
uca
tio
n
Fin
al
gra
de
in
Co
-Cu
rric
ula
r a
rea
s
To
tal
No
of
wo
rkin
g d
ay
s
No
. of
da
ys
pre
sen
t
Re
ma
rk
Inte
rna
l (2
0M
)
SA
-3 (
80
M)
Gra
de
Inte
rna
l (2
0M
)
SA
-3 (
80
M)
Gra
de
Inte
rna
l (2
0M
)
SA
-3 (
80
M)
Gra
de
Inte
rna
l (2
0M
)
SA
-3 (
80
M)
Gra
de
Inte
rna
l (2
0M
)
SA
-3 (
80
M)
Gra
de
Signature of the Class Teacher Signature of the Head Master Signature of the M.E.O/Dy. E.O
66
9. COMPLETE GUIDE TO TALENT SEARCH EXAMINATIONS
FOR SCHOOL STUDENTS IN INDIA
Just until about 10 years ago, NTSE or National Talent Search Examination, used to be the only
prestigious and India wide talent exams for school going kids in India. Things are different now.
There are 20+ talent search exams across subjects, classes and boards which includes NTSE, SSTSE,
NCO, NSO, RMO etc. This chapter presents a complete guide on these talent search exams, when they
are conducted, what the syllabus is, how to get the form, who is eligible to appear and what the exam
date for each year is.
The exams can be classified by subject matter
General talent search exam (NTSE)
Science talent search exam (NSEJS, SSTSE, NSTSE, NSO, SLSTSE, IOS)
Maths talent search exam (RMO, IMO, IOM)
English talent search exam (IOEL, IEO)
Informatics or computer talent search exam (NCO, UCO)
Other subjects talent search examinations such as physics, astronomy etc (NSEA, NSEP,
NSEB, NSEC)
Below, you will find details about each of these talent search examinations for Indian school
students.
9.1A NMMS(National Means Cum Merit Scholarships)
This is Conducted in the month of November/December for students of class VIII
This is conducted for Only Govt. School Children(Non-Residential)
The income of the Parent should be less than one lakh
Selection is based on Mandal wise Roaster cum Merit
Students selected under this scheme will be given Rs.6000 scholarship per annum up to
Intermediate
Only those students who secured B+ and above(50% and above) are eligible
9.1B INSPIRE
INSPIRE stands for Innovation in Science pursuit for inspired Research
The basic objective of the programme is to communicate the youth of the country regarding
creative pursuit of science
Inspire Award Programme covers students of age group 10-15.
Under this scheme, during the five year period two students are selected from each school of
the country for an INSPIRE award of Rs.5000 each for preparing a science Project/Model.
These awardees then participate in a three tier competition i.e., District, State and National.
9.1C National Talent Search Examination (NTSE):
NTSE is by far the most prestigious of all the talent search examinations conducted in India for
school students.
67
Syllabus and subjects: NCERT prescribed syllabus covering Science, Maths, Social science
and mental ability. General awareness becomes an important factor during interview stages
Medium of examination: English and Hindi
Conducting body: SIERT
How to apply: Forms are available in schools or can be downloaded from the NCERT
websites.
Exam date: Usually, 1st round of the written exam is conducted on 3rd Sunday of November
every year.
Eligibility: Students of Class-8 in recognized schools can appear in the exam.
9.2 National Cyber Olympiad (NCO):
NCO is a newly started by hugely popular examination conducted by SOF on a national level.
Syllabus and subjects: It is an international level competition focusing on mental ability,
logical and analytical reasoning in computers and IT.
Medium of examination: English
Conducting body: SOF or Science Olympiad Foundation
How to apply: Forms are available in schools and must be filled in the prescribed format
and submitted back through schools
Exam date: Usually, 2nd week of September ever year.
Eligibility: Students of Class-2 to Class-12 in recognized schools are eligible to apply.
Usually the schools have to register with SOF
Website: sofworld.org
9.3 National Science Olympiad (NSO):
NSO, as the name suggests is science focussed talent search examination conducted on a national
level by SOF
Syllabus and subjects: It is an international level competition focusing on mental ability,
logical and analytical reasoning in computers and IT.
Medium of examination: English
Conducting body: SOF or Science Olympiad Foundation
How to apply: Forms are available in schools and must be filled in the prescribed format
and submitted back through schools
Exam date: Usually, 3rd week of November every year.
Eligibility: Students of Class-2 to Class-12 in recognized schools are eligible to apply.
Usually the schools have to register with SOF
Website: sofworld.org
68
9.4 International Mathematics Olympiad (IMO):
IMO, as the name suggests is maths focussed talent search examination conducted by SFO on a pan
India basis.
Syllabus and subjects: It is an international level competition focusing on enhancing
creative thinking in Mathematics. The subject followed is common to CBSE, ICSE and IB
boards of education
Medium of examination: English
Conducting body: Mathematical Olympiad Foundation
How to apply: Forms are available in schools and must be filled in the prescribed format
and submitted back through schools
Exam date: Usually, 2nd week of December every year.
Eligibility: Students of Class-2 to Class-12 in recognized schools are eligible to apply.
Usually the schools have to register with SOF
Website: sofworld.org
9.5 International English Olympiad (IEO):
IEO is a one-of-a-kind English language testing exam in India. It is conducted by SFO on a pan India
basis.
Syllabus and subjects: It is an international level competition focusing on enhancing
creative thinking in English. The subject followed is common to CBSE, ICSE and IB boards of
education
Medium of examination: English
Conducting body: IEOn
How to apply: Forms are available in schools and must be filled in the prescribed format
and submitted back through schools.
Exam date: Usually, 3rd week of January every year.
Eligibility: Students of Class-2 to Class-12 in recognized schools are eligible to apply.
Usually the schools have to register with SOF.
Website: sofworld.org
9.6 National Science Talent Search Examination (NSTSE):
As per Unified Council which conducts this exam, NSTSE is a diagnostic test that actually helps
students improve. They will give detailed feedback based on their assessment of what and how much
have students understood and thus help remove phobia of the subject
Syllabus and subjects: The subject followed is based on CBSE prescribed curriculum of
Science
Medium of examination: English
Conducting body: Unified Council
69
How to apply: Forms are available in schools and must be filled in the prescribed format
and submitted back through schools. It can also be downloaded from the website of Unified
Council
Exam date: Usually, 1st week of December every year.
Eligibility: Students of Class-2 to Class-12 in recognized schools are eligible to apply.
Usually the schools have to register with Unified Council
Website: Unified Council
9.7 Unified Cyber Olympiad (UCO):
As per Unified Council which conducts this exam, UCO is a diagnostic test that helps students improve
their mental ability, logical reasoning and computer skills. They will give detailed feedback based on
their assessment of what and how much have students understood and thus help remove phobia of
the subject
Syllabus and subjects: The subject or exam content is more generic in nature and is
suitable for CBSE, ICSE, IB boards
Medium of examination: English
Conducting body: Unified Council
How to apply: Forms are available in schools and must be filled in the prescribed format
and submitted back through schools. It can also be downloaded from the website of Unified
Council
Exam date: Usually, 2nd week of September every year.
Eligibility: Students of Class-3 to Class-12 in recognized schools are eligible to apply.
Usually the schools have to register with Unified Council
Website: Unified Council
9.8 State Level Science Talent Search Examination (SLSTSE):
In order to assess scientific talent and temperament in students and reward the distinguished
students, Unified Council conducts SSTSE. It is similar in nature to NTSE.
Syllabus and subjects: The subject or exam content is focused on Science. No specific
board is specified by the conducting authorities
Medium of examination: English
Conducting body: Unified Council
How to apply: Forms are available in schools and must be filled in the prescribed format
and submitted back through schools. It can also be downloaded from the website of Unified
Council
Exam date: Usually, 1st week of February every year.
70
Eligibility: Students of Class-4 to Class-10 in recognized schools are eligible to apply.
Usually the schools have to register with Unified Council. Currently it is only conducted in
state of Telangana.
Website: Unified Council
9.9 National Standard Examination in Astronomy (NSEA):
NSEA is the first of the five stages of Astronomy Olympiad program. NSEA is jointly conducted by two
very prestigious bodies namely IAPT or Indian Association of Physics Teachers and HBCSE or Homi
Bhabha Centre for Science Education
Syllabus and subjects: The subject or exam content is focused on Science and content is
more aligned to CBSE prescribed curriculum
Medium of examination: English
Conducting body: Jointly conducted by IAPT or Indian Association of Physics Teachers and
HBCSE or Homi Bhabha Centre for Science Education
How to apply: Forms are available in schools and must be filled in the prescribed format
and submitted back through schools. You can also download the form from the website
Exam date: Usually, last week of November every year.
Eligibility: All Indian students of Class-9-12 in recognized schools are eligible to apply.
Website: IAPT and HBCSE
9.10 National Standard Examination in Junior Science (NSEJS):
NSEJS is the first of the five stages of Junior Science Olympiad program. NSEJS is jointly conducted by
two very prestigious bodies namely IAPT or Indian Association of Physics Teachers and HBCSE or
Homi Bhabha Centre for Science Education
Syllabus and subjects: The subject or exam content is focused on Science and content is
generic in nature. So students across CBSE, IB, ICSE boards can easily appear for this exam
Medium of examination: English
Conducting body: Jointly conducted by IAPT or Indian Association of Physics Teachers and
HBCSE or Homi Bhabha Centre for Science Education
How to apply: Forms are available in schools and must be filled in the prescribed format
and submitted back through schools. You can also download the form from the website
Exam date: Usually, last week of November every year.
Eligibility: All Indian students of Class-10.
Website: IAPT and HBCSE
9.11 National Standard Examination in Physics (NSEP):
NSEP is a very prestigious exam conducted for students of class 11 and class-12 by IAPT or Indian
Association of Physics Teachers and HBCSE or Homi Bhabha Centre for Science Education. Successful
71
students are given scholarships and are also invited for a training camp for International Physics
Olympiad.
Syllabus and subjects: The subject or exam content is focused on Physics and is more
CBSE aligned. However, given the nature of exam, students of other boards can also appear
without many issues
Medium of examination: English
Conducting body: Jointly conducted by IAPT or Indian Association of Physics Teachers and
HBCSE or Homi Bhabha Centre for Science Education
Exam date: Usually, last week of November every year.
Eligibility: All Indian students of Class-11 or Class-12
Website: IAPT and HBCSE
9.12 National Standard Examination in Chemistry (NSEC):
NSEC is a very prestigious exam conducted for students of class 11 and class-12 by IAPT or Indian
Association of Physics Teachers, Association of Chemistry Teachers and HBCSE or Homi Bhabha
Centre for Science Education. This is first of the five stage examination in Chemistry, culminating in
participation in International Chemistry Olympiad or IChO.
Syllabus and subjects: The subject or exam content is focused on Chemistry and is more
CBSE aligned. However, given the nature of exam, students of other boards can also appear
without many issues
Medium of examination: English
Conducting body: Jointly conducted by IAPT or Indian Association of Physics Teachers and
HBCSE or Homi Bhabha Centre for Science Education
Exam date: Usually, last week of November every year.
Eligibility: All Indian students of Class-11 or Class-12
Website:IAPT and HBCSE
9.13 National Standard Examination in Biology (NSEB):
NSEB is a very prestigious exam conducted for students of class 11 and class-12 by IAPT or Indian
Association of Physics Teachers, Association of Biology Teachers and HBCSE or Homi Bhabha Centre
for Science Education
Syllabus and subjects: The subject or exam content is focused on Biology and is more
CBSE aligned. However, given the nature of exam, students of other boards can also appear
without many issues
Medium of examination: English
Conducting body: Jointly conducted by IAPT or Indian Association of Physics Teachers and
HBCSE or Homi Bhabha Centre for Science Education
Exam date: Usually, last week of November every year.
72
Eligibility: All Indian students of Class-11 or Class-12
Website: IAPT and HBCSE
9.14 Regional Mathematics Olympiad (RMO):
RMO is a very prestigious exam conducted for students of class 11 and class-12 by IAPT or Indian
Association of Physics Teachers and HBCSE or Homi Bhabha Centre for Science Education
Syllabus and subjects: The subject or exam content is focused on Maths and is more CBSE
aligned. However, given the nature of exam, students of other boards can also appear
without many issues
Medium of examination: English
Conducting body: Jointly conducted by IAPT or Indian Association of Physics Teachers and
HBCSE or Homi Bhabha Centre for Science Education
Exam date: Usually, first week of December every year
Eligibility: All Indian students of Class-11 or Class-12
Website: IAPT and HBCSE
9.15 International Olympiad in Mathematics (IOM):
IOM is conducted every year in the month of November-December to test competence and proficiency
in the field of Maths. It is held annually at national and international level
Syllabus and subjects: The subject or exam content is focused on CBSE, ICSE and State
Board syllabus
Medium of examination: English
Conducting body: MOF or Mathematics Olympiad Foundation.
Exam date: Usually, the exam is held in the month of November or December every year.
Eligibility: All Indian students of Class-1 or Class-12
Website: silverzone
9.16 International Olympiad in Science (IOS):
IOS is conducted every year in the month of December to test competence and proficiency in the field
of Science. It is held annually at national and international level
Syllabus and subjects: The subject or exam content is focused on CBSE, ICSE and State
Board syllabus
Medium of examination: English
Conducting body: SSE or Society for Science Education
Exam date: Usually, the exam is held in the month of December every year.
Eligibility: All Indian students of Class-1 or Class-12
Website: Silverzone
73
9.17 International Olympiad of English Language (IOEL):
IOEL is conducted every year in the month of December-January to test competence and proficiency in
the field of English. It is held annually at national and international level
Syllabus and subjects: The subject or exam content is focused on CBSE, ICSE and State
Board syllabus
Medium of examination: English
Conducting body: CLF or Computer Literacy Foundation How to apply: Forms are
available in schools and must be filled in the prescribed format and submitted back through
schools. You can also download the form from the website
Exam date: Usually, the exam is held in the month of December-January every year.
Eligibility: All Indian students of Class-1 or Class-12
Website: Silverzone
9.18 National Merit Cum Means (MCM) Scholarship Scheme:
Target Group: Students appearing for class 8th exam.
Exam: Written Test
Website: www.education.nic.in, http//siechd.nic.in/nmms.html
9.19 Pre Matric Scholarship Scheme (for minority students):
Target Group : 1 to 10 class (Economically weaker sections of minority community). 30% to
girls
Exam: No exam, only parental income basis.
Website: www. minorityaffairs.gov.in
9.20 Pre Matric Scholarship for OBC students:
Target Group : Students of class 1 to 10, day scholars
Students of class 3 to 10 hostellers
Exam: No exam, only parental income basis.
Website: www.socialjustice.nic.in
9.21 Pre Matric Scholarship for children of those engaged in unclean occupation:
Target Group : 1 to 10 class
Exam: No exam, children engaged in unclean occupation like scavenging of dry latrines,
draining and sweeping,
Website: www.socialjustice.nic.in
9.22 Post Matric Scholarship for minorities:
Target Group : Meritorious students from economically weaker sections
Exam: No exam, based on parental income.
Website: [email protected]
74
9.23 Post Matric Scholarship for SC & ST students (Intermediate):
Target Group : 11th & 12th class SC & ST students
Exam: No exam, based on parental income.
Website: www.socialjustice.nic.in
9.24 Post Matric Scholarship for OBC students:
Target Group : 11th & 12th class OBC students hailing from poor families
Exam: No exam, based on parental income.
Website: www.socialjustice.nic.in
9.25 Moulana Azaad National Scholarship for Meritorious Girls students of minorities:
Target Group : 11th & 12th class minority girl students
Exam: No exam, based on merit in class X.
Website: www.maef.nic.in
9.26 Balika Samrudhi Yojana (BSY):
Target Group : 1 to 10 class students from BPL families
Exam: No exam, based on parental income.
Website: www.wcd.nic.in
9.27 Incentives to girls for pursuing Secondary Education:
Target Group : Girl students of SC, ST passed out of class VIII
Exam: No exam, marks sheet of class VIII
Website: www.education.nic.in
9.28 National child award for exceptional achievement (academics, arts, culture and sports):
Target Group : 4 – 15 years age group
Exam: No exam, showing exceptional performance in any of the fields as specified.
Website: www.wcd.nic.in
75
10. Important Days to be conducted
Learning at school must be a complete process .Education becomes boring if it is monotonous
.It must provide a wide range of opportunities to the students to enjoy and sharpen their
minds.
Most of the important days including national festivals, religious festivals are celebrated in
schools to encourage the students for active participation in a variety of activities.
JUNE
5 -World Environment Day
12-World day against child labour
21-World Music Day
JULY
11-World Population Day
12-Malala Day
AUGUST
9-Quit India Movement Day
12-International Youth Day
15-India s Independence Day( A day to be celebrated by all teachers and students)
19-World Humanitarian Day
29-National Sports Day
SEPTEMBER
5-Teachers Day
8-International Literacy Day
Hindi Diwas
18-World Ozone Day
27-World Tourism Day
OCTOBER
1-International Day for the Elderly
2-Gandhi Jayanthi ; International Non-violence Day
3-World Nature Day
4-World Animal Day
8-Indian Air force Day
9-World Postal Day
11-International Day of the Girl Child
16-World food Day
21-Global Iodine deficiency disorder Day
24-United Nations Day
NOVEMBER
14-Childerens Day
26-Constitution Day ;Law Day
30-National Flag Day
76
DECEMBER
1-World AIDS Day
2-World Computer Literacy Day
3-World Disability Day
10-World Human Rights Day
14-World Energy Day
22-National Mathematics Day
23-Kisan Diwas (Farmers Day)
JANUARY
1-Global Family Day
10-World Laughter Day
12-National Youth Day
15-Army Day
23-Netaji Subhash Chandra Bose s Birth Anniversary
26-Republic Day( A day to be celebrated by all teachers and students)
28-Birth Anniversary LalaLajapatRai
30-Martyr s Day
FEBRUARY
13-Sarojini Naidu s Birth Anniversary
22-World Scout Day
28-National Science Day
MARCH
3-National Defence Day
4-National Security Day
8-International Woman s Day-To be celebrated in all Model Schools without any
deviation by involving Model School Girls on campus.
15-World Consumer Day
16-National Vaccination Day
19-World Disabled Day
21-World Forestry Day
22-World Water Day
APRIL
7-World Health Day
18-World Heritage Day
22-World Earth Day
23-World Books Day
The following days can be celebrated in the school in a grand manner by organizing variety of
activities
.
10.1 World population Day, 11th July
World population Day is an annual event, observed on July 11 every year. It seeks to raise
awareness and focuses attention on the importance of global population issues in relation to
77
development goals , poverty ,family planning and quality of life for all the world citizens .The
world population as of January 1,2014 is estimated to be 7,137,661,030.
In schools following activities can be planned out on population related theme, like
Debate(Population- an asset or a curse)
Poster making
Community projects(Data collection from the residing area and preparing comparative
statistical report)
Elocution
Slogan Writing
10.2 Independence Day,15th August( A day to be celebrated by all teachers and students)
Independence Day is observed annually on 15 August. It is a national holiday in India
commemorating the nation s .Independence from British rule on 15 August 1947.
The day is observed throughout India with flag hoisting ceremonies, parades and cultural
events with great enthusiasm and patriotic fervour.
Agenda of Independence Day can include.
Unfurling of tricolour national flag.
Speeches paying homage to countless freedom fighter.
Colourful presentation of cultural events including dances and songs(filled with essence
of patriotism)
Melange of patriotic activities that create an atmosphere of national pride (like fancy
dress competition)
10.3 National Sports Day,29th August
India celebrates its National Sports Day every year on 29 August .The day is celebrated to
honour the legendary hockey player ,Major Dhyan Chand Singh, who won gold medals for India
in year 1928,1932 ,1936 and made India proud by his extra ordinary sporting skills.
National sports day is celebrated in schools to inculcate interest in sports, games, team spirit
and competitive spirit among the students.
Activities
Intra and inter sports meet can be planned out.
Sports related competitions like elocution quiz can be organized to update the
students knowledge.
A variety of games can be conducted.
10.4 The Teachers Day,5thSeptember( A day to be celebrated by all teachers and students)
In India, 5 September is celebrated as Teachers Day. The date has been selected because 5
September marks the birthday of Dr. Sarvepalli Radha Krishnan the first Vice President of India
and a great teacher it is said A teacher is a candle who burns himself to enlighten the life of the
78
other . Perhaps this is the reason why teachers hold a special place in the heart and lives of the
student s .On this day the students grab the opportunity to show their immense respect and
love for their teacher on 5 September by organizing grand teacher day celebrations, with a
variety of programmes.
Felicitation of the teacher
Speeches by students and teachers
Games for teacher
Cultural Events
Students can play the role of teachers
10.5 International Literacy Day, Sept 8th
September 8 was proclaimed international literacy day by UNECSO on November 17,1965.It
was first celebrated in 1966.It s aim is to highlight the importance of literacy to individuals ,
communities and societies and raise people awareness and concern for literacy issues in the
world .
Activities
Taking School to community(Identify the educationally backward areas and send
volunteers on literacy mission
Organize debates(Topic-Should elderly people be educated/Should girl child be educated)
Elocution contest
10.6 World Food Day, 16th Oct
Food Day is celebrated every on 16 October in honour of date of the founding of Food and
Agriculture Organization (FAO) of the United Nations in 1945.
Activities
Food courts can be installed by students
Project works can be given on healthy food habits , nutritional value of food , balanced diet
, vitamins and mineral deficiency disorder
Competitions like Poster making contest ,vegetable carving and fruit carving can be
conducted
Debate competitions( Homemade food Vs Junk food)
10.7 National Mathematics day
Mathematics is forever an integral part of life and is known as the mother of all sciences. December
22 has been declared as the national Mathematics day to mark the anniversary of Srinivasa
Ramanujan,the Indian mathematical genius. The idea behind the celebration is to give an
opportunity to the students to enhance their numerical & thinking skills
79
Mental Mathematics competition
Math Quiz
Display of various Puzzle
Mathematical Rangoli
10.8 Republic Day Celebrations( A day to be celebrated by all teachers and students)
The students take pride in glorifying and celebrating the spirit of unity. To mark the
importance of the day, a grand celebration can be held in the school. Many activities can be
planned in the school premises centred on the theme to instil the spirit of national pride and
love for the country.
Activities
March Past
Singing patriotic songs
Paintings , drawings creating awareness of national symbols and preamble
Speeches on Republic day related topics
10.9 National Science Day Feb’ 28th
National Science Day is celebrated all over India with great enthusiasm on 28 of February
every year in order to commemorate the invention of the Raman effect in India by the Indian
physicist sir Chandra Sekhara Venkata Raman on the same day in year 1928.For his great
success in the field of science in India .Chandra Venkata Raman was awarded and honoured
with the Nobel prize in physics in the year 1930.
NOTE:- All Model School students should participate in Science drama, Science Seminar
conducted district science centre, DEO on behalf of CSE AP.
Activities
Quiz competition on science related themes
Debate (Science a boon or a bane)
Elocution
Talks related to science themes
10.10 World Water Day,22nd March
World Water Day is a day to celebrate the significance of the most important source of life –Water is life! Water is one of the valuable natural asset, without which life is unimaginable. To
create awareness among the students, schools take up initiative to observe world water day on
22 March every year.
Activities
Painting contest(topic Save water secure feature)
Elocution
80
10.11 World Health Day,7thApril
Every year on 7 April, the world celebrates World Health Day. The main aim of the event is to
provide health information and awareness about health .It is sponsored by the WHO. Many
events are arranged to mark the importance of health for a productive & happy life.
Activities
Poster Making Contest
Organize talks related to theme
10.12 Earth Day 22ndApril
Earth Day is an annual event, celebrated on April 22 on which events are held worldwide to
demonstrate support for environmental protection .It was first celebrated in1970 and is now
coordinated globally by the earth day network and celebrated in more than 192 countries each
year. But the question arises as to why we celebrated earth day? It s because we seem to have
forgotten what a beautiful gift we have been given in the form of planet earth. We also seem to
have forgotten that this is our home and we need to keep it in order to stay healthy and alive.
Activities
Slogan writing contest
Poster making competition
Painting contest
Elocution
Plantation
Collage Work
10.13 Children’s Day, 14th Nov
Children are our most valuable assets –The future citizens of Tomorrow.
Children s Day is celebrated in India to commemorate the birth anniversary of Pandit
Jawaharlal Nehru, Independent India s first prime minister .The occasion is celebrated on 14
November every year with great splendour and grandeur the day marking childhood,
children s day celebrations focus on children and their enjoyment.
10.14 Activities
Schools organize different cultural programs and events. Variety of activities such as Singing,
dancing, Painting Drawing, Storytelling, Elocution, Debates, Speeches, Quiz and so on can be
conducted.
To be celebrated in all model schools with out any deviations by making girls involved.
81
11. Right To Information Act, 2005 11.Salient features Of The Right To Information Act, 2005
The short title of the legislation has been changed from The Freedom of Information Act
to Right to Information Act .
Provides a very definite day for its commencement, i.e.120 days from enactment.
It shall apply to Public Authorities which means any authority or body or Institution of
self-government established or constituted by or under the Constitution; by any law made
by the appropriate Govern mentor, any other body owned, controlled or substantially
financed directly or indirectly by the appropriate Government, and includes non-
government organizations, substantially financed by the Government.
The ambit covers the two Houses of Parliament State Legislature, the Supreme Court/High
Court/ Subordinate Courts including their administrative offices, Constitutional
Authorities like Election Commission, Comptroller &Auditor General, and Union Public
Service Commission etc. Only domestic and foreign private bodies working within the
country have been excluded from the purview of the Act.
All citizens shall have the right to information, subject to the provisions of the Act.
It casts an obligation on Public Authorities to grant access to information and to publish
certain categories of information within 120 days of the enactment. The responsibility
about suo-moto disclosure/publication by public authorities has been considerably
enlarged..
A time limit of 30 days has been prescribed for compliance with requests for information
under the Act, which, can be extended to 40 days where third-party interests are involved.
Fee to be reasonable. Also, no fee to be charged from persons who are below poverty line.
Further, information to be provided free of charge where the -limit is not adhered to.
Subject to 3 exceptions; the Act contains a provision for reveal of information, which is
otherwise, exempted form disclosure under section 8 on completion of 20 years after the
completion of the event.
Legal frame work of exercise of powers by the Commission defined in the Act.
The Act also provides a two-tier Appellate Forum. Appeal to departmental officer senior to
the Public Information Officer. The second appeal to be made to Commission.
Intelligence and security agencies specified in Schedule-II to the Act have been exempted
from being covered within the ambit of the Act. However, the exemption is not absolute;
agencies shall have the obligation to provide information in matters relating to corruption
and human rights violations.
82
12. Right to Education Act -2009
12.1Salient features of Right to Education 2009 act
The salient features of the Right of Children for Free and Compulsory Education act are -
In 2002, education was made a fundamental right in the 86th amendment to the
Constitution. Six years after an amendment was made in the Indian Constitution, the
union cabinet cleared the Right to Education Bill.
The Right to Education Bill is the enabling legislation to notify the 86th constitutional
amendment that gives every child between the age of six and 14 the right to free and
compulsory education.
Free and compulsory education to all children of India in the six to 14 age group;
The government will reimburse expenditure incurred by schools; no donation or capitation
fee on admission; and no interviewing the child or parents as part of the screening process.
The Bill also prohibits physical punishment, expulsion or detention of a child and
deployment of teachers for non-educational purposes other than census or election duty
and disaster relief. Running a school without recognition will attract penal action.
No child shall be held back, expelled, or required to pass aboard examination until
completion of elementary education;
A child above six years of age has not been admitted in any school or though admitted,
could not complete his or her elementary education, then, he or she shall be admitted in a
class appropriate to his or her age; Provided that where a child is directly admitted in a
class appropriate to his or her age, then, he or she shall, in order to be at par with others,
have a right to receive special training, in such manner, and within such time- limits, as may
be prescribed :Provided further that a child so admitted to elementary education shall be
entitled to free education till completion of elementary education even after fourteen years.
Proof of age for admission:
For the purposes of admission to elementary education. The age of a child shall be determined
on the basis of the birth certificate issued in accordance with the provisions of the Births,
Deaths and Marriages Registration Act, 1856 or on the basis of such other document, as may be
prescribed. No child shall be denied admission in a school for lack of age proof. • Calls for a fixed student-teacher ratio; • Will apply to all of India except Jammu and Kashmir; • Provides for 25 percent reservation for economically disadvantaged
communities in admission to Class One in all private schools; • Mandates improvement in quality of education;
83
• School teachers will need adequate professional degree within five years or
else will lose job; • School infrastructure (where there is problem)to be improved in three years,
else recognition cancelled;
13. Girls Hostels
Andhra Pradesh having 13Districts, 664 Mandals/Blocks, GoI identified 345
Educationally Backward Blocks (EBBs)/Mandals. To improve the Girls literacy rates and
enrolment in this EBBs, GoI introduced Scheme for Construction and Running of Girls
Hostels”.
The Govt. of Andhra Pradesh Sanctioned 163 Girls Hostels attached to the AP Model
Schools. The functioning of the Girls hostels are proposed to commence during the month of
June 2017, All the Principals of Model Schools, are Directed to take over girls hostels in all
respects on priority base to the Girls hostels.
Admission Procedure:
The admission procedure should be as per Rc.No.232/RMSA-AP/2014 Dt:01.08.2016.
The list of records and registers to be maintained at Girls hostels and the duties and
Responsibilities of the warden of the Girls hostels appended here under:
ANNEXURE-I
REGISTERS TO BE MAINTAINED AT GIRLS HOSTELS
Sl.No. Registers
1 Double entry cash book
2 Cheque issue register
3 Outsourcing payment Register.
4 Ledger registers
5 Register of TA bills
6 TA Acquaintance register.
7 Voucher numbering register.
8 Stock register of consumable and non-consumable articles (furniture, Equipment &
utensils) separately
9 Percapita expenditure register
10 Contingent Register
11 Audit Register
ACADEMIC REGISTERS
12 Inmate Admission Register
13 Student Attendance Register
14 Mess Attendance Register
15 Student movement / tracking register (inward & Out Ward)
16 Visitors Register
17 Health & Hygiene Register
18 Stock and issue register of medicines
19 Stock and issue register of student amenities (trunk boxes, plates & Glass, bedding
84
Sl.No. Registers
material, uniform etc.,)
20 Register of cosmetic charges
21 Parents meeting minutes Register
22 Night study duty allotment register
23 Holiday duty allotment register
24 Staff attendance register
25 Staff order book.
26 Grocery purchase register
27 Grocery stock and daily issue register
28 Teachers study duty allotment register
29 Staff meeting minutes register
30 Daily menu register
31 Complaint / Suggestion Register
32 Electricity bill Register
33 Water bill Register
34 Telephone bill Register
Annexure –II
DUTIES OF MATRON AT GIRLS HOSTEL LEVEL
S. No. Duties of Matron
1 She is in charge of Girls the Hostel for getting provisions and vegetables with all other material
pertains to Hostels.
2 She should prepare monthly indents and get them approved by the Principal/Purchase
committee
3 She should maintain Stock Registers properly for all the hostel items like pillows, pillows, pillow
covers, bed sheets plates & glasses, Truck Boxes, Kitchen utensils etc.,
4 It is her duty to adjust the per-capita expenditure within the provision and submit monthly per-
capita statement and should regularly send to the RMSA Head office through the Principal
/DEO.
5 At the time of receipt and issue of milk, vegetables and other provisions, she must be present
along with one or two students and should sign in the register in token of receipts and issues.
6 She should sit along with the children in the dining hall and see that the items prepared are
served properly, to all the Boarders.
7 She should see that the health and hygienic conditions in the kitchen dining hall, Rooms
(Dormitory, Toilet blocks / wardens etc., are maintained properly.
8 She has to ensure the food is cooked properly as per menu and quality maintained.
9 She should submit indent of diet items for one month (approximately) to the Principal for
necessary action and avoid local purchases & loans from other institutions unless there is a dire
necessity.
10 She should see that alternate teacher is made as in charge whenever she takes leave with the
approval of the principal.
11 She should seek the permission of the Principal and the food committee for introduction of any
new system or withdraw any old system in the dining hall and it should be recorded in the
concerned minutes book.
12 She shall be present in the dining hall during breakfast, lunch and dinner.
13 She should conduct food committee meetings once in a month to take the suggestions from
the committee members in maintaining the hostel. The minutes should be recorded in the
minutes register.
14 She should maintain a separate register enabling the students/mess committee to offer their
85
S. No. Duties of Matron
suggestion/lodge their complaints.
15 She shall be responsible for any excess/double payments relating to diet items.
16 She should be personally responsible for the stocks of the diet items and the value of the items
found on shortages shall be recovered from her.
17 She is responsible for proper maintenance of the Stock register of the diet items. She should
record the receipts and issues and balance stock of all the diet items everyday.
18 She should furnish a stock entry certificate on the bills relating to diet items for attestation by
the Principal and certify the correctness of the bills.
19 She should stay one or two days after the closing day of every vacation and holidays to verify
the stocks and to seal the kitchen and store room, She should also be present one or two days
before the reopening after every Vacation and holidays to prepare indents and get the stocks
in advance.
20 She has to cooperate with the Principal and discharge her duties entrusted to the Principal for
smooth and efficient functioning of the institution.
13.1 Objectives of the Scheme:
The scheme envisages setting up of hostel facilities in the Educationally Backward
Blocks (EBBs).
To make Secondary and Senior Secondary education accessible to girl students.
13.2 Target group:
The girl students in the age group 14-18 studying in classes IX to XII belongs to SC, ST,
OBC, Minority communities and BPL families will be the target group of the scheme.
At least 50% of the girls admitted to the hostels should belong to SC, ST, OBC, Minority
communities.
13.3 Strategy for Construction of Girls Hostels:
State Government submitted proposals to GoI
To construct one hostel with the capacity of 100 girls.
To attach these hostels to the 355 Model Schools already sanctioned in the EB blocks.
The minimum living space available to each inmate shall be 62.5 sq. feet excluding
kitchen, toilet and other common space.
The financial norms are, non-recurring is Rs 142 Lakhs and recurring is 14.27 Lakhs for
each hostel.
13.4 Girls Hostel Timings:
The time table in Girls Hostel to be followed should be as per Rc.No.232/RMSA-
AP/2014 Dt:01.08.2016.(Enclosed in Annexures)
86
14. Duties & Responsibilities of Model School Principals and Teachers
14.1 Duties & Responsibilities of a Model School Principal
• The Principal shall function as the academic, administrative head of the Model
School and to act as the Drawing and Disbursing Officer (DDO) of the staff. • To act as Liaison Officer between District and State authorities. • To implement the instructions and policies of the State in respect of curricular and
co-curricular activities and to ensure healthy development of the Model School in all
fields.
1. To look into the day-to-day activities of the school like;
Attendance of the teachers & the students
Follow up of the timetable
Discipline
Classroom dynamics
Co-curricular activities(The evaluation of CoCurricular activities should be done as per
the prescribed guidelines by SCERT).
Assignments/homework
2. Lesson Plans of Teachers
To guide the teachers in planning their lessons effectively
Going through the lesson plans regularly and follow-up the progress of the lessons in
the class.
Keep track of the notes of the lessons taught in that week.
Ensure the correction of notes by every teacher.
Ensure error free corrections.
Ensure that all the students have completed their notes and initiate suitable action
on the erring students.
3. Evaluation
Performance appraisal of the teachers to be done and reported to the principal.
Scrutiny of the examination question papers.
Scrutiny of teacher evaluation.
Keeping track of the performance of the students and planning remedial and
enrichment programmes.
87
4. Human resource management
Planning and organizing workshops etc., for quality improvement
Training for new skill development.
Selecting the suitable teachers for the remedial teaching programme and giving
them suitable training to deal with slow learners.
Keep track of educational courses etc., for improving the academic qualifications
of self and the other staff members.
Offer guidance and counseling to staff and students to maintain a healthy
atmosphere in School.
Carryout action research for improving the standards
5. Administration Monitoring:
Maintenance of attendance registers by teachers
Completion of syllabus in time
Correction of the notes, assignment etc.
Preparation and submission of question papers in time
Preparation of progress reports and submitting them on time
The distribution of progress cards to the students
Collection of progress reports, duly signed by the parents, in time.
Help teachers to deal with the erring students by initiating suitable action on
students who don t submit reports, notes etc on time
Handling parents and giving feedback about their child s performance and do the
necessary follow up
Conduct staff meeting to discuss the various activities in school and give feedback
to teachers about the parents meeting (in case teachers are not allowed to meet
the parents or a particular teacher is absent for the parent teachers meet)
To promote healthy teacher pupil relationship.
To ensure the maintenance of accounts, registers, service – books of staff, returns
and statistics as prescribed by the State Office.
To make purchase of equipment/material required for the Model School in
accordance with the prescribed procedure and enter such purchases in Stock
Register.
To ensure the conduct of annual stock verification of the Model School property
and to verify the stock registers occasionally, to ensure their proper maintenance
in accordance with the existing rules.
To make arrangements for supply of basic amenities to the pupils and staff.
88
To ensure that the school building and its fixtures and furniture, office equipment,
laboratories, play grounds, school gardens etc. are properly and carefully
maintained.
To supervise and guide the work of the teaching and non-teaching staff of the
Model School.
To be the overall in charge of admissions in the Model School, preparation of
school time table, allocation of duties to teachers, provision of necessary facilities
to them in the discharge of their duties and conduct of examinations and tests in
accordance with the rules prescribed by the State Office from time to time.
To plan the year s academic activities as per the state academic calendar in
consultation with colleagues and to hold subject committee and staff meetings at
least once a month to review the work done during the month and to assess the
progress of the pupils.
To submit the monthly report of activities - academic and administrative to the
State Office.
To help and guide teachers and encourage their participation in professional
development programmes.
To promote self-improvement of teachers and encourage them to undertake
innovative practices.
To encourage teachers to analyses the curriculum and to make them use local
specific learning resources.
To ensure that Lesson Plan/ Teacher s diary is maintained.
To supervise classroom teaching, secure cooperation and ensure coordination
amongst teachers of the same subject area as well as of other subjects.
To ensure timely scrutiny of pupils written work and home assignments so as to
provide written or oral feedback to individual students or to the entire class
followed by appropriate remedial instruction.
To develop and organize the library resources and reading facilities in the Model
School so as to develop healthy study habits among children and teachers.
To form parent teacher association and ensure their cooperation.
To keep the parents regularly informed about the progress of the students.
To promote trust and understanding and build partnerships with parents and
school community.
89
14.2 Role and duties of PGTs, TGTs/ TEACHERS
Sign 15minutes before the session begins and remain in the school at least
15minutes after session ends.
Attend assembly when it held
Treat all students fairly and equally.
Teachers need to be well prepared for carrying out day to day classroom
transactions which Include Annual Plan, Unit Plans and Lesson Plans(Lesson Plans
are not to be prepared in advance for the year)
Should follow the CCE and ensure its implementation. Should maintain all the
necessary CCE Records and Registers prescribed by the Government.
Should not abuse students in any manner(Physical/verbal or any kind of abuse will
be considered very seriously)
Should be punctual for relief work (supervision) whenever relief work is given.
Should speak in English to the students (with the intention of improving their
English) at all times.
Speak politely, yet firmly and use good vocabulary with students at all time. Refrain
from discussing personal, political or religious matters not considered relevant.
Identify the Academically challenged students and device an action plan to improve
their academic standards by conducting remedial classes before or after the school
hours.
Must follow the Dress code Prescribed C & DSE.
Should update their technical skills and use ICT in teaching and learning process.
Students exercise books/ home works / class work assignments and tests should be
marked correctly, comments should be written neatly and signed without delay
Students exercise books should not be kept with teachers for more than two
days
Teachers are also responsible for the safety of students and school property
under their immediate supervision at all times.
Attend staff meeting, parent teacher meetings and other meetings of functions
where the presence of the teacher is essential.
Do not send students outside the class room without exit permission.
In taking students outside the classroom, teachers must see to the overall
discipline of the students also remember to inform the supervisor before
going and after returning.
90
Attend coordination meetings when held and submit notes of lessons weekly
to the Office.
Need to involve in the community programmes of the school.
Need to assist health education programme of the school.
Need to identify gifted and weak students and take enrichment/remedial
sessions.
Attend and supervise the assigned curricular, co-curricular and extracurricular
programs.
Be willing to give time to this noble profession.
Be good role model in and out of school.
Must respect one another and work towards enhancing professionalism
individually and collectively
Work towards developing a conducive learning environment.
Work towards building motivation and creativity
Work towards self-improvement
Work towards the betterment of the school and building the image of the school
Attend to any task that requires your assistance, even if it does not concern your
students
14.3 Responsibilities of class teacher
Class teachers should attend their classes before the students enter the class for the
session
Class teachers should accompany the students in a line to the assembly and make
sure that all students are in line before the assembly bell rings
Class teachers should stand in front of their classes during the assembly and take
care of his/her students
Class teachers should accompany the student when they return from assembly in a
line to their classes
If a class teacher does not attend the class in the mentioned time, he /she should
be responsible for the thing happening in the class During the that time
Class teachers have to mark the attendance in register during the first period before
the lesson starts
Class teachers should take the responsibility of safe keeping the class registers and
records
Class teachers should maintain the registers neatly and update them regularly and
submit them to the superiors .
91
If a student comes after a leave, the reason should be communicated through the
Parent Teacher Communication Book or according to the school rules.
Class teacher should check every day whether the students have their PTC book with
them, and that there is any message communicated in it.
It is the responsibility of the class teacher to enter the marks in the pupils
Report Books and CSE website in time.
It is the responsibility of the class teacher to make sure that the class is kept
clean.
Class teacher should look after the students when students are in extra –co
curricular activities.
Class teachers should guide the students in all aspects.
15. Extension Lecturers & Resource Mobilization
As a regular feature AP Model Schools have taken up the initiative to organize
extension lecturers with eminent personalities in various fields .This helps the
students to experience what it is like to take a real course lecture at the school
&college level.
15.1 For XI & XII
*Career Guidance
*Time Management
*Stress Management
*Way to improve effective communication
*Personality development
15.2 For Schooling
*Ethical Values & Morals
*Health and Nutrition
*Safety and Security
*Social issues (Girl child education)
*Importance of Computer Education
*Culture-Taking pride in one s own culture
*Environment-Focus on conservation of energy
*Importance of Mathematics
*Ways to improve Spoken English
92
15.3 Resource mobilization
Resource mobilization stresses the ability to acquire resources (physical, fiscal,
or material) and to mobilize people towards accomplishing the organization or
community goals.
Identify and analyses the institutional needs
Identify the necessary stake holders & potential donors or contributor sand try
to analyses how you are going to convince them to support your projects.
Do mapping of potential supporters. List all the potential contributors and
analyses their ability (in terms of skills, financial &material) to contribute
towards the achievement of the program
Formulate a resource mobilization theme .The theme should be touchy ,
appealing that enters in the contributors mind and emotion , so that he/she
contributes
93
16. Guidance and Counseling
16.1 Need of the Hour
The student life is getting complex day by day, students in the twenty first century are
facing many perplex and difficult situations i.e. to make wise curricular and other
curricular choices, to acquire basic study skills for optimum achievement, adjustment
with peers, etc. The research based on the need analysis of the students in the schools
shows that there is a need of guidance and counseling services in the schools in the
areas such as education, profession, vocation, social, health, moral and personal etc.
Problems and needs in the society are not new, but today they seem to be proliferated
at an unprecedented rate, due to the unique problems in the changing family system,
cities, and conflicts in values. Attitudes, morals, the new cynicism about politics,
economic factors, the changing role of work, new pressure and demands in school, and
the problems of youth, all points out the need for the counseling services, Guidance and
counseling have a challenging role to play in every day to day life of individuals.
16.2 Over view of Guidance and Counseling
It is true that a very minor percentage of our total population is capable of handling its
problems independently without the cooperation and guidance of others. We find that
majority of the people do not have either confidence or insight to solve their problems.
There have always been people in the past who need occasional help from older or
more experienced associates in meeting with their problems of daily life in the society.
Hence Guidance and Counseling can be understood as a planned and organized work
aimed at assisting the individual to understand himself and his abilities and develop his
potentialities in order to solve his problems and achieve psychological, social,
educational and professional compatibility.
Guidance involves the difficult art of helping boys and girls to plan their own future
wisely in the full light of all the factors that can be mastered about themselves and about
the world in which they are to live and work.
Counseling is a personal and dynamic relationship between two individuals in which an
experienced person gives certain kind of assistance to the person who is in need of help
to solve his problem
16.3 The basic aim of guidance and counseling include the following: •To help students understand the self in terms of their personal ability, interest, motivation and potentials.
94
•To help students gain insight into the origins and development of emotional difficulties, leading to an increased capacity to take rational control over their feelings
and actions. •To alter maladaptive behaviors • To assist students in moving towards the direction of fulfilling their potentials or in achieving an integration of previously conflicting parts of themselves. •To provide students with skills, awareness and knowledge which will enable them to
confront social inadequacies? • To help students gain some insight into the world of work, the realities therein and the relationships to their education and specialization • To help students develop decision making skills
16.4 Role of school in Guidance and Counseling
The role of the teacher is changing; teacher is not only the transactor of the curriculum
but also friend, philosopher, mentor and a guide. Sometimes the teacher has to go
beyond the call of the duty to guide the students in his educational, career and personal
problems. There are hardly any schools which employ trained guidance personnel to
meet the needs of the students. Hence it is the duty of every teacher to take up the
responsibility to be guidance personnel and the head of the institution to see that all the
teachers are assigned a group of students to help and guide them in all walks of their
school life.
16.5 Types of guidance
Guidance is of three types, they are
1. Educational Guidance – Educational guidance is the assistance given to the pupils in
their choices and adjustments with relation to school, curriculum, courses and school
life
2. Vocational Guidance – is the process of assisting the individual to choose an
occupation, prepare for it, and enter into the profession and progress in it.
3. Personal Guidance – is the help given to an individual towards a better adjustment in
the development of attitudes and behaviour in all areas of life.
16.6 Problem areas of the students:
The general problems faced by the students are : Absenteeism, frequent ill health,
academic pressure, exam phobia, isolated behaviour, lack of concentration, lack of
confidence, low self-esteem, physiological changes, temptations, disappointment,
rejection, peer pressure, societal pressure, maladjustment, bad home life, lack of proper
care at home, stress, slow learning, specific learning problems, lack of communication
95
skills, poor study habits, bullying, problem in choosing a course, orphans, single parents,
emotional imbalances.
16.7 Career Planning
The culture worships planning. Everything must be planned in advance. The days,
weeks, years, our entire lives. The diaries, schedules, checklists, targets, goals, aims,
strategies, visions even. In reality, people frequently doesn t know what they want that's
why career planning, or at least just deciding what you're going to do next, is so
unpleasant. It's no fun at 18 years when people ask what one wants to do. There seem to
be so many different options, each with myriad branching possibilities, many of which
lead in opposite directions, but all equally tempting, where career planning plays a very
important role in one s life. As one can see that there are a wide variety of opportunities
in view of the new developments primarily triggered off by the information technology
and globalization of the economy. In this world of competition one needs to remember
the old adage the survival of the fittest , in order to survive in a profession, as there are
now more options than even before, one has to look for these options which needs a
careful planning and decision making.
Many a times Individuals are forced to take a particular career because most of our
family members are in it since several generations. There are also many people who opt
for a career because of family pressure or because it was the most sought after career
among peers.
When should one begin the career planning? The age that could be considered
appropriate for making a start is at the age of 14-15 years when one enters the Ninth
Class under the 10 + 2 pattern of education. This is the formative age to shape the
career. Much more important reason, however, is that it is after the 10 + 2 level that a
wide variety of course options are available to choose from. This means that as the first
step one has to choose from the three streams viz., science, arts and humanities, and
commerce and the appropriate combination of subjects, when they enter the 10+2 level.
It is important to consider two issues before planning ones career, they are
1. Do they need an immediate job because of some adverse family
circumstances
2. Is the family financially sound enough to support your preferred course
Career planning is quite a laborious task and it requires systemic planning and
execution.
It involves the following steps
96
1. Know yourself 2. Goal Setting 3. Explore Academic/Career Fields 4. Plan of action 5.
Learn Universal Knowledge and skills 6. Catch hold of Opportunities
16.8 Opportunities after X standard
1. Polytechnic 2. Diploma Courses 3. ITI Course 4. Intermediate 5. Govt. Jobs
Polytechnic Diploma
Courses ITI Intermediate Govt. jobs
Civil
Mechanical
Electrical & Elec.
Engineering
Automobile
Architectural
Computer
Commercial &
Computer Eng.
Pharmacy
Interior
designing
Printing
Plastic
Leather
Diary
management
Animal
Husbandry
Stenography
Mechanical
Motor Vehicle
Electronic
Mechanic
Fitters
Mechanist
Electrician
Computer
operating and
programming
Assistant
Science
Mathematics
Arts and
Commerce
RRB Group –
IV
Constables
Staff
Selection
Commission
16.9 After Intermediate
Science
Stream
Mathematics
Stream
Arts and
commerce Others Govt. jobs
Medicine
Dental Science
Pharmacy
Nursing
Agriculture
Para medical
B.Sc Degree
Physiotherapy
Engineering
Architecture
B. Pharmacy
B.Sc with
different
combinations
ICWA
CA
Accountancy
Degree B.A.,
B.Com.,
Diploma in
Education
NDA
Diploma in Health
and Nutrition
SCRA – Special
class railway
apprentice
Fashion
Technology
Teaching
Staff Selection
Commission
Rail way
recruitment
Banking
16.20 Opportunities after Degree
Post Graduate Courses Professional Courses Govt. jobs
Life Sciences
Mathematics
Statistics
Arts and Commerce
Law
MBA
MCA
B.Ed.
BL
B.P.Ed.
B.L. Sc
MHRM
UPSC – IAS, IFS, IPS
Bank officers
APPSC Groups
Railways
Postal
Aviation
After Post Graduation
Research / PH.D
Teaching in universities
Consultants
Managers
97
16.21 Life Skills Education
With the introduction of Continuous and Comprehensive Evaluation at the school level by
CBSE, the focus on co-scholastic skills of students have become an integral part of the student
evaluation system in CBSE schools from upper primary. The key component of co-scholastic
skills assessed under CCE is development of life skills of students, which is targeted at
adolescent students.
The World health organization considers adolescence to be the period between 10 and 19
years of age, the beginning of adolescence is marked by puberty, an increase in biological
events leading to an adult sized body and sexual maturation, it is also a period of storm and
stress for many adolescents. Though, biological forces play a significant role in the physical
changes that takes place during the transition period from a child to an adult, a combination of
biological, psychological and social forces influence an adolescent s development. It is a time
when young people drift away and distance from parents spending more time with peers and
conforming to the ideas and judgments of their peers are common during this period. This
transition is so crucial that adolescents face problems in certain areas of life such as parent-
child conflicts, risky behaviors and mood changes. If these issues are not resolved the
individual suffers role diffusion or negative identity, which results in mismatched abilities and
desires, directionless and is unprepared for the psychological challenges of adulthood. These
internal stress and social expectations lead to moments of uncertainty, self-doubts and
disappointment in adolescents. It is these situations when the young persons have risk taking
behavior. For these reasons, life skills education is important to help young people to cope with
challenges that they face in their day to day lives.
Life Skills are defined as abilities for adaptive and positive behavior that enable
individuals to deal effectively with the demands and challenges of everyday life – World
Health Organization (1997). Moreover, based on this definition a working definition was
formed by South East Asian Region (SEAR) as abilities for adaptive and positive behavior that
enable them to deal with the demands and challenges within the family, community and
cultural context of SEAR countries. According to the manual developed by CBSE, life skill
education for adolescent students is crucial for developing psychological competencies and
interpersonal skills, and helps them in making informed decisions, problem solving, critical
thinking, effective communication, building healthy relationships and managing their lives in a
healthy productive manner.
98
The four basic components for imparting life skill training through participatory learning are
practical activities, feedback and reflections, consolidating and reinforcement and practical
application of day to day life challenges.
There are a large number of life skills emanating from various sources, for practical purposes
and for feasibility, the following life skills are chosen.
1. Self-awareness: having a deep understanding of one s emotions, strengths, weakness,
needs and drives.
2. Problem Solving: helps us to deal constructively with problems in our lives.
3. Decision making: helps us to deal constructively with the decisions of our lives.
4. Critical thinking: is an ability to analyze information and experiences in an objective
manner.
5. Creative thinking: is a novel way of seeing or doing things that is characteristic of four
components - fluency, flexibility, originality, and elaboration.
6. Interpersonal relationship: skills help us to relate in positive ways with people we
interact with. Means being able to make and keep friendly relationships, which can be of
great importance to our mental and social well-being.
7. Effective communication: the ability to express our selves, both verbally and non-
verbally, in ways that are appropriate to our cultures and situations.
8. Empathy: is the capacity to understand another person s experience from within that
person s frame of reference.
9. Coping with stress: recognizing emotions within us and others, being aware of how
emotions influence behavior and being able to respond to emotions.
10. Dealing with stress: recognizing the sources of stress in our lives, recognizing how this
affects us, and acting in ways that help us control our levels of stress, by changing our
environment or life style and learning how to relax.
17. To inculcate English Communication
Skills among Students
Government has taken a gigantic task to bridge the gap between the rural and urban and
facilitated to impart the education to all through medium of English even for the economical
backward, by establishing the AP MODEL SCHOOLS in 2013.
Academicians of the Model Schools have examined the reasons for the existing gap between the
teaching and learning process of communication skills of English and proposed to design a
course to develop the communication skills of learners as English is window open to the world.
In the wake of the new phenomenon called globalization, there is a great need of spoken skills
at academic, as well as professional levels.
99
The inadequate standards of spoken English of the users of English have resulted in inadequate
oral skills even after completion of their academic education or at the advanced levels. It is not
just correct English, but effective English that is needed at all the stages and levels. So, there is
an increasing need for redefining the concept of teaching and examining the teaching of the
communication skills of English.
English teaching done at school and college levels imparts certain basic skills in reading and
writing. Though these skills are not acquired to a satisfactory level in proportion to the time
and energy spent in the English classes, the heavily content based teaching and testing do force
these learners to acquaint themselves with a certain chunk of vocabulary. As the changed
scenario is demanding a higher level of proficiency in oral communication, the attention is now
focused totally to the imparting of spoken skills of English. The present course is designed for
two levels i.e. 6, 7 & 8 and 9& Inter I year classes. It also recommends to teach the language as
language with concrete examples giving more scope for practice to the learners and not to
teach the language component as a subject.
17.1 Objectives
To inculcate basic language communication skills
To develop oral production, listening perception, interactive conversation
To understand the pace and rhythm of English speech
To develop confidence to learn L2 (English) on par with L1 (Mother tongue)
To facilitate to learn English with ease
To build vocabulary
To empower students living in the rural areas with necessary communication and
nonverbal skill.
100
17.2 Course Design •The teaching hours allotted to teach the prescribed syllabus is 90 minutes per day for
six day in a week for 40 days which is approximately 60hours. Out of 90 minutes, 20
minutes for teaching, 40 minutes for practice/self-learning and 30 minutes for
presentation. •Teacher should act as a facilitator to the learners to improve their skills and is free to choose their method/approach to teach the syllabus in the time allotted to them. This
60 hours syllabus is divided into three chunks. The first chunk should be taught during
the first 15 days. The second chunk should be taught for 20 days and the third chunk
should be taught for 5 days. The syllabus which should be included in this three leveled
course is as follows:
First level: (15daysx1hr.30mints=221/2 hours)
VOCABULARY
Second level: (20 daysx1hr.30mints=30hours)
EVERY DAY EXPRESSIONS
Third level: (5daysx1hr.30mints=71/2hours)
NONVERBAL COMMUNICATION SKILLS
FOR CLASSES VIII, IX AND INTER
FIRST LEVEL – VOCABULARY
A
a, able, about, account, acid, across, act, addition, adjustment, advertisement, agreement,
after, again, against, air, all, almost, among, amount, amusement, and angle, angry,
animal, answer, ant, any, apparatus, apple, approval, arch, argument, arm, army, art,
attack, above, across, act, active, activity, add, afraid, after, again, age, ago, agree, air, all,
alone, along, already, always, am, an, and, another, answer, any, anyone, anything,
anytime, appear, apple, are, area, arm army, around, arrive, art, as, ask, at, attack, aunt,
autumn, away, attempt, attention, attraction, authority, automatic, awake
B
Baby, back, bad, bag, balance, ball, band, base, basin, basket, bath, be, beautiful, because,
bed, bee, before, behaviour, belief, bell, bent, berry, between, bird, birth, bit, bite, bitter,
black, blade, blood, blow, blue, board, boat, body, boiling, bone, book, boot, bottle, box,
brain, brake, branch, brass, bread, breath, brick, bridge, bright, broken, brother, brown,
brush, bucket, building, bulb, burn, burst, business, but, butter, button , bank, base, bean,
beer, begin, behave, behind, bell, below, besides, beside, best, better, between, big, bleed,
block, borrow, bridge, bus, buy, by
C
Cake, call, can, candle, cap, car, card, care, careful, careless, carry, case, cat, catch, central,
century, certain, chair, chance, change, chase, cheap, cheese, chicken, child, children,
chocolate, choice, choose, circle, city, class, clean, clear, clever, climb, clock, close, cloth,
clothes, cloud, cloudy, coat, coffee, coin, city, cold, collect, colour, comb, come,
comfortable, common, compare, complete, computer, condition, contain, continue,
control, cook, cool, copper, corn, corner, correct, cost, count, country, course, cover,
crash, cross, cry, cup, cupboard, cut, camera, canvas, cause, chain, chalk, change, cheap,
101
cheese, chemical, chest, chief, chin, church, circle, clean, clock, cloth, collar, comfort,
committee, comparison, competition, complex, curtain, cruel, crush, crime, crack
cushion, cut, cry, cup
D
Damage, danger, dark, daughter, day, dead, dear, death, debt, decision, deep, degree,
delicate, dependent, design, desire, destruction, detail, development, different,
digestion, direction, dirty, discovery, discussion, disease, disgust, distance, distribution,
division, do, dog, door, down, doubt, drain, drawer, dress, drink, driving, drop, dry, dust
E
Ear, early, earth, east, edge, education, effect, elastic, electric, end, engine, enough, equal,
error, even, event, ever, every, example, exchange, existence, expansion, experience,
expert, eye ,each, earn, easy eat ,egg, eight, either, electric, elephant, else, empty, end,
enemy enjoy, enough, enter entrance, equal, escape, even, evening, , everybody,
everyone, exact, examination, example, except, excited, exercise, expect, expensive,
explain, extremely
F
Face, fact, fall, false, family, far, farm, fat, father, fear, feather, feeble, feeling, female,
fertile, fiction, field, fight, finger, fire, first, fish, fixed, flag, flame, flat, flight, floor, flower,
fly, fold, food, foolish, foot, for, force, fork, form, forward, fowl, frame, free, frequent,
friend, from, front, fruit, full, future, fail, false, famous, father, fault, fear, feed, feel,
female, free, few, fill, film, find, finger, finish, fire, first, fit, five, fix, float, foreign, forget,
forgive, fork, form, four, fox, free, freedom, freeze, fresh, friend, friendly, from, front,
fruit, funny, furniture, further, future
G
Garden, general, get, girl, give, glass, glove, go, goat, gold, good, government, grain, grass,
great, green grey/ gray, grip, group, growth, guide, gun, game, gate, general, gentleman,
get, gift, glad, goodbye, grandmother, grandfather, grass, ground,
H
Hair, hammer, hand, hanging, happy, harbour, hard, harmony, hat, hate, have, he, head,
healthy, hearing, heart, heat, help, here, high, history, hole, hollow, hook, hope, horn,
horse, hospital, hour, house, how, humour, half, happen, had, heaven, heavy, height,
hello, help, hen, her, here, hers, hide, hill, him, his, hit, hobby, hold, holiday, home, hope,
horse, house, how, hundred, hungry, hurry, hurt, husband
I
I, ice, idea, if, ill, important, impulse, in, increase, industry, ink, insect, instrument,
insurance, interest, invention, iron, island, inside, into, introduce, invent, invite, is, it, its
J
Jelly, jewel, join, journey, judge, jump, job, juice, just, joke, jug,
K
Keep, kettle, key, kick, kind, kiss, knee, knife, knot, knowledge, kill, king, kitchen, knock,
know, kite
L
Land, language, last, late, laugh, law, lead, leaf, learning, leather, left, leg, let, letter, level,
library, lift, light, like, limit, line, linen, lip, liquid, list, little, less, least, living, lock, long,
102
look, loose, loss, loud, love, low, ladder, lady, lamp, large, lately, lazy, listen, lot, love,
lower, luck
M
Machine, make, male, man, manger, map, mark, market, married, match, material, mass,
may, meal, measure, meat, medical, meeting, memory, metal, middle, military, milk, min,
mine, minute, mist, mixed, money, monkey, month, moon, morning, mother, motion,
mountain, mouth, move, much, more, most, muscle, music, main, many, mark, market,
marry, matter, may, me, meal, member, mention, method, moon, morning, mother, move
N
Nail, name, narrow, nation, natural, near, necessary, neck, need, needle, nerve, net, new,
news, night, no, noise, normal, north, nose, not, note, now, number, nut, nature, nearly,
needle, need, neighbor, neither, newspaper, next, nice, nor, nose, not, nothing, notice
O
Observation, of, off, offer, office, oil, old, on, only, open, operation, opposite, opinion,
other, or, orange, order, organization, ornament, out, oven, over, owner, obey, object,
ocean, often, one, our, own, outside
P
Page, pain, paint, paper, parallel, parcel, part, past, paste, payment, peace, pen, pencil,
person, physical, picture, pig, pin, pipe, place, plane, plate, play, please, pleasure, plough,
pocket, point, poison, polish, political, poor, porter, position, possible, pot, potato,
powder, power, present, price, print, prison, private, probable, process, produce, profit,
property, prose, protest, public, put, pull, pump, punishment, purpose, push
Q
Quality, question, quick, quiet, quite, queen
R
Rail, rain, range, rat, rate, ray, reaction, reading, ready, reason, receipt, record, red,
regret, regular, relation, religion, representative, request, respect, responsible, rest,
reward, rhythm, rice, right, ring, river, road, rod, roll, roof, room, root, rough, round, rub,
rule, run
S
Sad, safe, sail, salt, same, sand, say, scale, school, science, screw, sea, seat, second, secret,
secretary, see, seed, seem, selection, self, send, sense, separate, serious, servant, shade,
shake, shame, sharp, sheep, shelf, ship, shock, shoe, short, shut, side, sign, silk, silver,
simple, sister, size, skin skirt, sky, sleep, slip, slope, slow, small, smash, smell, smoke,
smooth, snake, sneeze, snow, so, soap, society, sock, soft, solid, some, son, song, sort,
sound, south, soup, space, spade, special, sponge, spoon, spring, square, stage, stamp,
star, start, statement, station, steam, stem, steel, step, stick, sticky, stiff, still, stocking,
stomach, stone, stop, store, story, straight, strange, street, stretch, strong, structure,
substance, such, sudden, sugar, suggestion, summer, sun, support, surprise, sweet,
swim, system
T
Table, tail, take, talk, tall, taste, tax, teaching, tendency, test, than, that, the, then, theory,
there, thick, thin, thing, this, though, thought, thread, throat, through, thumb, thunder,
ticket, tight, till, time, tin, tired, to, toe, together, tomorrow, tongue, tooth, top, touch,
town, trade, train, transport, tray, tree, trick, trouble, trousers, true, turn, twist
103
U
Umbrella, under, unit, up, use, university, union, uniform, united, ugly, understanding,
unknown, upon, upright, uplift, undo, undertake, used
V
Value, verse, very, vessel, view, violent, voice, vote, vegetable, valve, volt, victory,
volume vitamin
W
Waiting, walk, wall, war, warm, wash, waste, watch, wave, wax, way, weather, week,
weight, well, west, wet, wheel, when, where, while, whip, whistle, white, who, why,
wide, will, wind, window, wine, wing, winter, wire, wise, with, woman, wood, wool,
word, work, worm, wound, writing, wrong
X, Y, Z
X-ray, x-max, year, yellow, yes, yesterday, you, young, zoo, zoology, zinc, zeal, zip, zebra
VOCABULARY EXPANSION
1. WORD – BUILDING
a) Replace the first letter by another letter and make new words. The first word
is done for you
Park bark dark
Give ________ _________
Tub ________ _________
Hook ________ _________
Letter ________ _________
Rest ________ _________
Went ________ _________
Fill ________ _________
Soon ________ _________
Tell ________ _________
b) Make as many words as you can from this word
1. Apartment
2. Interested
3. Noticed
4. Nest
5. Down
c) Word – meaning
1. Heed: _______________
a. Hear b. Listen c. Care
2. Succeed: _______________
a. Victory b. Win c. Kind
3. Prevail:_______________
a. Jump b. Happy c. Get victory
4. Watch: _____________
a. Observe b. Careful c. Patience
5. Creature: _____________
a. Human being b. Birds c. Living being
d) SYNONYMS
Pick the right word from the given list to fill the blank
104
1. The sea is like this. _____________
2. We should wash them often. ________________
3. We have to brush them twice. ___________________
4. We feel happy to do this with our friends. ______________
5. Every night we need this. _________________
(sleep, deep, creep, feet, meet, teeth)
e) ANTONYMS
Write the phrases in the box using opposites of the underlined words:
1. A big house ............................
2. A good friend .............................
3. A long journey .............................
4. A happy man ..............................
5. A foolish man ...............................
f) ACTION WORDS (action words in English take r or er to refer to the doer of those
actions)
1. Hunt hunter
2. Teach
3. Sell
4. Train
5. buy
g) WORD MAPPING
1. Family
2. Transport
3. School
4. Relation
5. Furniture
h) PLACE THE FOLLOWING UNDER THE RIGHT HEADINGS:
Light, garden, obedience, stables, kindness, trees, loyalty, snowfall, chandeliers, throne,
pearls, foolishness, humanity, mountains, diamonds
1. Royal 2. Character 3. Nature
_____________ _____________ ___________
_____________ _____________ ___________
_____________ _____________ ___________
i) Complete the family:
Male female offspring
Drake duck duckling
Tiger ______ _______
Peacock _____ _______
________ cow _______
________ ________ puppy
________ ________ piglet
IV - IDIOMS
105
1. a fish out of water
in an awkward or uncomfortable situation
- I stopped going to German evening classes. I was the only man there and I felt like a fish out of
water.
- It was his first time in a big city and he felt like a fish out of water.
2. a controversial topic
- The government decided not to try and ban public smoking - it was too much of a hot potato.
- I wouldn't dream of discussing religion or politics with someone I met at a party - they are very
hot potatoes.
3. a leading light
an important person or organization
- She's a leading light in the animal rights movement.
- I'm no leading light, but I do have an opinion and I think you should listen to it.
4. a long shot ,a small chance; little chance
- I know it's a long shot, but maybe your father will lend you the money.
- He knew it was a long shot that he would find a shop open at that time of night, but he drove
around looking for one anyway.
If you shoot at a target from a long distance you have little chance of hitting it.
5. a piece of cake
- Do you think you can do it? - Yeah, it will be a piece of cake.
- I thought I'd have problems but it turned out to be a piece of cake.
6. a tough nut
a difficult problem or person
- She's a tough nut. If she doesn't want to do something, nothing you can say will make her change
her mind.
- It's a tough nut to crack but if we all work together I think we can be successful.
The expression is often used with the concluding words to crack.
7. at sea confused
- I'm still completely at sea in my new job. Nobody has time to explain what I should do.
- I had to help him set up his new mobile phone. He's at sea with anything technical.
You can also say all at sea.
8. at your fingertips
Information or facts that you know and can tell others quickly and easily
- No, I don't have the details at my fingertips, but you can look it up on the internet.
106
- If you need to know anything about computers, ask Judy. She's got all the information at her
fingertips.
- I have everything at my fingertips and to obtain class notes I simply hit 'print'.
- Having all this information at my fingertips means I don t have to go back to the email or website
to review it when I m deciding whether or not to attend school.
9. behind the scenes
privately; away from the public eye
- The government finally announced their decision after months of discussions behind the scenes.
- One day we may know what went on behind the scenes in the decision to go to war in Iraq.
10. in a nutshell
in brief; to say it in a short way
- To put it in a nutshell: I don't want to go and I won't go.
- We've got to save money or the business will go bankrupt. That's it in a nutshell.
The shell of a nut is a small object into which not very much will fit.
11. in the nick of time
at the last possible moment
- I got there in the nick of time. The chemist was just locking up.
- She turned in her work in the nick of time. One day later and she would have failed the course.
12. not your cup of tea
you are not interested in it or don't enjoy it
- Sorry, sport is just not my cup of tea.
- I've never understood the fascination of computer games. Sitting in front of the screen for hours
on end is certainly not my cup of tea.
13. on paper
in theory (but not necessarily in practice)
- It seems like a good idea on paper. But I don't think it's going to make us any money.
- He looks good on paper, but does he have any experience in this kind of work?
14. to bite your tongue
to not say what you would really like to say; to keep quiet
107
- I had to bite my tongue when he said he how worried he was. He's such a liar!
- You'll have to learn to bite your tongue. You can't just go shouting at the teachers every time they
say something that annoys you.
- I have had to bite my tongue on so many occasions that I'm surprised it's still in my mouth at all!
- She bit her tongue rather than get right in his face and scream, "Why didn't you say so?"
15. to blow hot and cold
to keep changing your mind or opinion about something
- She's been blowing hot and cold about the idea for the last 3 months. I wish she would just make
up her mind.
- The Press has been blowing hot and cold on the new president. They don't yet know what to
think of him.
- I'm blowing hot and cold with it. Yesterday morning I hated it, then I loved it and now I'm just
ambivalent about it.
- He blew hot and cold on network news, helping to found and develop it, but willing to cast much
of that work aside to avoid controversy.
V – PHRASAL VERBS
1. ask around - To ask the same question from many people
2. blow up - To explode
3. break down - To stop functioning (usually for vehicle, machine, etc.)
4. calm down - relax after being angry
5. come forward - To support/ to take an initiative
6. cut into - To interrupt in between something or someone
7. find out - To search/discover
8. get back - To return
9. go ahead - To proceed/start/initiate something
10. put something off – To postpone
11. make out – claim, manage to see, understand
12. make of – think
13. bring down – lower
14. brought up – raise
15. take after – resemble
16. take back – withdraw
17. set aside – ignore, reserve
18. set up – establish
19. put up with – tolerate
20. put out – extinguish
ACTIVITIES • Spell bee • One minute word game
108
• Memory game • Rapid fire • Missing letters • Filling the gaps • Usage of words • Build substation table using the words • Construct sentence using the list • Cross word puzzle
USAGE OF DICTONARY • Pick words form daily and find meaning and usage of words • Ask the student to write the different usage of words • Facilitate the learner to learn the correct pronunciation and spelling of
the word
SECOND LEVEL – EVERY DAY EXPRESSION BANK
1. Greeting and taking leave: • Hi, how are you? • Hello! What a lovely surprise! • Hello! It s nice meeting you again. • Hi! It s great to see you too. • How re you and where have you been? • Just fine, thanks. How re things with you? • Everything s okay. Thanks • Wish I could have stayed longer, but i must run. • Sure, see you sometime. Bye, bye! • Good bye/see you/ so long/ till we meet again, bye!
2. Enquiring/making requests for help, to seek directions: • Excuse me, could you help me please? • At what time will the show start? • Is there a medical store close by? • Can you tell me the departure time of the bus? • Could I ask a favour of you? • I m sorry to trouble you, but I need your help. • Would you mind helping me with this, please? • Certainly, I shall be glad to help. • Of course, by all means. • Sure. I d be glad to help. • Thank you/thank you very much/ thanks a lot. • You re most welcome.
3. Complaining: • I regret to bring to your notice that some of the items supplied have been
slightly damaged. • I m sorry to say this, but your music is too loud. • I m sorry to trouble you, but there s a problem i d like to speak to you
about.
109
• It would help if you have the leaking pipe repaired. • That s very kind of you. • I hope you didn t mind. • I have a complaint to make. • My new washing machine is not working. • Your dealer has not responded to my calls. • I d like to have the piece replaced. • Thank you for being so understanding and helpful. • I m afraid I have to make a complaint about the computer I bought last
week.
4. Offer suggestions, to advise or to persuade: • Stop using polythene bags immediately. • Let s stop now. • Why don t we stop now? • If I were you, I d stop now. • I suggest you repeat these expressions twice each. • I really advise you to repeat these expressions several times. • I think you should repeat these expressions as often as you can. • Let s repeat these expressions for practice. • Why don t you try repeating these expressions? • Could I persuade you to repeat these expressions as many times as
possible?
5. Congratulate on an achievement, to express sympathy and to offer condolences: • Congratulations! • We are proud of you! • You really deserve this honour. • Very well done! Keep it up! • I m sorry about what happened. • You mustn t let this depress you. • I m sure this won t happen again. • I ve no doubt that you ll do much better next time. • I just got the sad news. This must be a terrible blow to all of you. • It is a great loss indeed. • You must be brave. • Remember that we are all with you.
6. To extend invitations and also to accept and decline them: • There s some good news. • I m so happy to hear that. • I ll be happy if you and your family could come. • Are you free tomorrow evening? • Why don t you join us at a get-together? • Thank you for the invitation. We ll certainly come. • I m afraid I ll not be able to come. • It ll be a pleasure. • Oh, sure I d love to come! • Thank you for inviting me. I wish I could have come.
110
• What a pity I won t be able to come! • Thank you so much. We look forward to see you • Thanks for saying yes. Be there on time. • We ll all miss you.
7. Making apologies and responding to them: • I must apologize for... • I m terribly sorry about... • Please accept my sincere apologies. • I hope you ll excuse me. • Please forgive me. • I m so sorry. • It won t happen again, I promise. • I m really ashamed of myself. • It s quite all right. • I really hope it won t happen again. • No need to feel so bad about it. These things happen.
8. Introduce yourself: • Good morning!/ Hello! My name is..... • Good morning!/ Hi! I m.... • I have just joined... • I have just moved in to... • I m from... • I work for...
9. Asking people’s opinions and giving opinions to others: • I don t think it s possible. • I d say... • I think.../ I feel..../ I believe.... • In my mind.../In my opinion../In my view.../)t seems to me… • I m convinced.... • What would you say about...? • What do you think of...? • What is your opinion of...? • What are your views on/about...? • Are you in favour of...?
10. Asking and giving directions:
• How do I get to...? • What is the best way to...? • Where is...? • Go straight on (until you come to....) • Turn back/go back • Turn left/right • Go along.... • Cross....across • Take the first/second road on the left/right • It s on the left/right • Straight on
111
• Opposite (it s opposite to the book store) • Near (it s near the temple) • Next to (next to the bus station) • Between (between the post office and the bank) • At the end (of) • On/at the corner (it s on the corner of the fourth lane) • Behind • In front of • Crossroads, junction
11. Ask or give opinions • What do you think/feel about .........? • What are your feelings/ views about.....? • What s your opinion/reaction/view......? • How would you react to ......? • Could I know your reaction to .......? • I feel/believe/think.... • As I see it,.... • In my opinion/view • It seems to me • As far as I m concerned • I d like to say • Don t you think.....? • From my point of view • To my mind • The way I see it,...... • If you ask me, I d say • I consider • I m of the opinion/view • I hold the view/opinion • I personally think • To be honest/frank, I think
12. Ask or express one’s preference • Do you prefer.....or.....? • Which would you have/prefer......? • Would you like/prefer.......? • Perhaps you d like/prefer/have......? • Which appeals more to you.....or......? • I d prefer ....... • I d rather have.........than...... • I like/enjoy..........better than........ • My choice/preference would be..... • If you don t mind, I d • It would be better perhaps if.....
I- GREETINGS
Greetings are an essential part of our social interaction. They create a pleasant
atmosphere and make our activities go on smoothly.
112
a)Very formal: used to greet highly placed persons, seniors at workplace and
people in authority. Eg : Good morning, Sir
b) Slightly formal: used in a mixed group of known and unknown persons. Eg:
Good evening, everybody
c) Informal and polite: used for equals who are not very close. Eg: Hello! Good to
see you again.
d) Very informal: used between friends and very close persons. Eg: Hai Raghu,
how are you?; Hello, Gita, how about you? ; Hai, everyone.
e) Blunt : not desirable to use, as it sounds rude. Used only to show disgust,
contempt or anger. The meaning depends on the tone, here. Eg: Hi, what brings
you here? Hi, why are you here?
Note: 1. The time is an important factor in greetings, say:
Good morning until about lunch time, 1 p.m.
Good afternoon till teatime, 5p.m.
Good evening till about 9p.m.
Good night while taking leave in the night or just before going to sleep.
Don t say good morning even if you see the person for the first time in the
evening. Say good evening .
Don t say good night if you meet a person at 8p.m. Good night is a leave taking
expression.
1. Some people wrongly use the word wish for greetings , as follows:
When I saw him, I wished him.
But wish is different; you wish something to happen as shown in the following
sentence:
When I met him, I wished him good luck as he was going to attend an interview.
MODEL CONVERSATION
Good morning, Mr. Raghu, How are you?
Very well thank you, how are you?
Oh, fine, thanks.
II- INTRODUCTION
In our everyday life we come across a situation where we introduce our self to
others or need to introduce two persons to each other
1. Very formal: used to introduce persons in authority or elderly people.
2. Slightly formal: used between acquaintances
3. Informal: used between friends and close relations.
A) Introducing two persons to each other
May I introduce Mr. Ravi to you? ..... This is Mr. Suresh
This is Mr. Praveen ..... This is Mr.Pranay
Please meet Mrs. Rani ..... This is Mrs.Geetha
Have you met Radha? ..... Radha, this is my friend Sarika
Note: the people who meet for the first time would say how do you do , and the answer
for how do you do is how do you do .
B) Introducing guest to the audience
Ladies and Gentlemen, Professor Ram.
113
Ladies and Gentlemen, I ve great pleasure in introducing our guest speaker Mr. Ram
C) Introducing oneself
May I introduce myself? My name is .....
Let me introduce myself, I am Sekhar
Hello! I m Prem. How do you do? I m Sangeetha
III- AND DISAGREEMENT
Agreement can be readily expressed but disagreement should be expressed tactfully.
One should not sound rude or abrupt. In expressing agreement or disagreement one
states an opinion and not a fact
1. Agreement with positive statements
Children like chocolates. Of course, they do
It s very hot today Yes, it is.
2. Agreement with negative statements
The apples aren t good. No, they aren t
Ravi doesn t like coffee No, he doesn t
3. Disagreement with positive statements
Raghu can swim No, he can t
You are joking. Oh, no, I m not
4. Disagreement with negative statements
You can t do this work Yes, I can
IV – DIRECT QUESTION AND ANSWERS
Direct questions are put to close acquaintances/people, there are wh-questions or
information seeking questions demanding yes or no for an answer.
1. Where do you live? In Delhi
2. Is he playing? Yes, he is
3. Where are you going? To market
Note: Wh- questions is a direct question, and to sound more polite, please , can , could ,
and may can be used as in the following sentences:
Why are you crying, if I may know?
What s the score, please?
V – INDIRECT QUESTIONS AND QUESTIONS TAGS
The appropriate use of in direct questions is to seek information from the strangers or
who are not very close to us, or in an embarrassing subject. In indirect questions instead
of asking a direct question, a statement is made using the verbs, think , believe ,
expect , suppose , hope , guess , trust , or be afraid to sound polite.
1. You have passed the exam, I hope.
2. She is honest, I believe.
Question tag is another device to dilute the intensity of a direct question
1. She is not dancing well, is she?
2. You are very late today, aren t you?
ACTIVITIES • Role plays/Situational dialogues • Jams • Pair/group works
THIRD LEVEL – NON - VERBAL COMMUNICATION SKILLS
114
Interpersonal communication not only involves the explicit meaning of words, the
information or message conveyed, but also refers to implicit messages, whether
intentional or not, which are expressed through non-verbal behaviours. These non-
verbal signals can give clues, additional information, meaning over and above spoken
(verbal) communication.
Non-verbal Messages Allow People To: • Reinforce or modify what is said in words. For example, people may nod their heads vigorously when saying "Yes" to emphasize that they agree with the other
person, but a shrug of the shoulders and a sad expression when saying "I'm fine
thanks, may imply that things are not really fine at all! • Convey information about their emotional state. • Define or reinforce the relationship between people. • Provide feedback to the other person. • Regulate the flow of communication, for example by signaling to others that
they have finished speaking or wish to say something.
Non-verbal communications include facial expressions, the tone and pitch of the voice,
gestures displayed through body language (kinesics) and the physical distance between
the communicators (Proxemics).
The types of interpersonal communication that are not expressed verbally are called
non-verbal communications. These include: • Body Movements (Kinesics) • Posture • Eye Contact • Para-language • Closeness or Personal Space (Proxemics) • Facial Expressions • Appearance
Common nonverbal expressions used in day to day life and the meaning they symbolize
Gesture Meaning • Nodding the head up and down - yes • Shaking the head side to side - no • Scratching the head - thinking or confused • Direct eye contact - shows attentiveness • Tilting the head - listening • Winking with one eye - sharing a secret • Eyebrow flash (raising the eyebrows) - Surprise or
astonishment • Rolling the eyes -amazement/incredulity • Cupping the ear -I can t hear you • Holding the nose with thumb and
Forefinger -a bad smell • Thumbs up -approval • Spitting -rude, crude, insulting
115
• Yawning -tiredness or boredom • Stroking chin, tapping the head -contemplation, I am
with Forefinger thinking • Shaking hands - greeting • Making a circle with thumb and forefinger - ok • Holding the index and middle fingers upright- victory or peace • Rubbing the hands together - it s cold • Patting the stomach with the hands - I am hungry • Taking the hand and making circle motion
Over the stomach - I am full (after eating) • Folding arms - defensive, • Shaking the fist - anger, resentment • Rubbing the thumb and forefinger together- asking for money • Crossing the fingers - good luck • Extending the hand with the index finger - pointing • Extending the hand outward, palm
down, fingers spread, and then
bobbing the whole hand up and down - waving goodbye • Using the hand motion over the throat - I am thirsty • Turning up of the nose - dislike, rejection • Frowning
- displeasure
• Eyes wide open and lips tightly closed - aggression • Eyes downcast with the face turned away - disinterest in a deal • A relaxed mouth, a smile and a projected
Chin - interest • Blank face - emotionless face • Crossed arms posture - defensive • Clenched hands and frustration - feeling of tension • Hand
covering the mouth - lying or trying to
hide a feeling • Putting something in the mouth -nervousness, anxiety
or decision • Scratching the neck below the ear lobe - uncertainty • Hands at the back of the head - confidence, dominance • Crossed legs - defensive attitude
Rubbing the eyes - trying to deceive or in
doubt
FOR CLASSES VI AND VII
I – VOCABULARY
A
a, about, above, across, act, active, activity, add, afraid, after, again, age, ago, agree, air,
all, alone, along, already, always, am, amount, an, and, angry, another, answer, any,
anyone, anything, anytime, appear, apple, are, area, arm army, around, arrive, art, as,
ask, at, attack, aunt, autumn, away
B
116
Baby, back, bad, bag, ball, bank, base, basket, bath, be, bean, beautiful, bed, bedroom,
beer, before, begin, behave, behind, bell, below, besides, best, better, between, big, bird,
birthday, bit, bite, black, bleed, block, blood, blow, blue, board, boat, body, boil, bone,
book, border, born, borrow, both, bottle, bottom, bowl, box, boy, branch, brave, bread,
break, breakfast, breathe, bridge, bright, bring, brother, brown, brush, build, burn, bus,
business, busy, but, buy, by
C
Cake, call, can, candle, cap, car, card, care, careful, careless, carry, case, cat, catch, central,
century, certain, chair, chance, change, chase, cheap, cheese, chicken, child, children,
chocolate, choice, choose, circle, city, class, clean, clear, clever, climb, clock, close, cloth,
clothes, cloud, cloudy, coat, coffee, coin, city, cold, collect, colour, comb, come,
comfortable, common, compare, complete, computer, condition, contain, continue,
control, cook, cool, copper, corn, corner, correct, cost, count, country, course, cover,
crash, cross, cry, cup, cupboard, cut
D
Dance, dangerous, dark, daughter, day, dead, decide, decrease, deep, deer, depend, desk,
destroy, develop, die, different, difficult, dinner, direction, dirty, discover, dish, do, dog,
doo, double, down, draw, dream, dress, drink, drive, drop, dry, duck, dust, duty
E
Each, ear, early earn, earth, east, easy eat, education, effect, egg, eight, either, electric,
elephant, else, empty, end, enemy enjoy, enough, enter entrance, equal, escape, even,
evening, event, ever, every, everybody, everyone, exact, examination, example, except,
excited, exercise, expect, expensive, explain, extremely, eye
F
Face, fact, fail, fall, false, family, famous, far, farm, fast, fat, father, fault, fear, feed, feel,
female, fever, few, fight, fill, film, find, fine, finger, finish, fire, first, fit, five, fix, flag, flat,
float, floor, flour, flower, fly, fold, food, fool, foot, football, for, force, foreign, forest,
forget, forgive, fork, form, four, fox, free, freedom, freeze, fresh, friend, friendly, from,
front, fruit, full, fun, funny, furniture, further, future
G
Game, garden, gate, general, gentleman, get, gift, give, glad, glass, go, goat, god, gold,
good, goodbye, grandfather, grandmother, grass, grave, great, green, grey, ground,
group, grow, gun
H
hair, half, hall, hammer, hand, happen, happy, hard, had, hat, hate, have, he, head,
healthy, hear, heart, heaven, heavy, height, hello, help, hen, herr, here, hers, hide, hill,
him, his, hit, hobby, hold, hole, holiday, home, hope, horse, hospital, hot, hotel, hour,
house, how, hundred, hungry, hurry, hurt, husband
I
I, ice, idea, if, important, in, increase, inside, into, introduce, invent, invite, iron, is, island,
it, its
J
117
Jelly, job, join, juice, jump, just, joke, jug, judge
K
Keep, key, kill, kind, king, kitchen, knee, knife, knock, know
L
Ladder, lady, lamp, land, large, last, late, lately, laugh, lazy, lead, leaf, letter, leaf, learn,
leave, like, look, left, leg, lend, length, less, lesson, let, library, lie, life, light, lion, lip, list,
listen, little, live, lock, lonely, long, lock, lot, lose, love, low, lower, luck
M
Machine, main, make, male, man, many, map, mark, market, marry, matter, may, me,
meal, mean, measure, meat, medicine, meet, member, mention, method, middle, milk,
million, mind, minute, miss, mistake, monkey mix, model, modern, moment, money,
month, moon, more, most, much, morning, most, mother, mountain, mouth, move,
music, must, my
N
Name, narrow, nation, nature, near, nearly, neck, need, needle, neighbour, neither, net,
never, new, news, newspaper, next, nice, night, nine, no, noble, noise, none, nor, north,
nose, not, nothing, notice, now, number
O
Obey, object, ocean, of, off, offer, office, often, over, oil, old, on, one, only, open, opposite,
or, orange, order, other, our, out, own, outside
P
Pen, pin, pot, pet, pencil, page, pain, paper, parallel, parcel, part, past, paste, payment,
peace, person, physical, picture, pig, pipe, place, plane, plant, plate, play, please,
pleasure, plough, pocket, point, power, polish, poor, porter, position, possible, potato,
powder, power, present, push, put, pull, profit, print, price, pump, public
Q
Quality, question, quick, quite, queen
R
Rail, rain, range, rat, ray, reaction, red, reading, ready, reason, record, regular, relation,
religion, road, rod, roll, roof, room, root, river, right, rice, rest, reward, run, round, rub,
rule, rich, rise, rust, rent, repair, rich, rude, root, respect, ring, real, radio, race, real
S
Sad, safe, sail, salt, same, sand, say, scale, school, science, scissors, screw, sea, seat,
second, see, seed, selection, self, send, seem, sense, separate, shade, servant, shake,
shame, sharp, sheep, shelf, ship, shirt, shock, shoe, short, shut, side, sign, silk, silver,
simple, sister, size, skin, skirt, sky, sleep, slope, shut, side, sign, silk, silver, simple, sister,
size, skin, sky, sleep, south, space, special, spoon spring, stage, stamp, star, store, story,
steel, steam, step, stick, still, stomach, stone, sugar, suggestion, summer, sun support,
surprise, sweet, swim, system, sudden, such, stamp, slope, stage, substance
T
Table, tail, take, talk, tall, taste, tax, teaching, test, then, that, the, then, there, thick, thin,
thing, this, though, thread, throat, thumb, ticket, tight, till, time, tin, to, toe, together,
tomorrow, tongue, tooth, top, touch, town, trade, train, transport, tray, tree, trick, true,
turn, twist, touch
118
U
Umbrella, under, unit, up, use, ugly, understanding, unknown, upon, upright, uplift,
undo, undertake, upright, used
V
Value, verse, very, vessel, view, voice, violent, vote, vegetable, valve, volt, victory,
volume, vitamin
W
Walk, wall, war, warm, wash, waste, watch, water, wave, wax, way, week, weight, well,
west, wet, wheel, when, where, while, whip, white, who, why, wide, will, wind, window,
wine, wing, winter, wire, wise, with, woman, wood, wool, word, work, wound, wrong,
Wednesday, welcome, without, woodwork
X, Y, Z
x-ray, x-max, year, yellow, yes, yesterday, you, young, yawn, yourself, yearbook,zebra,
zinc, zoology, zip, zoo
IDIOMS/PHRASES:
A bed of roses – comfortable
Apple of one s eye – something very dear
Cut both ways – harm both parties
One s cup of tea – an act of likeness
A black sheep – a disgraceful person
Once in a blue moon – rare
Come off with flying colours – victoriously
Face the music – to face consequences of one s action
Achilles heel – weak point
Behind one s back - in one s absence
Every dog has his day – everyone will get his chance
To give up – to stop doing or having something
Rush into – to enter hastily
Rome was not built in a day – nothing great can be achieved within very short time
Moving earth and heaven – doing everything that is possible to achieve something
II- USAGE OF DICTIONARY • Pick words from daily and their meaning and usage • Learn correct spelling and pronunciation
ACTIVITY • Word building • One minute word game • Spell bee • Memory game • Word mapping
II – Every day Expressions
1. Greetings and farewells • Good morning /evening • Hello / Hi guys! • How do you do?
119
• Goodbye • Bye, have a nice day • Enjoy your day • See you tomorrow • Take care
2. Spontaneous reactions • Thank you • Thank you / you're welcome • Bless you! • Congratulations • Do you feel well? • Do you have the hiccups? a headache, stomach ache, a cold, the flu,… • Sorry (apologize) • Sorry? (Say it again)
3. Getting their attention • Listen... Look... • Pay attention... • So now, listen to... • Excuse me... • Watch out! • I have a question for you • What's up?
4. Telling them to do something • Take out your notebook/text book/pen • Write down the following sentence • Repeat after me... • Can you repeat, please? • Please, open your notebook. • Check your answers... • Work in groups. Work in pairs • Get together in groups of four • Go to the board • Raise your hand to answer. • Read something aloud • Stand up / sit down • Speak louder, please • Speak more slowly • Shut up! • Stop interrupting/ Don´t interrupt • Memorize • Can you spell it? / How do you spell it? • Hold your horses!!
5. Encouraging expressions • Right! / you're right • Well done! / Very well! / Good • Good job / Great job
120
• Excellent • Fabulous • That's fine • Brilliant • Go on • Let's continue • Go ahead
6. Organizing contents, time and places • Let's start our class. • Today, we are going to... • First.... and then / next … • From the beginning of the page... • We are going to review the homework • Any questions so far? • Volunteers, please! • I'm going to check/count if you're all in the classroom. • Who is not here? ( checking roll ) • What date is it today? • What's the date today?
7. Showing sympathy • Make it simpler • Make it easier. • Try again • Once more / once again • Say it again... • Don't get it, can you repeat, please? • What do you mean with.....? • It´s the other way round • Use your brains • Relax!
8. Checking their understanding • Do you understand me? • Is it clear? • What does (word) mean? • What's the meaning of... ? • Is this right? / Is this ok? • May I ask... ? • How do you say.... in English? • Tell me the difference between A and B • Are you ready? • Finish? • Any questions so far? • Who knows the answer? • What else? • Does it ring a bell?
ACTIVITIES
121
• Role play/situational dialogue • Jams
122
18. EFFECTIVE USE OF DIGITAL CONTENT FOR
SECONDARY EDUCATION
18.1 Introduction:
Increasingly, teachers across the World are using technology, including digital curricular
resources and tools, to enhance students' classroom experiences and improve learning
outcomes. Recognizing student needs, interests, and preferences, teachers employ digital
content to transform their instructional practices, including, in some cases, by independently
creating, modifying, and sharing learning materials.
Digital content helps the Principals, Teachers and Students to evaluate and address the
developments to promote high-quality teaching and learning.
Empowering teachers to engage in the development, refinement, and use of digital materials –
including lesson plans, videos of instructional practice, and formative assessments – holds real
promise for improving student learning experiences and teacher effectiveness.
Unlike traditional textbooks and other printed materials, digital content facilitate to meet
specific needs of the students – enabling and stimulating flexibility, creativity, collaboration
and allowing for an educator-influenced system of ongoing improvement and enhancement.
18.2 Objectives of Digitalization in Education:
Promote the usage of ICT especially in Higher Secondary and Secondary Government Schools
including widespread availability of access devices, connectivity to the Internet
Enrichment of existing curriculum and pedagogy by employing ICT tools for teaching and
learning.
To ensure the availability of quality content on-line and through access devices both in the
private sector and by SIETs.
To enable students to acquire skills needed for the Digital world for higher studies and to
procure employment skills.
Promote critical thinking and analytical skills by developing self-learning. This shall transform
the classroom environment from teacher-centric to student-centric learning.
18.3 Approach:
High quality, core-curriculum products correlated to the CBSE syllabus in Maths,
English, and science
Various methods of classroom delivery: interactive white boards, projector, computer
lab, LCD TV
123
Blended teaching approach: software designed to be used in conjunction with teachers
textbooks or directly with the syllabi
Interactive whiteboard tools and activities that supplement and extend classroom
learning which are designed as standalone activities (classroom/math lab/science lab)
18.4 Types of Digital Content • E-texts: Textbooks viewable on mobile devices or computers with material either provided
by commercial publishers, created by instructors, found online or a mixture of all three
resources, are examples of e-texts. E-texts can include information about a topic, a full lesson
or a complete textbook.
• Learning objects: Pictures, videos, audio clips and other multimedia elements; graphs,
charts and info graphics; quizzes and tests; exercises and activities are all examples of learning
objects.
• Apps and games: Game-based learning can be engaging and fun for students. This includes
the use of adaptive software that collects data and adjusts to student responses.
• Online assessments: Formative assessments are considered a form of digital curriculum.
Real-time feedback on student performance during assessments plays a critical role in
personalized learning.
18.5 Interactive Digital Content:
Teacher to student, or student to instructor (for example, when an instructor drops video
feedback into a student s online paper)
Student to student (for example, a Google doc or other cloud-based resources that
multiple students can review simultaneously or at different times)
Student to content (for example, game-based learning, adaptive apps or even clickable
videos and charts within a digital textbook)
Student to classroom (for example, sharing content via interactive whiteboards
18.6 Conclusion:
In the light of details highlighted teaching learning process in the Model Schools can be brought on the
lines of digital class room by way of making the following arrangements:
Principals and Teachers orienting themselves on the utilization and implementation of digital
content in the day to day class room teaching learning process.
The available ICT resources (i.e. Computers & Internet facility) to be used effectively.
Procuring the available class wise and subject wise digital content CDs/DVDs available in the
market which are suitable to our syllabi.
Procuring LCD projector with screen/Interactive white smart board from the available
resources.
AP MODEL SCHOOLS
SYLLABUS COVERGE FOR CLASS :: VI
MONTH /
SUBJECT TELUGU ENGLISH HINDI MATHEMATICS SCIENCE
SOCIAL
STUDIES
WORKING
DAYS
JUNE
BRIDGE COURSE అక్షరపద-
ాక్య ర్ాాణ పునశ్చరణ
1. స్ాాతంతరపు జ ండా Bridge Course/Unit-1 A. Peace &
Harmony
BRIDGE COURSE,
1.Chitr
Patan(Oral)
2. Swayam
Parichay(Oral)
1.KNOWING OUR
NUMBERS,
2.WHOLE NUMBERS
1.OUR FOOD,
2.PLAYING WITH
MAGNETS
1.READING AND MAKING MAPS 16
JULY 2. జార్ిన గ ండె
3. ఉప ాచక్ం; త్ాయగం
I B. I want peace(Poem);
Unit1.C.Grand contest in the
forest
BRIDGE
COURSE/
1.Baal Geeth
2.Baal Geeth
2.WHOLE NUMBERS 3.
PLAYING WITH
NUMBERS
2.PLAYING WITH
MAGNETS; 3.RAIN :
WHERE DOES IT
COME FROM ?
2.GLOBE - A MODEL OF THE
EARTH ,3. LAND FORMS OF
ANDHRA PRADESH (PART-A),
PENAMAKURU- A VILLAGE IN THE
KRISHNA DELTA PART- B
9.COMMUNITY DECISION MAKING
IN A TRIBE
25
AUGUST 4. మణిపూసలు 5. స్నేహబంధం
Unit.2 A. The Lost Casket B. In
the The Banjaras of Hyderabad
(Poem) C.Tyagaraja the immortal
Musician
3.Railway
Station
4. Bazaar
4.BASIC
GEOMETRICAL IDEAS
5.LINES AND ANGLES
4.WHAT DO
ANIMALS EAT ?;
5. MATEREIALS AND
THINGS
4.SALAKAMCHERUVU. A VILLAGE
ON THE PLATEAU REGION,
10. EMERGENCE OF KINGDOMS
AND REPUBLICS, 11.FIRST
EMPIRES
23
SEPTEMBER 6.మో్రగిన గంటలు Unit.3 A What Can a Dollor and
Eleven Cents do
5.Mera Parivaar-
Baal Geeth 6. INTEGERS 6.HABITAT
5.KUNAVARAM - TRIBAL VILLAGES
ON THE HILLS 14
OCTOBER
7. ఉపవచచక్కం; ఎలుక్మా పెళి్ల
8.ఉప ాచక్ం; మన పండుగలు 9. మమ సైె్తం
3. B Nations Strength(Peom) C.
Wilma Rudolph Unit.4.A An
Adventure(Lesson content)
6.Chidiya Ghar-
Chitr patan
7.Maidaan
7. Fractions - Decimal
Fractions
8. Data Management
7. SEPERATION OF
SUBSTANCES,
8. FIBRE TO FABRIC
8. TRADE IN AGRICULTURAL
PRODUCE PART - A, TRADE IN
AGRICULTURAL PRODUCE PART -B
12.DEMOCRATIC GOVERNMENT
23
NOVEMBER
10.ఓ క్ూనలమా
11. మన బాషలు 12.ఉప ాచక్ం;ఎతతు క్ుపైెఎతతు
Units 4.A Reading (Excercises) .B
The Naughty Boy C. Robinson
Cruso & Plant a Tree
8.Baal Divas-
Vaarthlaap
9.Chupki aur
Jabbar-Kahaani
9. Introduction of
Algebra
10. Perimeters and
Areas
9.PLANTS; PARTS
AND FUNCTIONS;
10. CHANGES
AROUND US ;
11.WATER IN OUR
LIFE.
13.VILLAGE PANCHAYATS,
14.LOCAL SELF GOVERNMENT IN
URBAN AREAS 25
DECEMBER 13.క్ళ్ళు ఉండీ చూడలేక్
14.క్ుసుమ్రపదేశ్ం
Unit.5.A Plant a Tree 5.B If a Teee
could Talk
10.Kushiyonki
Duniya
11.Udyaan
11. Ration and
Proportion
11.WATER IN OUR
LIFE;
12.SIMPLE ELECTRIC
CIRCUITS
15. Diversity in our Society
17. Religion and Society in Early
times 23
JANUARY 14.క్ుసుమ్రపదేశ్ం
15. మధువనం
5.C Children Speak up Unit.6.
A. P.T Usha the Golden girl
12.chooja
13.Hind Desh ki
Nivaasi
12.SYMMETRY
13. Practical
Geometry
13. LEARNING HOW
TO MEASURE.
14.MOVEMENTS IN
ANIMALS
16. Towards Gender equality
18. Devotion and Love towards
God 17
FEBRUARY 16.నేన ైతే్
17.మానమహ య లు 6.B. Indian Cricket team
C. Ranki's Wonderful Bat
14.Chutti
manaye
15.Bacche chele
cricket Khelne
14.
Understanding 3-D &
2-D objects
15.LIGHT ,
SHADOWS AND
IMAGES,
16.LIVING AND
NON-LIVING
19. Language Writing and Great
Books
20. Sculpture and Buildings 22
MARCH పునశ్చరణ Revision Revision Revision Revision Revision 24
APRIL పునశ్చరణ/ ార్ిిక్ పర్ీక్షాలు REVISION/SA-III REVISION/SA-III REVISION/SA-III REVISION/SA-III REVISION/SA-III 17
229
AP MODEL SCHOOLS
SYLLABUS COVERGE FOR CLASS :: VII
MONTH /
SUBJECT TELUGU ENGLISH HINDI MATHEMATICS SCIENCE
SOCIAL
STUDIES
WORKING
DAYS
JUNE
BRIDGE COURSE
అక్షరపద- ాక్య ర్ాాణ
పునశ్చరణ 1.
శీ్రలుప ంగిన వగడడ
Unit.1 A. The town mouse and
country mouse
1.Mann kartha
hi(Kavitha) 1.INTEGERS
1.FOOD
COMPONENTS
1.READING MAPS OF
DIFFERENT KINDS 16
JULY 2.అతిదీ మర్ాయద
3.ఉప ాచక్ం; ఆనందం
B. The Town child and the
Country Child(Poem) C.The new
Blue Dress
1.Agar Ped Bhi Chelte
Hote(Kavitha 2.Swach
Dost (Kahaani) 3.Hindi
Divas(Samvaad) Chuhe
ko mili Parcel
2.FRACTIONS,
DECIMALS AND
RATIONAL NUMBER
,3.SIMPLE EQUITING
2.ACIDS AND BASES;
3.ANIMAL FIBRE
2. Rains and Rivers 11.New
kings and kingdoms 25
AUGUST 4. ేలిమి మ త్ాయలు
5. శిలిి
Unit.2. R. C.V Raman the Pride of
India B.Its Chang Susrutha(Poem)
C. Susrutha, An Ancient Plastic
Surgeon
4.Apana Pyara Bharath
Desh(Kavitha)
5.Aasmaan Gir(Kahaani)
4. LINE AND ANGLE.
5.TRIANGLES AND ITS
PROPERTIES
4.MOTION AND TIME ;
5.TEMPERATURE AND
ITS MEASUREMENT
3.TANKS AND GROUND WATER
4.OCEANS AND FISHING,
12. THE KAKATIYAS -
EMERGENCE OF A RIGIONAL
KINGDOM
23
SEPTEMBER 6. జం జం Unit.3 A. Puru, The Brave 6.Chutti Patr(Lekhan) 6. Ratio-Applications 6. Whether and
claimate
5.EUROPE
13.THE KINGS OF
VIJAYANAGARAM 14
OCTOBER
7. ఉప ాచక్ం;ఎందుక్ు పార్ేస్ను నానే 8.
ఉప ాచక్ం; క్ూచిపూడి
నాటయం 9. పరక్టన
B.Home They brought Her Warrior
Dead(Poem) C. The Magic of Silk
Unit.4 A. Tenali paints a Horse,Dear
Mom(Content)
7. Chaarminaar (Kavitha)
8. Hamaare
Thyohaar(Samvaad)
7.Data Handeling
8.Congruencey of
Triangles
7. Electricity
8.Air,Winds &Cyclones
9.Reflection of light
6.AFRICA
7.ALANDICRAFTS AND HAND
100MS
14.MUGHAL EMPIRE
23
NOVEMBER
10. ఆలోచనం 11.తె్లుగ లుగ
12.ఉప ాచక్ం;అస్ామానుయలు
unit.4 B.Dear mum C.The
Emperors new clothes Unit .5 A. A
trip to Andaman
8.Swachatha Aur
Swasth(Nibandh)Patanh
ethu 9.
Gusadi(Aat akatha)…Pyari betiya(Kavitha)
9.Construction of
Triangles,10. Algebraic
expressions
11.exponents
10. Nutrition in
Plants 11.
respiration in
organisms
8. INDUSTRIAL REVOLUTION
9.PRODUCTION IN A FACTORY.
A PAPER MILL
15.ESTABLISHMENT OF BRITISH
EMPIRE IN INDIA
25
DECEMBER 13.బాలయక్రీడలు 14.సీ్త ఇష్ాా లు unit.5 B. My Trip to the moon 10.Kabeer ke Dohe 12.Quadrilaterals
12.REPRODUCTION IN
PLANTS ; 13.SEED
DISPERSAL
10.IMPORTANCE OF
TRANSPORT SYSTEM
16.MAKING OF LAWS IN THE
STATE ASSEMBLY
17.IMPLEMENTATION OF
LAWS IN THE DISTRICT
23
JANUARY 14.సీ్త ఇష్ాా లు
15. క్రపతరం
Unit.5 C. Sindbad the Sailor Unit. 6
A. A Hero
11.Sahasi
Suneetha(Kahaani)
, 13. Area and
perimeter
14.WATER 15. SOIL ;
OUR LIFE
18.CASTE DISCRIMINATION
AND THE STRUGGLE FOR
EQUALITIES 19.LIVELIHOOD
AND STRUGGLES OF URBAN
WORKERS
17
FEBRUARY
16. ేస సె్లవులోి
(ఉప ాచక్ం)
17.జానపద క్ళ్లు (ఉప ాచక్ం)
6 B. My Nasty Adventure(Poem) C.
Learn how to Climb Trees
…..Gha te ki A aaz Chitr Katha 12
.Aat a is aas….Ka joos Set(Kahani)
14. Understanding 3-
D and 2-D Shapes
15.Symmetry
16.FOREST ; OUR LIFE;
17.CHANGES AROUND
US
,20.FOLK - RECIGION,
21.DEVOTIONAL PATHS TO THE
DIVINE,
22.RULERS AND BUILDINGS
22
MARCH పునశ్చరణ Revision Revision Revision Revision Revision 24
APRIL పునశ్చరణ/ ార్ిిక్
పర్ీక్షాలు REVISION/SA-III REVISION/SA-III REVISION/SA-III REVISION/SA-III REVISION/SA-III 17
229
AP MODEL SCHOOLS
SYLLABUS COVERGE FOR CLASS :: VIII
MONTH /
SUBJECT TELUGU ENGLISH HINDI MATHEMATICS
PHYSICAL
SCIENCE
BIOLOGICAL
SCIENCE
SOCIAL
STUDIES
WORKIN
G DAYS
JUNE
దోషరహిత లేఖనం పైె
పునశ్చరణ 1.అమా క్ోసం
Unit-1 (Theme: Family)
A. Tattered
Blanke(Lesson content)
&1. Ham Honge
Kaamiyab(Kavitha
geeth)
1.Rational Numbers 1.Force
1.What is
Science,2.Cell-
Basic Unit of life
1.READING AND
ANALSIS OF MAPS 16
JULY
2. ఇలుి ఆనందాల
హర్ి లుి 3.
ఉప ాచక్ం;హదుు లు-హదుు లు
Unit-1 B. My Mother
(poem) C. A Letter to a
Friend
2. Raja Badal Gaya
(Kahaani) 2.Hasi-
Kushi(Patan hethu)
3.Pyara Gaav
2.Linear Equations in one
variable,3.Constructions of
Quadrilaterals
2.FRICTION
2.Cell-Basic Unit of
life,3.Story of
Micro Organisms
2.ENERGY FROM
THE SUN,
10.LANDLORDS AND
TENANTS UNDER
THE BRITISH AND
THE NIZAM
25
AUGUST 4. తి పర్ిమళాలు
5.పరతిజఞ
Unit-2 (Theme: Social
Issues) A. Oliver Asks for
More B. The Cry of
Children (poem) C.
Reaching the Unreached
4.Koun?(Kavitha)
5.Dharthi Ki
Ankhe(Kahaani)
4.Exponents &
powers,5.Comparing
qualities using proportion,
6.Squareroots &cube roots
3.Synthetic
fibres&plastics
4.Reproduction in
Animals
3.EARTH
MOVEMENTS AND
SEASONS.
4.THE POLAR
REGIONS,
5. FORESTS ; USING
AND PROTECTING
THEM 11A.
NATIONAL
MOVEMENT- THE
EARLY PHASE, 11B -
THE LAST PHASE
23
SEPTEMBER 6.అజంత్ా చిత్రా లు Unit-3 (Theme:
Humanity) A. The Selfish
Giant I (one act play)
6.Dilli se Patr(Patr
Lekan) Eisa pyara
desh Hamara(Kavitha
Patan hethu)
7.Frequency Distribution
Tables, 4.Metals & Non metals
5.Reaching the age
of Adolescence
6.MINERALS AND
MINING,
12.FREEDOM
MOVEMENT IN
HYDERABAD STATE
14
OCTOBER
7. ఉప ాచక్ం;గ శ్ామ్
8. ఉప ాచక్ం:గ లాబీ
అతురు 9.హర్శి్చందుర డు
B. The Selfish Giant
II(one act play) C. The
Garden Within (poem)
Unit-4 (Theme: Art and
Culture) A. The Story of
Ikat (Lesson content)
7.Thyohaaronka Desh
7.Frequency Distribution
Tables,8.Exploring
Geometrical Figures
4.Metals & Non metals
5.Sound,
6.Bio diversity and
its conservation
7.MONEY AND
BANKING, 8.IMPACT
OF TECHNOLOGY
ON LIVELIHOODS,
9.PUBLIC HEALTH
AND THE
GOVERNMENT
13.THE INDIAN
CONSTITUTION.
23
NOVEMBER
10.పరక్ృతి ాడిలో 11. వన ాషయం
12.ఉప ాచక్ం:మధు ాక్ాయలు
unit.4. B.The Earthen
Globet(Poem) C.Maestro
with a mission Unit-5
(Theme: Women
Empowerment) A. The
Bonsai Life (Part-I)
8.Chaaval Ke
Daane(Kahaani0 9.
Mai Cinema
hu(aatmakatha)
8.Exploring Geometrical
Figures,9.Area of plane
Figures,10.Direct & Inverse
proportions
6.Coal&Petroleum,
6.Bio diversity and
its conservation,
7.Different
ecosystems
, 14.PARLIAMENT
AND CENTRAL
GOVERNMENT ,
15.LAW AND
JUSTICE - A CASE
STUDY,
16.ABOLITION OF
ZAMIN DARI
SYSTEM.
17.UNDERSTANDIN
G POVERTY
25
DECEMBER 13.సంసకరణ 14.
సందేశ్ం
Unit .5 B. The Bonsai Life
(Part-II)
…..Woh kya baat hai? 10.Anmol Ratan
10.Direct & Inverse
proportions ,11.Algebraic
Expressions,
7.Combustion,fuels
&Flame
8.PRODUCTION OF
FOOD FROM
PLANTS
, 18.RIGHTS
APPROACH TO
DEVELOPMENT,
19.SOCIAL AND
RELIGIOUS REFORM
MOVEMENTS
23
JANUARY 14. సందేశ్ం
15.భూదానం
Unit.5 C. I Can Take Care
of Mysel Unit-6
(Theme: Gratitude) A.
Dr.Dwarakakanth Kotnis
11.Haar ke Aage Jeet
Hi(Jeevan)
12.Factorisation,13.Visuali
zing 3D&2D
8.Elecric conductivity of
Liquids
9.PRODUCTION OF
FOOD FROM
ANIMALS
20.UNDERSTANDIN
G POVERTY,
21.PERFORMING
ARTS AND ARTISTS
IN MODERN TIMES
17
FEBRUARY
16.సూిర్ిుపరదాతలు(ఉపాచక్ం) 17.
వగడియార్ాలు (ఉప ాచక్ం)
Unit-6 (Theme:
Gratitude) B. Be
Thankful (poem) C. The
Dead Rat
12.Badthe Kadam
………aa o patrika nikale(Prayogik
Nibandh)
14.Surface Areas &
Volumes 15. Playing with
numbers
9.Some natural
Phenomena, 10.stars
and solar system
10.Not to drink -
Not to Breathing
11.WHY DO WE
FALL ILL
22.FILM AND PRINT
MEDIA, 23.SPORTS;
NATIONALISM AND
COMMERCE, 24.
DISASTER
MANAGEMENT
22
MARCH పునశ్చరణ Revision Revision Revision Revision Revision Revision-SA-III 24
APRIL పునశ్చరణ/ ార్ిిక్
పర్ీక్షాలు REVISION/SA-III REVISION/SA-III REVISION/SA-III REVISION/SA-III REVISION/SA-III READINESS TO NEXT
CLASS 17
229
AP MODEL SCHOOLS
SYLLABUS COVERGE FOR CLASS :: IX
MONTH /
SUBJECT TELUGU ENGLISH HINDI MATHEMATICS
PHYSICAL
SCIENCE
BIOLOGICAL
SCIENCE
SOCIAL
STUDIES
WORKING
DAYS
JUNE 1. ాంతిక్ాంక్ష(P-I ) సృజనాతాక్త
(P-II) ాయక్రణం ాల పునశ్చరణ
, Unit 1. (Theme:Humour)A.The
snake and the Mirror
1. Jis Desh me Ganga
behethi hai(Kavitha-Jeeth)
1.REAL NUMBERS ,
2. Polynomials and
Factorisation
1. Matter
around Us
1.CELL ITS STRUCTURE
AND FUNCTIONS,
2.PLANT TISSUES
ENVIRONMENTAL
EDUCATION-1,2,3
EXERCISES
1.Our Earth(P-I)
12.Changing
Cultural Traditions
in Europe(1300-
1800)(P-II)
16
JULY
2.సా ాష (P-I)సృజనాతాక్త (P-II)
3.ఉప ాచక్మ :స్ాామి ేక్ానంద
(P-II)
UNIT-1 B.The Duck and the
Kangaroo(poem) C.Little
Bobby
2.Gaanevali
Chidiya(Kahaani) 3. Badale
apanee soch(Baashan lekh)
3. The elemetns of
Geometry 5. Coordinate
Geometry
2.Motion
2.PLANT
TISSUES,3.ANIMAL
TISSUES
ENVIRONMENTAL
EDUCATION - 4,7
EXERCISE
2.The natural
Realms of the
Earth(P-I)
13.Democratic and
Nationalist
Revolutions: 17th
and 18th centuries
25
AUGUST
4.శివత్ాండవం (P-I)సృజనాతాక్త
(P-II) 5.పనరరణ (P-I)సృజనాతాక్త
(P-II)
UNIT-2(Theme :The Games and
Sports) A.True Height B.What
is a Player?(poem)
C.V.V.S.Lakshman, Very very
Special
3.Taare Jameen
Par(Upavaachak)Sameeksha
4.Prakruti ki seek(Kavitha)
4. Lines and Angles ,
7.TRIANGLES 9. Statistics
3.Laws of
motion
4.PLASMA MEMBRANE
, 5.DIVERSITY IN LIVING
ORGANISMS
ENVIRONMENTAL
EDUCATION -8,13
EXERCISE
3.Hydroshere (P-I)
4.Atmosphere(P-I)
14.Democratic and
Nationalist
Revolutions:19th
Century (P-II)
23
SEPTEMBER 6.పదయరత్ాేలు (P-I)సృజనాతాక్త
(P-II)
Unit -3 (Theme :School Life)
A.Swami is Expelled from
School
5.Football(Samsmaran)
6.Beti ke Naam Patr(Patr
lekhan)
9.Statistics 4.Is amtter
pure
6.SENSE ORGANS
ENVIRONMENTAL
EDUCATION- 14,15
EXCERCISES
5. Biosphere (P-I)
15.Industrialisation
and Social Change 14
OCTOBER
7.ఉప ాచక్మ :నేనుస్ా తిర ాయి
(P-II) 8. ఉ. ా. నేన ర్ిగిన బూరుు ల
సృజనాతాక్త (P-II) 9.పర ోదం (P-I)
Unit.3 B.Not just a Teacher,but
a Friend(poem)
C.HommeworkUnit-4
(Theme:Environment) A.What
is man without
Beasts?(Content)
Sammakka - Sarakka
Jjatara(Nibandh)Upavaachak
6. Linear Equations in Two
Variables, 8.
QUADRILATERALS
5.Atoms and
molecules
7.ANIMAL BEHAVIOUR
ENVIRONMENTAL
EDUCATION-16,17
EXERCISE
6.Agriculture in
india(P-I)
16.Social Protest
Movements (P-II)
23
NOVEMBER
10. అడిగినమాట 11. చూడడమనే
క్ళ్ సృజనాతాక్త (P - I)
సృజనాతాక్త (P - II)
Unit-4 B.The River(poem)
C.Can't Climb Trees Any More
unit-5(Theme:Disasters) A.A
Havoc of Flood
7.Meraa jeevan (Kavitha)
8.Yaksh Prasn(Kahaani)
,10. SURFACE AREAS AND
VOLUMES, 11. AREAS
6.What is
inside atom
7. Gravitation
8.CHALLENGES IN
IMPROVING
AGRICULTURAL
PRODUCTS
ENVIRONMENTAL
EDUCATION -18,19
EXERCISES
7.Industries in
india(P-
I)17.Colonialism in
latin America,Asia
and Africa(P-
II)18.Impact of
Colonialism in India
(P-II)
25
DECEMBER
12. ఉ. ా.గిడుగ ంక్టర్ామమూర్ిు సృజనాతాక్త (P-II) 13. బతతక్ు
పుసుక్ం (P-I)
Unit05.B.Grabbing Everything
on the Land(poem),
Ramzaan(Nibandh)
9.Buddhimaan
Baalak(Kahaani)Upavaachak
12. CIRCLES
14.PROBABILITY
8.Floating
Bodies
9.ADAPTATIONS IN
DIFFERENT
ECOSYSTEMS,
ENVIRONMENTAL
EDUCATION-
20,21,22EXCERCISES
8.Service Activities
in india(P-I) 19.
Expansion of
Democracy (P-II)
23
JANUARY
13. బతతక్ు పుసుక్ం (P-I)
14.భూమిపుతతర డు (P-I)
సృజనాతాక్త (P-II)
Unit 5.C.The Ham Radio Unit-6
(Theme:Freedom) A. A Long
walk to Freedom
10.Amarvaani (kavitha)
11.Suneetha
Williams(Sikshakari)
, 13.GEOMETRICAL
CONSTRUCTIONS
9.Work and
Energy
10.SOIL POLLUTION
ENVIRONMENTAL
EDUCATION-23,25
EXERCISES
9. Credit in Financial
System(P-I) 20.
Democracy: An
Evolving Idea (P-II)
21. Human Rights
and Fundamental
Rights (P-II)
17
FEBRUARY 15.ధరాదీక్ష 16. ఆచారయభదరర
ర్ా క్ృషణమూర్ిు 17. ధుర వత్ార్ాలు Unit-6 (Theme:Freedom) B.
Freedom(poem) C. An Icon of
Civil Rights
12.Jaago Grahak,
Jaago(Samvaad) Apana
Sthaan
,15.PROOFS IN MATHS 10 Sound
11.BIO-GEO-CHEMICAL
CYCLES
ENVIRONMENTAL
EDUCATION -26,28
11.The Govt.Budget
and Taxation(P-I)
22.Women
Protection Acts(P-II)
23.Disaster
Management(P-III)
24. Traffic
Education(P-II)
22
MARCH పునశ్చరణ Revision Revision Revision Revision Revision Revision 24
APRIL పునశ్చరణ/ ార్ిిక్ పర్ీక్షాలు Revision/SA III/X class readiness
Programme
Revision/SA III/X class
readiness Programme
Revision/SA III/X class
readiness Programme
Revision/SA
III/X class
readiness
Programme
Revision/SA III/X class
readiness Programme
Revision/SA III/X
class readiness
Programme 17
229
AP MODEL SCHOOLS
SYLLABUS COVERGE FOR CLASS :: X
MONTH /
SUBJECT TELUGU ENGLISH HINDI
MATHEMATI
CS
PHYSICAL
SCIENCE
BIOLOGICAL
SCIENCE
SOCIAL
STUDIES
WORKING
DAYS
JUNE 1.మాతృ ావన(P-I) సృజనాతాక్త
(P-II) ాయక్రణం ాల పునశ్చరణ
UNIT - 1
(Personality
Development) A.
Attitude is
Altitude(Lesson
Content)
1.Baraste Baadal
(Kavitha)
1. Real Numbers
2. Sets 1.Heat
1.NUTRITION,
2.RESPIRATION
ENVIRONMENTAL
EDUCATION 1,2,3
EXERCISES
1.India:Relief
Features(P-I) 2.Ideas
of Development(P-II) 16
JULY
2.అమర్ావతి(P-I)సృజనాతాక్త (P-
II) 3.జానపదు జాబ (P-
I)సృజనాతాక్త (P-II)
ఉప ాచక్ం;:బాలక్ ండ 145-147(P-
II)
UNIT - 1 (B) Every
Succes story is also
a story of great
failures C) I will do
it Unit-2(Theme:
Wit and Humour)
A.The Deer
Departed(Part-I)
2. Edgaah(Kahaani)
Wah raasta kaha jata
hai 3. Ham Bharath
vaasi(Kahaani)
Shaanthi ki raah me
2. Sets 3.
Polynomials 14.
Statistics
2.CHEMICAL REACTIONS
AND EQUATIONS,
3.REFLECTION OF LIGHT
BY DIFFERENT SURFACES
2.RESPIRATION,3.TRA
NSPORTATION-THE
CIRCULATORY
SYSTEM,ENVIRONME
NTAL EDUCATION-4 to
6 EXERCISE
3.Production of
employment(P-I)
13.The world
between Wars 1900-
1950:Part-i(P-I)
25
AUGUST
4. న ేల(P-I)సృజనాతాక్త (P-II)
5.ధనుయడు(P-I)సృజనాతాక్త (P-II)
ఉప ాచక్ం:బాలక్ ండ 148-151(P-
II)
Unit 2.B.The Deer
Departed(Part-II)
C.The Brave potter
Unit-3(Theme:
Human Relations)
A.The journey
4.Kan-kan ka
adhikaari(Kavitha)
5.Lok geeth(Nibandh)
3.POLYNOMIALS,
8. SIMILAR
TRIANGLES, 11.
TRIGONOMETRY
4.ACIDS, BASES AND
SALTS, 5.REFRATION OF
LIGHT AT PLANE
SURFACES
4.EXCRETION
ENVIRONMENTAL
EDUCATION -7 to 12
EXERCISE
4.Climate of India(P-
I) 5.Indian Rivers and
water Resources(P-I)
6.The People(P-I)
14. The world
Between Wars 1900-
1950:Part-II(P-II)
23
SEPTEMBER 6.శ్తక్మధుర్మి(P-I)సృజనాతాక్త
(P-II) ; ఉప ాచక్ం;Ayodhykanda
Unit 3.B.Once
upon a Time(poem)
Uljan kavitha hethu
Anthar Rashtr sthar
par Hindi(Patrlekhan)
Do
Kalakaar(UpavaachaK)
10.MENSURATIO
N
6.REFRACTION OF LIGHT
AT CURVED SURFACES,
5.COORDINATION
ENVIRONMENTAL
EDUCATION -13 to 15
EXERCISES
15.National
Liberation
movements in
Colonies(P-II)
14
OCTOBER
7.మాపరయతేం(P-I)సృజనాతాక్త
(P-II) 8.సమ దరలంఘనం(P-
I)సృజనాతాక్త (P-II)
ఉప ాచక్ం;అరణయక్ాండ 157-161
(P-II)
Unit 3. C.What is my
Name Unit-4
(Theme:Environmen
t) A.Rendezvous
with Ray(Lesson
content)
7.Bhakti Pad(Kavitha)
8. Swarahya ki
naav(Ekaank)
4.LINEAR EQ, IN
2 VARIABLES 7.
Coordinate
Geometry
7.HUMAN EYE AND
COLOURFUL WORLD,
8.STRUCTURE OF ATOM
6.REPRODUCTION
ENVIRONMENTAL
EDUCATION-16,17
EXERCISES
7.People and
settlement(P-I)
8.People and
migration (P-I)
16.National
movement in india-
Partition &
Independence(P-II)
23
NOVEMBER
9.మాణకి్య ణ(P-I)సృజనాతాక్త (P-
II) ఉప ాచక్ం;క్ి ్కందక్ాండ 162-
164 (P-II)
Unit-4 B.Maya
Bazaar C.A Tribute
Unit-5
(Theme:Biodiversity
) A.Environment
…..Maa Mujhe aa e do 9. Dakshin Ganga
Godavari Apane
School ko ek upahaar
5. QUADRATIC
EQUATIONS
9.TANGENTS
AND SECTANTS
TO A CIRCLE
13.PROBABILITY
9.CLASSIFICATION OF
ELEMENTS - THE PRIODIC
TABLE, 10.CHEMICAL
BONDING
7.COORDINATION IN
LIFE PROCESSES
ENVIRONMENTAL
EDUCATION -18,19
EXERCISES
9.Rampur:A village
Economy(P-I) 17.
the making of
Independent India's
Constitution(P-II)
18.Independent
india(The first 30
Years-1947-77) (P-II)
25
DECEMBER
10.గోరంత దీపాలు (P-I)
ఉప ాచక్ం;క్ి ్కందక్ాండ 165 -166
(P-II)
unit 5. B.Or will
the Dreamer
awake?(poem)
10.Neethi
Dohe(Kavitha) 11.Jal
Hi Jeevan hiIKahaani)
6.
PROGRESSIONS
13.PROBABILITY
10.CHEMICAL BONDING,
11. ELECTRIC CURRENT
8.HEREDITY
ENVIRONMENTAL
EDUCATION -20,22
EXCERCISES
19.Emergency
political Trends 1977
to 2000(P-II) 20.
Post-War World and
India (P-II)
23
JANUARY
11.భిక్ష (P-I)సృజనాతాక్త
,ఉప ాచక్ం; సుందరక్ాండ 167 -
170 (P-II)
Unit 5.C.A Tale of
three villages Unit-
6(Theme;Nation and
Diversity) A.My
Childhood
Kya aapko patha hai?
(Sikshskaari)
12.Dharthi Ke savaal
anthereeksh ke
javaab(Upavaachak)
12.APPLICATION
S OF
TRIGONOMETRY
12.ELECTROMAGNETISM
, 13.PRINCIPLES OF
METALLURGY
9.OUR ENVIRONMENT
OUR CONCERN
ENVIRONMENTAL
EDUCATION-23,25
EXERCISES
10.Globalisation(P-II)
11.Food Security(P-
II) 21.Social
Movements in Our
Times(P-II)
17
FEBRUARY
12.చితరగీవమ్ (P-I)సృజనాతాక్త ,
ఉప ాచక్ం;య దుక్ాండ 171 -177
(P-II)
Unit-
6(Theme;Nation and
Diversity) B.A plea
foor India(poem)
C.Unity in Diversity
in India
Swayam
Banaye(Kahaani)Upav
aachak
Revision 14.CARBON AND ITS
COMPOUNDS
10.NATURAL
RESOURCES
ENVIRONMENTAL
EDUCATION -26,27,28
12.Sustanable
Development with
Eqity(P-I) 22.Citizens
and the
Governments
22
MARCH పునశ్చరణ/ ార్ిిక్ పర్ీక్షాలు Revision - Final
Examinations
Revision - Final
Examinations
Revision - Final
Examinations
Revision - Final
Examinations
Revision - Final
Examinations
Revision - Final
Examinations 24
April పునశ్చరణ/ ార్ిిక్ పర్ీక్షాలు Revision - Final
Examinations
Revision - Final
Examinations
Revision - Final
Examinations
Revision - Final
Examinations
Revision - Final
Examinations
Revision - Final
Examinations 17
229
AP MODEL SCHOOLS
SYLLABUS COVERGE FOR CLASS :: XI
MONTH /
SUBJECT TELUGU ENGLISH
MATHEMATICS
IA
MATHEMATICS-
IB
PHYSICAL
SCIENCE CHEMISTRY BOTONY
ZOOLOG
Y CIVICS ECONOMICS COMMERCE
JUNE
BRIDGE
COURSE/
Grammer
BRIDGE
COURSE
15DAYS,
GRAMMAR
BASICS("be"
forms, modal
verbs,
pronunciation
of alphabet,
kinds of
sentences,
parts of
speech,
syllables)
BRIDGE COURSE /
FUNCTIONS(16
PERIODS),
MAHEMATICAL
INDUCTION(8
PERIODS),
ASSIGNMENT-
1,EAMCET
CONCEPTS
LOCUS(8
PERIODS),
TRASFORMATION
OF AXIS(8
PERIODS),STRAIG
HT LINE(8
PERIODS),ASSIGN
MENT-1,EAMCET
CONCEPTS
Physical World,
Motion in a
straight
line,Motion in a
Plane,units.
BRIDGE COURSE /
ATOMIC STRUCTURE
(16-PERIODS)
CLASSIFICATION OF
ELEMENTS AND
PERIODICITY OF
PROPERTIES (16-
PERIODS) ASSISTMENT -
1, PRACTICALS-
ACQUINTTANCE WITH
LABORATORY
EQUIPMENT
BRIDGE COURSE /
DIVERSITY IN THE
LIVING WORLD
ASSIGNMENT -1,
PRACTICALS-
RELATEDED TO
FIRST UNIT(SLIDES
OR SPECIMANS)
BRIDGE
COURSE/
ZOOLOGY-
DIVERSITY
OF LIVING
WORLD(14
-
PERIODS),
STRUCTUR
AL
ORGANIZA
TION IN
ANIMALS(
14-
PERIODS),
ASSIGNME
NT -1,
EAMCET
CONCEPTS
Scope and
Significance
of Political
Science
INTRODUCTIO
N
Introduction
to Buissiness
JULY Poetry1&G
rammer
Poetry-1,
non-detailed-
1, parts of
speech
MATRICES(28
PERIODS),UNIT
TEST -
1,ASSIGNMENT-2,
EAMCET
CONCEPTS
STRAIGHT LINE(17
PERIODS), PAIR
OF STRAIGHT
LINES(11
PERIODS),UNIT
TEST -
1,ASSIGNMENT-2,
EAMCET
CONCEPTS
Laws of
Motion,work,en
ergy&power
CHEMICAL BONDING
AND MOLECULAR
STRUCTURE (16-
PERIODS), STATES OF
MATTER:GASES AND
LIQUIDS (12-
PERIODS),ASSISTMENT-
2, BASIC LABORATORY
TECHNIQUES, UNIT TEST
-1, EAMCET CONCEPTS
STRUCTURAL
ORGANISATION IN
PLANTS
MORPHOLOGY (20-
PERIODS)
ASSIGNMENT -2,
UNIT TEST -1,
PRACTICALS
RELATED TO
MORPHOLOGY (
MODIFICATIONS OF
ROOT, STEAM ,
LEAF, TYPES OF
FRUITS).EAMCET
CONCEPTS
ANIMAL
DIVERSITY
(18-
PERIODS)
ASSIGNME
NT -2,
UNIT TEST
-1,
PRACTICAL
S
INVERTEBR
ATE
SPOTTERS
,EAMCET
CONCEPTS
State;
Nationalis
m, Law
THEOTY OF
CONSUMERS
BEHAVIOUR,T
HEORY OF
DEMAND
Forms of
Buissiness
Organisations
AUGUST
Poetry2,Pro
se
1,2&Non-
Detail 1,2
Prose-1,2 ,
poetry-2,
non-detailed-
2,
prepositions,
articles
TRIGINOMERTIC
RATIOS UPTO
TRANSFORMATIO
NS(20
PERIODS),TRIGON
OMETRIC
EQUATIONS(5DAY
S), ASSIGNMENT -
3, UNIT TEST -2,
EAMCET
CONCEPTS
PAIR OF
STRAIGHT
LINES(13
PERIODS),THREE
DIMENTIONAL
COORDINATES(4
PERIODS),DIRECTI
ON COSINES AND
RATIOS(5
PERIODS),
ASSIGNMENT -3,
UNIT TEST -2,
EAMCET
CONCEPTS
thermal
properties of
matter&Therm
odynamics
STOICHIOMETRY (12-
PERIODS)
INTRODUCTION TO
THERMODYNAMICS (05-
PERIODS), ASSISTMENT -
3, UNIT TEST -2,
PRACTICALS:
PURIFICATION OF
CHEMICALS
SUBSTANCES, EAMCET
CONCEPTS
REPRODUCTION IN
PLANTS (25-
PERIODS) ,
ASSISTMENT -3,
UNIT TEST -2,
PRACTICALS:
ASEXUAL
REPRODUCTION,
EAMCET CONCEPTS
ANIMALS
DIVERSITY
-II:
PHYLUM:
CHORDAT
A (14-
PERIODS) ,
LOCOMOTI
ON &
REPRODUC
TION IN
PROTOZO
A(10-
PERIODS)
ASSISTME
NT -3,
UNIT TEST
-2,
, EAMCET
CONCEPTS
Law:
Liberty &
Equality
THEORY OF
PRODUCTION
Formation of
company;
Cash Book
SEPTEMBER
Poetry3,,4
Prose3,4&
Grammer
prose-3,4,
poetry-3,
non-detailed-
3, verbs,
tenses
INVERSE
TRIGONOMETRIC
FUNCTIONS(7
PERIODS),HYPERB
OLIC
FUNCTIONS(4
PERIODS),HALF
YEARLY
EXAMINATION,
EAMCET
CONCEPTS
DIRECTION
COSINES AND
RATIOS(5
PERIODS),PLANE(
4 PERIODS),HALF
YEARLY
EXAMINATION,
EAMCET
CONCEPTS
Thermodynamic
s &System of
Particles and
Rotatory
motion
THERMODYNAMICS (05-
PERIODS),
INTRODUCTION TO
CHEMICAL
EQUILIABRIUM AND
ACIDS & BASES (05-
PERIODS)- HALF YEARLY
EXAMINATION, EAMCET
CONCEPTS
PLANT
SYSTEMATICS (10-
PERIODS), HALF
YEARLY
EXAMINATION,
EAMCET CONCEPTS
BIOLOGY
IN HUMAN
WELFARE
(18-
PERIODS),
HALF
YEARLY
EXAMINAT
ION,
EAMCET
CONCEPTS
Equality:
Rights &
Responsibili
ties; Justice
THEORY OF
VALUE,
THEORY OF
DISTRIBUTION
Bank
reconsolation
statement;
Buissiness
values
OCTOBER
Poetry 4
,Prose
4&,Non-
Detail 3,4
poetry-4,
non-detailed-
4, tenses,
question tags
PROPERTIES OF
TRIANGLES(16
DAYS),
ASSIGNMENT-4 ,
EAMCET
CONCEPTS
LIMITS AND
CONTINUITY(15
DAYS),
ASSIGNMENT-4 ,
EAMCET
CONCEPTS
Rotatory
motion
&Oscillations
CHEMICAL
EQUILIABRIUM AND
ACIDS AND BASES (08-
PERIODS), HYDROGEN
AND ITS COMPOUNDS
(07-PERIODS),
ASSISTMENT-4
PRACTICALS:
EXPERIMENTS RELATED
TO pH CHANGE,
CHEMICAL
EQUILIBRIUM,
QUANTITATIVE
ESTIMATION, EAMCET
CONCEPTS
CELL STRUCTURE
AND FUNCTION-
CELL "THE UNIT OF
LIFE" (12-PERIODS),
ASSISTMENT-4 ,
EAMCET CONCEPTS
TYPE
STUDY OF
PERIPLANE
TA
AMERICAN
A (15-
PERIODS),
ASSISTME
NT-4 ,
PRACTICAL
S: CHARTS
,EAMCET
CONCEPTS
Justice;
Citizenship;
Democracy
NATIONAL
INCOME
Trial Balance
&
rectification
of errors
NOVEMBER
Prose
5,Poetry
5,Grammer
prose-5,
poetry-4,
non-detailed-
5,6,
agreement of
verbs, acive &
passive voice,
direct &
indirect
speech
ADDITION OF
VECTORS(18
PERIODS),PRODU
CT OF
VECTORS(6)ASSIG
NMENT-5, UNIT
TEST -3, EAMCET
CONCEPTS
DIFFRENTIATION(
24
PERIODS),ASSIGN
MENT-5, UNIT
TEST -3, EAMCET
CONCEPTS
Gravitation,Mec
hanical
properties of
Fluids&solids
S-BLOCK ELEMENTS (10-
PERIODS), P-BLOCK
ELEMENTS (16-
PERIODS),
ENVIRONMENT
CHEMISTRY (08-
PERIODS), ASSISTMENT-
5, UNIT TEST -
3,PRACTICALS:
QUALITATIVE ANALYSIS
OF ANIONS, EAMCET
CONCEPTS
CELL STRUCTURE
AND FUNCTION-
BIOMOLECULES,
CELL CYCLE AND
CELL DIVISION(15-
PERIODS), INTERNAL
ORGANISATION OF
PLANTS (12-
PERIODS),
ASSISTMENT-5,
UNIT TEST -
3,PRACTICALS:
MITOSIS, MEIOSIS
SLIDES, EAMCET
CONCEPTS
ECOLOGY
&
ENVIRON
MENT(16-
PERIODS),
ASSISTME
NT-5, UNIT
TEST -
3,PRACTIC
ALS:
EAMCET
CONCEPTS
Democracy
-
Secularism
MACRO
ECONOMIC
ASPECTS,
MONEY,
BANKING AND
INFLATION
Emerging
trends in
buissiness ;
Final
accounts
DECEMBER
Prose
6,Poetry
6,Non-
Detail 5,6
prose-6,
poetry-5,
non-detail-6,
degrees of
comparison
PRODUCT OF
VECTORS(22
PERIODS),
ASSIGNMENT -6,
UNIT TEST -
4,EAMCET
CONCEPTS
APPLICATIONS OF
DERIVATIVES(28
PERIODS),
ASSIGNMENT -6,
UNIT TEST -
4,EAMCET
CONCEPTS
Mechanical
properties of
solids ,Kinetic
theory&
errors,measurm
ents
ORGANIC CHEMISTRY
(22-PERIODS),
ASSISTMENT -6, UNIT
TEST -4, PRACTICALS:
QULITATIVE ANALYSIS
OF CATIONS
EAMCET CONCEPTS
INTERNAL
ORGANISATION OF
PLANTS (15-
PERIODS), PLANT
ECOLOGY(12-
PERIODS)
ASSISTMENT -6,
UNIT TEST -4,
EAMCET CONCEPTS
ECOLOGY
&
ENVIRON
MENT(16-
PERIODS),
ASSISTME
NT -6,
UNIT TEST
-4,
EAMCET
CONCEPTS
Constitutio
n-
Governmen
t
ECONOMIC
STATISTICS
Emerging
trends in
buissiness ;
Final
accounts
JANUARY Revision
REVISION &
IMPLEMENTA
TION OF
ACTION PLAN
REVISION,
EAMCET
CONCEPTS
(ACTION PLAN)
REVISION,
EAMCET
CONCEPTS
(ACTION PLAN)
REVISION
&
TEST
REVISION, EAMCET
CONCEPTS (ACTION
PLAN)
REVISION, EAMCET
CONCEPTS (ACTION
PLAN)
REVISION,
EAMCET
CONCEPTS
(ACTION
PLAN)
REVISION
&
TEST
REVISION, CPT
CONCEPTS
(ACTION
PLAN)
REVISION,
CPT
CONCEPTS
(ACTION
PLAN)
FEBRUARY Revision
REVISION &
IMPLEMENTA
TION OF
ACTION PLAN
REVISION,
EAMCET
CONCEPTS
(ACTION PLAN)
REVISION,
EAMCET
CONCEPTS
(ACTION PLAN)
REVISION
&
TEST
REVISION, EAMCET
CONCEPTS (ACTION
PLAN)
REVISION, EAMCET
CONCEPTS (ACTION
PLAN)
REVISION,
EAMCET
CONCEPTS
(ACTION
PLAN)
REVISION
&
TEST
REVISION,
CPTT
CONCEPTS
(ACTION
PLAN)
REVISION,
CPTT
CONCEPTS
(ACTION
PLAN)
MARCH
REVISION
&
TEST
REVISION &
IMPLEMENTA
TION OF
ACTION PLAN
REVISION,
EAMCET
CONCEPTS - END
EXAMS
REVISION,
EAMCET
CONCEPTS - END
EXAMS
REVISION
&
TEST
REVISION, EAMCET
CONCEPTS - END EXAMS
REVISION, EAMCET
CONCEPTS - END
EXAMS
REVISION,
EAMCET
CONCEPTS
- END
EXAMS
REVISION
&
TEST
REVISION, CPT
CONCEPTS -
END EXAMS
REVISION,
CPT
CONCEPTS -
END EXAMS
note: Regarding physics units of different physical quantites should introduce in the consent chapter
&give idea about writing D.F in their own.
AP MODEL SCHOOLS
SYLLABUS COVERGE FOR CLASS :: XII
MONTH /
SUBJECT TELUGU ENGLISH
MATHEMATIC
S-IIA
MATHEMATICS-
IIB
PHYSICS
CHEMISTRY BOTONY ZOOLOGY
CIVI
CS
ECEONO
MICS COMMERCE
JUNE Grammer
prose-1,poetry-
1, passage
reading
COMPLEX
NUMBERS(13
PERIODS),DE
MOIVER’S
THEOREM(10
PERIODS)
ASSIGNMENT-
1,EAMCET
CONCEPTS
CIRCLES(20 PERIODS),
ASSIGNMENT-
1,EAMCET CONCEPTS
Waves,
Electric
charges and
fields
SOLID STATE (10-
PERIODS),
SOLUCTIONS (12-
PERIODS),
ASSISTEMENT-1,
PRACTICALS: SURFACE
CHEMISTRY
EAMCET CONCEPTS
PLANT
PHYSIOLOGY-
TRANSPORT IN
PLANTS (12-
PERIODS),
MINERIAL
NUTRIATION
(08-
PERIODS),ENZY
MES(06-
PERIODS)
ASSIGNMENT-1,
EAMCET
CONCEPTS
HUMAN
ANATOMY AND
PHYSIOLOGY-I
(20 - PERIODS),
ASSIGNMENT -
1, PRACTICALS-
RELATEDED TO
PHYSIOLOGY.
Indian
Consti
tution
1.ECONOM
IC GROWTH
AND
ECONOMIC
DEVELOPM
ENT
International
Trade and Bills of
exchange and
depreciation
JULY Poetry1&G
rammer
prose-2, poetry-
2, Animal farm
chapters 1 & 2,
flow charts, pie
charts
QUADRATIC
EXPRESSIONS(8
PERIODS), THEORY
OF EQUATIONS(21
PERIODS),UNIT
TEST -
1,ASSIGNMENT-2,
EAMCET
CONCEPTS
CIRCLES(14
PERIODS),SYSTEM OF
CIRCLES(12
PERIODS),UNIT TEST -
1,ASSIGNMENT-2,
EAMCET CONCEPTS
Electrostatic
potentials
and
Capacitance,c
urrent
Electricity
ELECTRO CHEMISTRY
AND CHEMICAL
KINETICS (16-
PERIODS), SURFACE
CHEMISTRY (10-
PERIODS),
ASSITMENT-2
UNIT TEST -1,
PRACTICALS:
CHEMICAL KINETICS,
THERMO
CHEMISTRY,EAMCET
CONCEPTS
PHOTOSYNTHES
IS IN HIGER
PLANTS (12-
PERIODS),
RESPIRATION IN
PLANTS (12-
PERIODS),
ASSIGNMENT-2
UNIT TEST -1,
PRACTICALS:
PHYSIOLOGY,
EAMCET
CONCEPTS
HUMAN
ANATOMY AND
PHYSIOLOGY-II
(20-PERIODS)
ASSIGNMENT -
2, UNIT TEST -1,
PRACTICALS
RELATED
PHYSIOLOGY
.EAMCET
CONCEPTS
Funda
menta
l
Rights
and
Directi
ve
Princi
ples:
Union
Gover
nment
:
Indian
Parlia
ment
2.POPULATI
ON AND
HUMAN
RESOURCE
DEVELOPM
ENT,
NATIONAL
INCOME
Marketing system,
Advertising and
Consumerism
AUGUST
Poetry2,Pr
ose
1,2&Non-
Detail 1,2
prose-3, poetry-
3, Animal farm
ch-3 & 4, bar
graphs and
Trees
PERMUTATIONS
AND
COMBINATIONS(23
PERIODS),
ASSIGNMENT -3,
UNIT TEST -2,
EAMCET
CONCEPTS
INTEGRATIONS(28
PERIODS),
ASSIGNMENT -3, UNIT
TEST -2, EAMCET
CONCEPTS
Current
Electricity,Mo
ving Charges
and
Magnetism
GENERAL PRINCIPLES
OF METALLURGY (12-
PERIODS), P-BLOCK
(18-PERIODS),
ASSISTMENT -3, UNIT
TEST-2
PRACTICALS: ELECTRO
CHEMISTRY
CHROMATO GRAPHY,
PREPARATION OF
INORGANIC
COMPOUNDS,EAMCE
T CONCEPTS
PLANT
GROWTH AND
DEVELOPMENT(
06-PERIODS),
MICROBIOLOGY
(10-
PERIODS),GENE
TICS (10-
PERIODS),
ASSISTMENT -3,
UNIT TEST-
2,EAMCET
CONCEPTS
HUMAN
ANATOMY AND
PHYSIOLOGY-III
(18-PERIODS) ,
ASSISTMENT -3,
UNIT TEST ,
EAMCET
CONCEPTS
Union
Judicia
ry:Stat
e
Goern
ment
AGRICULTU
RAL
SECTOR
Stoch Exchange;
Accounts from
incomplete
records; Computer
awareness
SEPTEMBER Poetry3,,4
Prose3,4&
Grammer
prose-4, poem-
4, Animal farm
ch-5 & 6 ,
Comprehension
s from Animal
Farm
BINOMIAL
THEOREM FOR
POSITIVE INTEGRAL
INDEX(13
DAYS),HALF
YEARLY
EXAMINATION,
EAMCET
CONCEPTS
DEFINITE
INTEGRALS(13
DAYS),HALF YEARLY
EXAMINATION,
EAMCET CONCEPTS
Atoms,Nuclei
P-BLOCK (PENDING
TOPICS), d & f
ELEMENTS
COORDANATION
COMPOUNDS (16-
PERIODS),
POLYMERS(08-
PERIODS)
PRACTICALS:
PREPARATION OF
ORGANIC
COMPOUNDS, TEST
FOR
FUNCTIONALGROUPS,
CHARACTERSTICS
TEST
EAMCET CONCEPTS
MOLECULAR
BIOLOGY (15-
PERIODS),
HALF YEARLY
EXAMINATION,
EAMCET
CONCEPTS
HUMAN
ANATOMY AND
PHYSIOLOGY-
IV(13-PERIODS),
HALF YEARLY
EXAMINATION,
EAMCET
CONCEPTS
State
Legisla
ture:
State
Judicia
ry
INDUSTRIA
L SECTOR
Consignment,
Buissiness services
OCTOBER
Poetry 4
,Prose
4&,Non-
Detail 3,4
prose-5, poem-
5, Animal Farm
ch-7 & 8 ,
comprehension
s from Animal
Farm
BINOMIAL
THEOREM
CONTINUATION(11
DAYS),
ASSIGNMENT-4 ,
EAMCET
CONCEPTS
DEFINITE INTEGRALS
CONTINUATION(11
DAYS), ASSIGNMENT-4
, EAMCET CONCEPTS
Magnetism &
matter,Electr
omagnetic
Induction,
Electromagne
tic waves:
BIOMOLECULES (08-
PERIODS), CHEMISTRY
IN EVERY DAY LIFE
(08-PERIODS),
ASSISTMENT-4, UNIT
TEST-3
PRACTICALS:
TITRATIONS OF
OXALIC ACID,
POTTASSIUM
PERMANGANATE,
FERROUS
AMMONIUM
SULPHATE
EAMCET CONCEPTS
BIOTECHNOLOG
Y - PRINCIPLES
AND
PROCESSES OF
BIOTECHNOLOG
Y (08-PERIODS),
, ASSISTMENT-
4, UNIT TEST-3
EAMCET
CONCEPTS
HUMAN
REPRODUCTION
(12-PERIODS),
ASSISTMENT-4 ,
EAMCET
CONCEPTS
State
judicia
ry:
Local
Gover
nment
s
TERTIARY
SECTOR,
PLANNING
&
ECONOMIC
REFORMS
Buissiness services
accounts of non
trading concerns
NOVEMBER
Prose
5,Poetry
5,Gramme
r
prose-6, Animal
Farm ch-8 & 9,
comprehension
from Animal
Farm
PARTIAL
FRACTIONS(7
PERIODS),
MEASURES OF
DISPERSION(15
DAYS),
ASSIGNMENT-5,
UNIT TEST -3,
EAMCET
CONCEPTS
DIFFERENTIAL
EQUATIONS(16
PERIODS),PARABOLA(
10 DAYS) ,
ASSIGNMENT-5, UNIT
TEST -3, EAMCET
CONCEPTS
optics & Dual
nature of
Radiation -
Matter
ORGANIC CHEMISTRY
(24-PERIODS),
ASSISTMENT -5, UNIT
TEST-4, PRATICALS:
QUALITATIVE
ANALYSIS (FIRST
YEAR)
EAMCET CONCEPTS
BIOTECHNOLOG
Y AND ITS
APPLICATIONS,
(12-PERIODS),
ASSISTMENT -5,
UNIT TEST-4,
PRATICALS:
TISSUE
CULTURE (
EAMCET
CONCEPTS
REPRODUCTIVE
HEALTH(10-
PERIODS),
GENETICS(10-
PERIODS),
ASSISTMENT-5,
UNIT TEST -
3,PRACTICALS:
EAMCET
CONCEPTS
India's
Foreig
nPolic
y:
United
Nation
s
Organi
sation
(UNO)
ENVIRONM
ENT AND
ECONOMIC
DEVELOPM
ENT,
Partnership
accounting &
Problems on
Partnership
DECEMBER
Prose
6,Poetry
6,Non-
Detail 5,6
Animal Farm
ch-9 & 10,
letter writing,
filling forms
PROBABILITY(18
PERIODS),
RANDOM
VARIABLES AND
PROBABILITY
DISTRIBUTION(11
DAYS),
ASSIGNMENT -6,
UNIT TEST -4,
EAMCET
CONCEPTS
PARABOLA
CONTINUATION(5
DAYS), ELLIPSE(13
DAYS), HYPERBOLA(8
DAYS), ASSIGNMENT -
6, UNIT TEST -4,
EAMCET CONCEPTS
Semiconduct
ors:
Communicati
on systems
ORGANIC
CHEMISTRY(24-
PERIODS),
PRACTICALS:
QUALITATIVE
ANALYSIS (FIRST
YEAR)-PROJECT WORK
PLANTS,
MICROBES AND
HUMAN
WELFARE (18-
PERIODS),
PRACTICALS:(FI
RST YEAR)-
PROJECT WORK
ORGANIC
EVOLUTION(15-
PERIODS),APPLI
ED BIOLOGY(12-
PERIODS)
ASSISTMENT -6,
UNIT TEST -4,
EAMCET
CONCEPTS
Conte
mpora
ry
Trend
s and
Issues
ECONOMY
OF
ANDHRA
PRADESH,
ECONIMIC
STATISTICS
Partnership
accounting &
Problems on
Partnership
JANUARY
REVISION
&
IMPLEMEN
TATION OF
ACTION
PLAN
REVISION &
IMPLEMENTATI
ON OF ACTION
PLAN
REVISION, EAMCET
CONCEPTS
(ACTION PLAN)
REVISION, EAMCET
CONCEPTS (ACTION
PLAN)
REVISION,
EAMCET
CONCEPTS
(ACTION
PLAN)
REVISION, EAMCET
CONCEPTS (ACTION
PLAN)
REVISION,
EAMCET
CONCEPTS
(ACTION PLAN)
REVISION,
EAMCET
CONCEPTS
(ACTION PLAN)
REVISI
ON
&
TEST
REVISION,
CPT
CONCEPTS
(ACTION
PLAN)
REVISION, CPT
CONCEPTS
(ACTION PLAN)
FEBRUARY Revision
REVISION &
IMPLEMENTATI
ON OF ACTION
PLAN
REVISION, EAMCET
CONCEPTS
(ACTION PLAN)
REVISION, EAMCET
CONCEPTS (ACTION
PLAN)
REVISION,
EAMCET
CONCEPTS
(ACTION
PLAN)
REVISION, EAMCET
CONCEPTS (ACTION
PLAN)
REVISION,
EAMCET
CONCEPTS
(ACTION PLAN)
REVISION,
EAMCET
CONCEPTS
(ACTION PLAN)
REVISI
ON
&
TEST
REVISION,
CPT
CONCEPTS
(ACTION
PLAN)
REVISION, CPT
CONCEPTS
(ACTION PLAN)
MARCH REVISION
&
TEST
REVISION &
IMPLEMENTATI
ON OF ACTION
PLAN
REVISION, EAMCET
CONCEPTS - END
EXAMS
REVISION, EAMCET
CONCEPTS - END
EXAMS
REVISION,
EAMCET
CONCEPTS -
END EXAMS
REVISION, EAMCET
CONCEPTS - END
EXAMS
REVISION,
EAMCET
CONCEPTS -
END EXAMS
REVISION,
EAMCET
CONCEPTS -
END EXAMS
REVISI
ON
&
TEST
REVISION,
CPT
CONCEPTS
- END
EXAMS
REVISION, CPT
CONCEPTS - END
EXAMS
ACTION PLAN FOR IX TO INTER FROM JANUARY-2018
DAY CLASS 1 2 3 4 5 6
8.00 to
9.00
9.20 to
10.30
10.40 to
11.50
11.50 to
1.10 2.00 to 3.30 3.45 to 5.00
MON
IX-A TEL/HIN
AS
SE
MB
LY B
RE
AK
ENG MAT P.S
LUN
CH
BR
EA
K
N.S SCO
IX-B SCO N.S P.S MAT ENG TEL/HIN
X-A MAT P.S N.S SCO TEL/HIN ENG
X-B ENG TEL/HIN SCO N.S P.S MAT
XI PHY/ECO MAT/CIV/ZOO ENG TEL MAT/CIV/ECO
/COM/BOT CHE/COM
XII CHE/COM MAT/CIV/ECO
/COM/BOT TEL ENG PHY/ECO MAT/CIV/ZOO
TUE
IX-A TEL/HIN ENG MAT P.S N.S SCO
IX-B SCO N.S P.S MAT ENG TEL/HIN
X-A MAT P.S N.S SCO TEL/HIN ENG
X-B ENG TEL/HIN SCO N.S P.S MAT
XI PHY/ECO MAT/CIV/ZOO ENG TEL MAT/CIV/ECO
/COM/BOT CHE/COM
XII CHE/COM MAT/CIV/ECO
/COM/BOT TEL ENG PHY/ECO MAT/CIV/ZOO
WED
IX-A TEL/HIN ENG MAT P.S N.S SCO
IX-B SCO N.S P.S MAT ENG TEL/HIN
X-A MAT P.S N.S SCO TEL/HIN ENG
X-B ENG TEL/HIN SCO N.S P.S MAT
XI PHY/ECO MAT/CIV/ZOO ENG TEL MAT/CIV/ECO
/COM/BOT CHE/COM
XII CHE/COM MAT/CIV/ECO
/COM/BOT TEL ENG PHY/ECO MAT/CIV/ZOO
THR
IX-A TEL/HIN ENG MAT P.S N.S SCO
IX-B SCO N.S P.S MAT ENG TEL/HIN
X-A MAT P.S N.S SCO TEL/HIN ENG
X-B ENG TEL/HIN SCO N.S P.S MAT
XI PHY/ECO MAT/CIV/ZOO ENG TEL MAT/CIV/ECO
/COM/BOT CHE/COM
XII CHE/COM MAT/CIV/ECO
/COM/BOT TEL ENG PHY/ECO MAT/CIV/ZOO
FRI
IX-A TEL/HIN ENG MAT P.S N.S SCO
IX-B SCO N.S P.S MAT ENG TEL/HIN
X-A MAT P.S N.S SCO TEL/HIN ENG
X-B ENG TEL/HIN SCO N.S P.S MAT
XI PHY/ECO MAT/CIV/ZOO ENG TEL MAT/CIV/ECO
/COM/BOT CHE/COM
XII CHE/COM MAT/CIV/ECO
/COM/BOT TEL ENG PHY/ECO MAT/CIV/ZOO
SAT
IX-A TEL/HIN ENG MAT P.S N.S SCO
IX-B SCO N.S P.S MAT ENG TEL/HIN
X-A MAT P.S N.S SCO TEL/HIN ENG
X-B ENG TEL/HIN SCO N.S P.S MAT
XI PHY/ECO MAT/CIV/ZOO ENG TEL MAT/CIV/ECO
/COM/BOT CHE/COM
XII CHE/COM MAT/CIV/ECO
/COM/BOT TEL ENG PHY/ECO MAT/CIV/ZOO
PARENTS TEACHERS MEETING SCHEDULE-TO BE CONDUCTED AT SCHOOL
LEVEL
S.NO MONTH DAY TOPICS TO BE DISCUSSED
1 JULY 29TH DISCUSS STUDENT FERFORMENCE IN FA-1
2 AUG 31ST DISCUSS STUDENT FERFORMENCE IN FA-2
3 SEP 22nd DISCUSS WITH PARENTS FOR BETTER PERFORMANCE IN SA-1
4 OCT 28TH DISCUSS WIT PARENTS REGARDING SA-1 PERFORMANCE OF
STUDENTS
5 NOV 29TH DISCUSS STUDENT FERFORMENCE IN FA-3
6 DEC 30TH
DISCUSS WITH PARENTS REGARDING STUDENTS FOR
BETTER PERFORMANCE IN SA-2,PERFORMANCE OF
STUDENTS TILL THE ACEDIMIC YEAR,ANNUAL DAY
CELEBRATION,SCHOOL ACEDIMIC PLANNING FOR NEXT YEAR
FOR ADMISSIONS
7 JAN 29TH DISCUSS WITH PARENTS REGARDING PERFORMANCE IN SA-2
8 FEB 25TH DISCUSS STUDENT FERFORMENCE IN FA-4
9 MARCH 31ST DISCUSS WITH PARENTS REGARDING PERFORMANCE IN SA-3
10 APRIL 18TH
DISCUSS WITH PARENTS REGARDING ADMISSIONS,
STUDENTS PERFORMANCE,FACILITY IMPROVEMENT IN
SCHOOL
GOVERNMENT OF ANDHRA PRADESH ABSTRACT
School Education Department – Continuous and Comprehensive Evaluation pattern of examination system – Implementation of Examination Reforms for Classes VI to IX from the Academic year 2015-16 and for class X from the Academic Year 2016-17 in fullest extent – Orders Issued.
SCHOOL EDUCATION (PROG.II) DEPARTMENT
G.O.MS.No. 82 Dated: 29.10.2015 Read the following:-
1. G.O. Ms.No.17, School Edn (PE.Prog.II) Dept. dated 14.5.2014 2. From the Commissioner and Director of School Education, A.P.
Hyd (2) Letters Rc. No. 302/E1-1/2009-2, dated 27.6.2014 3. From the Hon’ble Minister HRD Note No.7/M(HRD)/2014, dated
11.07.2014. 4. Govt Memo No. 11564/Prog.II/A1/2014, dated 16.07.2014 5. From the Commissioner and Director of School Education, A.P.
Hyd (2) Letters Rc. No. 302/E1-1/2009-2, dated 17.07.2014 6. Govt Memo No. 11564/Prog.II/A1/2014, dated 23.07.2014 7. From the Commissioner and Director of School Education, A.P.
Hyderabad Letter Rc. No. 302/E1-1/2009-2, dated 23.07.2014. 8. Govt Memo No. 11564/Prog.II/A1/2014, dated 02.08.2014 9. From the Commissioner and Director of School Education, A.P.
Hyd Letter Rc. No. 302/E1-1/2009-2, dated 05.08.2014. 10. G.O. Ms. No. 29, School Edn (Prog.II) Dept. dated 23.09.2014 11 From the Commissioner and Director of School Education, A.P.
Hyderabad Letter Rc. No. 302/E1-1/2009, dated 02.07.2015.
******* O R D E R:
In continuation of the Curriculum Reforms undertaken under National Curriculum Frame Work -2005 and Right of Children to Free and Compulsory Education Act, 2009, and with an objective to facilitate for a shift in the teaching learning process and to improve transactions of new technologies, and to transform the ways of learning to be comprehensive, holistic and dynamic, Government have brought in the Examination Reforms vide G.O. Ms. No. 17, School Education (PE.Prog.II) Dept. dated 14.05.2014 for classes IX and X from the academic year 2014-15 onwards. However, certain quantitative and qualitative measures were contemplated under the reforms such as reducing the number of papers from 11 to 9, giving 80% of the weightage to the Subject papers, and 20% of weightage to the Internal Assessment of the Student, Training for teachers on the new patterns of teaching and text books, summative and formating assessment etc., all of which require extensive capacity building at the level of all High Schools in the State of Andhra Pradesh but the said training programmes were not held due to various administrative reasons.
2. The Commissioner of School Education, A.P. Hyderabad in letters 2nd, 7th & 8th read above has stated, among other things, that the concept of Internal Evaluation has not drilled into the minds of either Government Teachers or Private Teachers. Since there are large number of Government as well as Private Schools in the State and introduction of the new procedure without taking adequate preparatory steps to orient the Teachers and Students to the new system will have serious ramifications on the future of the students. In the G.O. Ms. No. 17, School Edn (PE.Prog.II) Dept. dated 14.05.2014 has reduced the Language papers whereas the basic objective of School Education is to impart languages in the early years of student life. As such reducing two papers of the Languages to one paper and giving lot of weightage to the Subjects is not desirable at School level. The Commissioner & Director of School Education, A.P. Hyderabad has also opined that it is not possible to monitor the Internal Evaluation of large number of Government and Private Schools in the State and the new system would eventually result into reduction of academic standards.
-2-
The Commissioner of School Education, A.P. Hyderabad has, therefore, requested the Government to rescind/defer the G.O. Ms. No. 17, dated 14.05.2014 and requested to accord permission to constitute an Expert Committee with the Directors, RMSA, Government Examinations and SCERT to study and propose modifications to the reforms mentioned in the G.O. Ms. No. 17, dated 14.05.2014.
3. In the circumstances reported by the Commissioner of School Education, A.P. Hyderabad and considering the opinion of the Commissioner of School Education that require in depth study and consultation on the various academic issues raised, Government have kept the G.O. Ms. No. 17, School Education (PE.Prog.II) Department, dated 14.05.2014 in abeyance for the Academic Year 2014-15 only and constituted an Expert Committee with the following officers as proposed by the Commissioner & Director of School Education, A.P. Hyderabad: -
1. Director, RMSA, A.P. Hyderabad 2. Director of Government Examinations, A.P. Hyderabad 3. Director, SCERT, A.P. Hyderabad
4. Accordingly, the Commissioner of School Education, A.P. Hyderabad has submitted report of Expert Committee for taking necessary action in the matter vide reference 11th read above. The Expert Committee made the following recommendations
a) Implementation Schedule
• CCE should be implemented (Internal and External mode) from class VI to IX during this academic year (2015-16). This will be the field experience for the stakeholders to implement examination reforms in a desired manner.
• March 2016 SSC Public Examinations will be without internal marks, pattern and procedure will be as followed in 2015 public examinations. 11 papers with old patterns the number of questions will be same. But the nature of questions will be thought provoking, analytical and open ended in nature.
• CCE pattern of examination system for class X in fullest extent should be adopted during 2016-17 onwards with 11 papers.
• SCERT take responsibility to implement examination reforms up to class X.
b) Papers and Marks :
Subject Total Marks
Marks for final
Public Exam
Internal assessment marks [ 4FAs and 3SAs ]
First Language Paper I (Telugu/ Sanskrit/ Kannada/ Odia/ Tamil/ Urdu)
50 marks 40
20
First language Paper-2 (Telugu/ Sanskrit/ Kannada/ Odia/Tamil/Urdu)
50 marks 40
Second Language (Telugu/ Hindi) 100 marks 80 20
Third Language Paper-1 (English) 50 marks 40 20
Third Language Paper-2 (English) 50 marks 40
Mathematics – Paper 1 50 marks 40 20
Mathematics – Paper 2 50 marks 40
Science-Paper-1 (Physical Science) 50 marks 40 20
Science Paper-2 (Bio Science) 50 marks 40
Social Studies – Paper 1 (Geography & Economics)
50 marks 40
20 Social Studies – Paper 2 (History & Civics)
50 marks 40
Total 600 marks 480 120
Composite Course - Sanskrit Paper – 1 70 60 20
Composite Course - Sanskrit Paper – 2 30 20
-3-
c) Marks weightage and duration of examination:
• Language subjects – 40 marks per paper and the examination duration will be 2 hours and 30 minutes in addition to 15 minutes for reading the question paper (2 hours 45 minutes) for Telugu/ Sanskrit/ Kannada/ Odia/ Tamil/ Urdu. 80 marks Hindi paper duration is also the same.
• Non language subjects – Mathematics, Science and Social Studies – Every subject will have two papers and each paper is for 40 marks and the examination duration is 2 hours and 30 minutes in addition to 15 minutes for reading the question paper.
• The Summative Examinations which are school based for class VI to IX and the final summative is of public exams at class X conducted by Director, Govt. Examinations. Each subject will be conducted for 80% of marks. The remaining 20% of marks are through internal assessment i.e. four Formative Assessments [FA] and three Summative Assessments [SA]
• The total marks of four Formative Assessments and two Summative Assessments conducted in an academic year will be accounted for 20% of marks in class X public examinations.
• Conduct one paper on each day except on general holidays. d) Trainings – Responsibilities
• All the stake holders in School Education Department i.e., DEOs, Dy. EOs, MEOs, HMs and teachers should be trained in participatory approach for effective implementation of CCE. Mandal level, District level moderation boards should be constituted and the persons of the boards should be trained well.
• HM is the first level monitoring authority, responsible for school performance. So he / she has to be trained well in both academic and administrative aspects.
• All teachers should be trained well to adopt interactive oriented pedagogical approaches in classroom transactional process, how to frame thought provoking, analytical, creative, open ended questions and evaluation procedures.
• Responsibility should be fixed to all monitoring officials to observe implementation of formative assessment which plays a dominant role in CCE.
e) Co-Curricular Areas Assessment Procedure
• Assessment do not confine to cognitive areas, it is important to observe how student participate in other learning environments i.e., debates, discussions, projects, seminars, field works, model making, lab activities, literary association meetings, club activities, games and sports, cultural activities, creative activities etc. These are all the activities which lead to all round development of the student.
• No public exam shall be conducted in these subjects. However, these areas will be evaluated for three times in an academic year i.e. quarterly, half yearly and annually. Teachers shall observe and award marks. The average will be taken into account and the details of grade must be submitted on-line by HM to Director, Govt. Exams after verification by the moderation committee.
• Assessment of Co-Curricular areas is different from curricular areas. Teacher should observe the level of participation, interests towards across curricular activities, skills and abilities by using different tools like observations, discussions, rating scales, socio grams, project works etc.
• SCERT should develop suggestive Co-Curricular Assessment tools to enable the teachers to develop and utilized tools in proper manner.
-4-
• Part time teachers are to be appointed for co-curricular areas like dance, music, drawing, computers, work experience etc. Otherwise HM should allot the responsibility of conducting these co-curricular activities followed by assessment to the teachers. Initially, choice may be given to the teachers to select the areas based on their interest. If it is not possible, the HM should allot co-curricular activities to the working teachers as suggested hereunder:
Value education and Life Skills – Language teachers Art and Cultural Education - Science teachers Work and Computer Education – Maths teachers Health and Physical Education - PET/ Social teachers.
f) Curricular Areas Assessment Procedure
• Ability of student learning competency cannot be assessed only through paper-pencil test. So it is necessary to follow Formative Assessment in addition to Summative Assessment by using different tools.
Formative Assessment Procedure
• Formative Assessment is the back bone in newly proposed CCE. The four tools in formative assessment are helpful to the teacher to assess his/her students in other cognitive areas like communication, participation, presentation, aesthetics etc. There are four formatives in a year. So teacher should record four times (July, September, December and February). The proposed four tools and marks allotment of formative assessment are hereunder:
1. Children participation and reflection - (For languages - Read any
book other than text book and write a report, Mathematics - prepare own problems and solution, Science - prepare lab report on experiment done by him/her, Social - Express opinions on contemporary issues) - 10 marks
2. Project works - (Any other suitable tool may be developed by teacher preparation and presentation of Projects, Model making, art, paintings etc) - 10 marks
3. Written works- (own expressions in note books, field observation, data collection and analysis reports, creative writings etc) -10 marks
4. Slip test- Slip test should be conducted on selected Academic Standards. There is no need to conduct slip test in a specified timetable like our conventional unit test examinations. It is informal in nature teacher has, freedom to conduct slip test in his regular classroom transaction - 20 marks. Total- 50 marks.
For the effective implementation of formative assessment all teachers are to be
trained and equip them how to create suitable learning environment and teaching learning process to make the students to achieve goals·
• Student should get 18 marks to pass in Formative Assessment.
• Even though there are two papers in Summative Test there is no need to conduct paper wise slip test and remaining three tools separately for class IX. Teachers have freedom to select topics or academic standards from syllabus of both papers.
• In case of Science, Physical Science and Biological Science teachers conduct and record Formative Assessment separately for 50 marks each.
• Finally add both Physical Science and Biological Science marks and reduced to 50 that will be record under Science subject.
-5-
g) Summative Assessment Procedure
• There are 3 Summative Assessments in a year (August/September, December/January, March / April). In case of class X, Public Examination will be in the place of third Summative Test to be conducted by Board of Secondary Education.
• Summative 1 and 2 question papers for Class VI to IX should be developed by District Common Examination Board.
• District Common Examination Board should conduct workshop by inviting group of teachers for each subject for question paper preparation.
• For Summative 1 and 2, each paper contains 80 marks for class VI to VIII only, whereas 40 marks for each paper in Class IX and X. (Hindi will be 80 marks).
• Summative 3 - final examination question papers Class VI to IX should be prepared by SCERT and Mail to all DEOs for printing and distribution.
• Academic Standards Weightages, number of questions, nature of questions should be similar for all classes i.e., Class VI to X.
• All teachers should be trained on newly introduced evaluation procedures, because questions are to be open ended, multiple answered, scope for individual expression, creative in nature.
• Number of question papers for class VI to VIII are one for each subject whereas two papers for IX class (except Hindi) for all Summative Examinations. So in class IX there are 11 papers similar to class X.
• Specific instructions should be given to teachers about paper wise syllabus for class IX and X.
• In Summative 3, each paper contains 80 marks only from class VI to VIII whereas 40 marks for Class IX and X because there are 2 papers in each subject (Hindi will be single paper with 80 marks).
• Pass percentage will be 35% for all the languages and non language subjects. So student should compulsory get 27 marks in Summative 3 - final examination.
• Finally student is awarded 100 marks (80% from Summative which is final exam and 20% marks out of 360 from 4 Formatives Assessments (50x4=200), 2 Summative Assessments (80×2=160) respectively.
• If a student gets 27 marks in external exam, he/ she should compulsorily get 8 marks from 20% of internals for the optimum pass mark which is 35, but there is no pass mark in 20% of internals.
• If a student gets less than 8 in internals, he/she must get remaining marks to reach 35 from external examination, for example, if a student gets 5 marks in internals he/she must get 30 marks from externals.
• These 20% internal marks from school are only bonus marks, they may not influence any way on students pass mark.
h) QUALITATIVE ASPECTS
Nature of the question papers and questions:
• The nature of questions are to be open ending, descriptive, analytic which tests children abilities of thinking, critical analysis, judgments and leads to self expression and away from rote memory. Children must be trained to think critically and construct the answers on their own. Ensuring that learning is shifted away from rote methods and memory oriented, focus on self expression and do away with using of guides and study material and memorizing of answers.
• The questions should make the children think and write. The questions should be analytical, application oriented and open ended.
• The questions once appeared in public exams should not be repeated.
• The questions given in the exercises of the textbook under each unit and lesson must not be given as such. They are only suggestive. The questions must reflect the academic standards.
-6-
i) Academic standards/ competencies to be achieved
• The questions in the public exam should be in relevance to the laid down academic standards/ competencies to be achieved in the subjects concerned.
• Weightage for the competencies of the subjects shall be developed and blue print/ weightage table prepared and accordingly question papers shall be developed.
Types of test items:
• Following are the nature of test items.
A) Non language subjects (Science, Mathematics and Social Studies)
o Essay type questions. o Short answer questions. o Very short questions o Objective type questions – Multiple choice questions.
B) Languages subjects – Telugu and other Indian languages
o Reading comprehension o Writing o Creative expression o Vocabulary o Grammar
C) Language – English
o Reading comprehension o Vocabulary o Creative writing o Grammar o Objective type questions which are multiple choice in nature.
j) Questions – Choice
• Each question paper shall contain internal choice for essay types of questions only.
k) Questions – Weightage:
• Blue print will be developed reflecting weightage to the nature of questions and academic standards. Questions shall be given from any lesson / any part of the textbook transacted in the specified period, without giving specific weightages to the lessons / units in relation to design of the question papers.
• The weightage tables must be kept in view while preparing question papers. Type of questions (essay, short answer, very short answer and objective questions) and academic standard-wise questions (how many marks and questions to each academic standard etc.).
l) Procedures for recording and monitoring of assessment data
• Children performance should be recorded in the form of cumulative record. This record contains continual aspects i.e., Formative Assessment – Evaluation during instructional process, periodicity of aspect i.e., Summative Assessment – Evaluation at the end of term. All round development of the student personality in scholastic, co-scholastic aspects to fulfil evaluation is a comprehension one.
• SCERT should develop model of cumulative records which should be supplied to all schools by SSA, RMSA to record students’ performance at Primary and High School levels separately. Proper guidelines required to maintain such Records and Registers should be given.
-7-
• Specific Records and Registers should be maintained by the teacher as well as school. SCERT take responsibility to design such models keeping in view of data requirements of SSA and other educational agencies. This avoids repetition of work.
• SCERT should develop software for online monitoring, HMs should take responsibility to post student wise performance in online format.
• SCERT open Call Center- toll free number – will help all managements and institutions for smooth functioning.
m) Grading
• The marks based grading for classes VI to X with following range is given hereunder.
Grade Marks in Languages ( 100 M)
Marks in Non-Languages ( 50 M)
Grade Points
A1 91 to 100 marks 46 to 50 marks 10
A2 81 to 90 marks 41 to 45 marks 9
B1 71 to 80 marks 36 to 40 marks 8
B2 61 to 70 marks 31 to 35 marks 7
C1 51 to 60 marks 26 to 30 marks 6
C2 41 to 50 marks 21 to 25 marks 5
D1 35 to 40 marks 18 to 20 marks 4
D2 0 to 34 marks 0 to 17 marks 3
Cumulative Grade Point Average (CGPA) will be calculated by taking the arithmetic average of grade points.
n) ROLE AND RESPONSIBILITIES
SCERT:
• The Director SCERT develops and submit the proposals to Government in consultation with Director, Government Exams.
• Develops guidelines on all aspects of examination reforms in the form of handbooks to the teachers and supervisory staff alongwith additional booklet on subject-wise model papers and Summative three papers.
• Develops guidelines for the valuation of answer scripts as a part of teacher handbooks.
• Monitoring and studies on the implementation of examination reforms at various levels and take follow up action.
Director, Government Exams:
• Collaboration with SCERT in finalizing the proposals based on the feasibility and for submission to Government for orders.
• Development of programme for the online submission of internals and co-curricular activities to the Director, Government Exams and designing the memorandum of marks / certificate. (2015-16 for class IX)
• Monitoring the submission of internal marks and other nominal roles.
RMSA:
• The RMSA shall support SCERT in developing teacher handbooks, material and conduct orientations to the teachers and supervisory staff.
• The RMSA shall support high schools with the required teaching learning material, resources to teach new textbooks, library and reference books based on the suggestive lists of resources, TLM and library books both for teachers and children.
• The RMSA shall take up printing of teacher handbooks on new textbooks, examination reforms, model papers, syllabus copies and material on co-curricular activities and provide to the schools on time.
-8-
RJDs of School Education and District Educational Officers:
• Conducting orientation to the teachers and supervisory staff on the new evaluation procedures. This also includes training to teachers and Headmaster of all private schools.
• Restructuring and strengthening the DCEB with one in-charge i.e. Secretary and constitution of subject specific groups with expert teachers @ 10 to 15 teachers per subject.
• Developing Model question papers printing and monitoring for the implementation for class VI to X .
• Focus on thinking and self expression of answers from the children and do away the practice of memorizing answers from the guides and textbooks.
• Gradual nurturing of self expression from class I onwards and focus on quality curriculum transaction and children learning outcomes rather than focus on class X alone.
• Concentrate on class VI teaching learning processes.
D.C.E.B :
• D.C.E.B. shall take up the responsibility of preparing question papers for classes VI to X (except public exam paper) and also sending them to schools. Summative three question papers will be prepared at SCERT and send to districts for printing and distribution.
• One Headmaster with sound academic background and commitment must be made as in-charge of D.C.E.B. subject-wise district teams with 10 to 15 expert teachers must be formed to prepare the question papers under D.C.E.B. The team members should include the textbooks writers from the district, SRG members, subject experts, teacher educators, experienced teachers etc.
• The subject groups of DCEB shall develop question papers and also examine the good questions furnished from schools and teachers. These teams must conduct subject-wise trainings in the district and also monitor the practice of assessment in the schools. They may be considered as members in the moderation committee.
• SCERT shall conduct orientations and trainings to the DCEB Secretaries and subject groups at regular intervals and build their capacity and also monitor the functional aspects of DCEBs. The DIETs, CTEs and IASEs shall support and supervise the work of DCEBs.
Dy. Educational Officers:
• The Dy.EOs are responsible for 100% implementation of examination reforms in their division and monitoring the internals. This is for both government and private schools.
• Identification of expert teachers in all the subjects and communicating list of such teachers to the DEO to consider for DCEB.
• Monitor the work of Headmasters in monitoring the correct work of internals and implementation of curriculum and co-curricular activities.
• Record the nature of curriculum implementation and examination practices in the inspection book of every Government and private school.
• The Dy.E.O. shall supervise the implementation of new textbooks, teaching learning process and implementation of Formative and Summative Assessment procedures before moderation committee visits the schools.
• The Dy.EO is responsible for arranging training programmes and creates awareness on curriculum transaction and examination reforms.
• Develop the knowledge on the basic aspects of curriculum, pedagogy, assessment duly reading and referring teacher handbooks, source books from SCERT and from other sources/ internet.
-9- DIETs, CTEs and IASEs:
• The teacher training institutes i.e DIETs, CTEs and IASEs shall conduct training programmes to the teachers and observe the practices in the schools and provide on job support to the teachers and headmasters. Their observations must be shared in the review meetings, school complex meetings and take up studies.
Headmaster:
• Headmaster is the first level supervisory officer to ensure proper implementation of curricular and co-curricular activities, teacher preparation, lesson plans, teaching learning process and conduct of exams properly by all the teachers.
• Identify and encourage teachers and children for their best efforts and talent and take it to the notice of higher officials and SCERT.
• Using of guides and study material by the children and memorizing the finished answers will damage the children’s thinking capacities and self expression. Therefore, guides and study material shall not be used. HM should ensure this.
• Allotment curricular and co-curricular subjects to the teachers available and see that all these areas must be transacted.
• Headmaster must check the evidences for internal exams i.e. proper conduct of Formative and Summative Assessments at school level and offer suggestions on the records and registers prepared by teachers and children. He should verify all the children and teacher records on FA and SA and satisfy himself before placing it to the moderation committee.
• HM to furnish internal marks and grades on FA and SA, co-curricular activities through on-line as per the schedule.
• The HM should follow the schedule for the conduct of internals and other exams and maintenance of children cumulative records and communicating the progress to the parents at regular intervals.
• The HM must ensure for quality classroom transaction by utilizing available TLM, equipment and library books in the schools.
• The HM should conduct monthly review on the performance of the teachers and children and record in the minutes book alongwith suggestions for each teacher and review follow up action on the minutes of the earlier meeting.
• Arrangements for proper feedback to the children and their parents on children performance and school activities.
• The HM is the first teacher and must be sound in academic knowledge by way of reading teacher handbooks, textbooks and other source books and conduct frequent sharing workshops within the school on teacher readings and other academic issues and concepts.
• The HM should observe the classroom transactions of each teacher and offer further suggestions and guidance for improvement.
Teachers:
• Teachers are responsible for the proper implementation of textbooks i.e. activities, projects, experiments, field investigations, information tasks etc.
• The exercises given under each unit/ lesson are analytical and thought provoking in nature and children should think and write on their own. There shall not copying of answers from the guides, study materials, copying from other children notebooks etc.
• The questions in the box items are meant for discussions in the classrooms where children express and share their thinking and ideas. This is helpful for application of textbook knowledge in their daily life situations.
-10-
• Prepare and implement curricular and co-curricular subjects assigned to them and transact in a qualitative way with a focus on interactive teaching, discussions with active participation of children.
• Read resource books and additional reference material to get more clarity on concepts and develop teaching notes on each lesson. Thus, add value to the textbooks.
• Conduct Formative Assessments (internals) and Summative Assessments and value the children notebooks and other records on regular basis. Maintain evidences of children performances in the form of children notebooks, records and keep ready for the observations of headmaster and moderation committee.
• The teachers shall take up remedial teaching and support children based on the gaps identified through Formative and Summative Assessments.
• Develop and use annual and lesson/unit plans and improve over time.
• Furnish children and teacher records pertaining to FA and SA to HM for his verification and for further guidance and suggestions.
• Encourage children for their initiative and attempts to improve and support them
5. The Government have examined the above recommendations of the Expert Committee and observed that continuous and comprehensive evaluation facilitates students’ effective learning as well as their all round development of personality with its multiple evaluation tools and techniques and corrective measures. By using this evaluation procedure, the teacher can turn all students into active learners by facilitating all round development of students, providing all the students the same opportunity to display their individual potential, helping the teacher to realize the effectiveness of teaching learning process, continuous of teaching technique proves itself as a boost to student. Thus it is utmost important to make continuous and comprehensive evaluation as an integral part of teaching and learning process to promote standards of school education.
6. The Government have, therefore, in supersession of the orders issued in the G.O. Ms. No. 17, School Education (Prog.II) Department dated 14.05.2014, accept the recommendations of the Expert Committee as mentioned at para 4 above and accord permission to the Commissioner of School Education, A.P. Hyderabad and the Director, SCERT, A.P. Hyderabad for implementation of examination reforms i.e. Continuous and Comprehensive Evaluation pattern of examination system for Classes VI to IX from the Academic year 2015-16 and for Class X from the Academic Year 2016-17 in fullest extent in all schools in the state i.e. Government, local bodies, aided and private recognized schools.
7. The Commissioner of School Education, A.P. Hyderabad and the Director, SCERT, A.P. Hyderabad shall take necessary further action in the matter.
(BY ORDER AND IN THE NAME OF THE GOVERNOR OF ANDHRA PRADESH)
R.P. SISODIA SECRETARY TO GOVERNMENT
To The Commissioner of School Education, A.P., Hyderabad. The Director, SCERT, A.P. Hyderabad The Director, Government Examinations, A.P. Hyderabad The Director, RMSA, A.P. Hyderabad, O/o Commnr of School Education, A.P. Hyderabad Copy to: P.S. to Hon’ Minister for HRD. P.S. to Secretary to Government (SE).
// FORWARDED BY ORDER //
SECTION OFFICER
SI.
NODISTNAME UDISE CODE Name of the School
Vocational
Trade 1
Vocational
Trade 2Mail Ids
1 ANANTAPUR 28220601922AP MODEL SCHOOL,
GOOTY
Media &
Entertainment
Physical
2 ANANTAPUR 28220800345AP MODEL SCHOOL,
YADIKI
Media &
Entertainment
Banking &
3 ANANTAPUR 28221301614AP MODAL SCHOOL,
GARLADINNE
Media &
Entertainment
Apparel &
4 ANANTAPUR 28222301038APMODEL SCHOOL
KALYANDURG
Media &
Entertainment
Beauty &
5 ANANTAPUR 28223500611AP MODEL SCHOOL
RAMAGIRI
Media &
EntertainmentHealth Care [email protected]
6 ANANTAPUR 28223600320AP MODELSCHOOL,
CHENNEKOTHAPALLI
Media &
EntertainmentHealth Care [email protected]
7 ANANTAPUR 28223790340AP MODEL SCHOOL
DHARMAVARAM
Media &
Entertainment
Apparel &
8 ANANTAPUR 28224500619AP MODEL SCHOOL,
AMADUGUR
Media &
Entertainment
Banking &
9 ANANTAPUR 28225700109AP MODEL SCHOOL,
HINDUPUR
Media &
Entertainment
Apparel &
10 ANANTAPUR 28226200815AP MODEL SCHOOL,
AGALI
Media &
Entertainment
Beauty &
11 ANANTAPUR 28226100325APMODEL SCHOOL,
AMARAPURAM
Media &
Entertainment
Apparel &
12 ANANTAPUR 28224201013
APMODAL
SCHOOL,DEVIREDDYPAL
LI
Media &
EntertainmentHealth Care [email protected]
13 ANANTAPUR 28222800515AP MODEL SCHOOL
PUTLUR
Media &
EntertainmentRetail [email protected]
14 ANANTAPUR 28220400412AP MODEL
SCHOOL,VAJRAKARUR
Media &
Entertainment
Beauty &
15 ANANTAPUR 28221501114AP MODEL SCHOOL,
URAVAKONDA
Media &
Entertainment
Apparel &
16 ANANTAPURAP Model School,
RayadurgIT & ITeS
Beauty &
17 ANANTAPURAP Model School,
KanaganapalliIT & ITeS Hospitality [email protected]
18 ANANTAPURAPMODEL SCHOOL
,CHILAMKURIT & ITeS Health Care [email protected]
19 CHITTOOR 28230200823APMS
THAMBALLAPALLI
Media &
Entertainment
Beauty &
20 CHITTOOR 28230500253 APMS B.KOTHAKOTAMedia &
EntertainmentHealth Care [email protected]
21 CHITTOOR 28230900915 APMS K.V.PALLIMedia &
EntertainmentHealth Care [email protected]
22 CHITTOOR 28232302306 APMS K.V.B.PURAMMedia &
EntertainmentRetail [email protected]
23 CHITTOOR 28233601006 APMS DINNEPALLEMedia &
Entertainment
Physical
24 CHITTOOR 28233700510APMS
ADAVINATHUNIKUNTA
Media &
EntertainmentHealth Care [email protected]
25 CHITTOOR 28236101107 APMS BAIREDDIPALLEMedia &
Entertainment
Banking &
26 CHITTOOR 28236605104 APMS NADIMURMedia &
Entertainment
Banking &
27 CHITTOOR 28236301314 APMS RAMAKUPPAMMedia &
Entertainment
Banking &
28 CHITTOOR 28230300624APMS
MULAKALACHERUVU
Apparel &
29 CHITTOOR 28236501804 APMS GUDUPALLI Health Care [email protected]
30 CHITTOOR 28231000812APMS
YERRAVARIPALEM
Physical
31 CHITTOORAP Model School,
KalakadaHealth Care [email protected]
Newly Proposing 100 Schools
SI.
NODISTNAME UDISE CODE Name of the School
Vocational
Trade 1
Vocational
Trade 2Mail Ids
32 CHITTOORAP Model School,
ThummisiHospitality [email protected]
33 KURNOOL 28210301203
A.P MODEL
SCHOOL,MANTRALAYA
M
Media &
Entertainment
Banking &
34 KURNOOL 28212800506A.P MODEL SCHOOL,
KRISHNAGIRI
Media &
Entertainment
Apparel &
35 KURNOOL 28210201004AP MODEL SCHOOL,
Kosigi
Media &
Entertainment
Beauty &
36 KURNOOL 28210401611A.P MODEL SCHOOL,
NANDAVARAM
Media &
EntertainmentAgriculture [email protected]
37 KURNOOL 28210600102A.P MODEL SCHOOL,
JULAKALLU
Media &
Entertainment
Beauty &
38 KURNOOL 28214403144A.P MODEL SCHOOL,
RAVVALAKONDA
Media &
EntertainmentHealth Care [email protected]
39 KURNOOL 28215200819A.P. MODEL SCHOOL,
MADDIKERA
Media &
EntertainmentAgriculture [email protected]
40 KURNOOL 28211501205A.P. MODEL SCHOOL, J-
BUNGLOW
Media &
Entertainment
Beauty &
41 KURNOOL 28212501421A.P. MODEL SCHOOL,
ALUR
Media &
EntertainmentHealth Care [email protected]
42 KURNOOL 28211600416A.P MODEL SCHOOL,
MIDTHUR
Media &
Entertainment
Physical
43 KURNOOL 28211800315A P MODEL SCHOOL,
PEDDAPADU
Media &
EntertainmentRetail [email protected]
44 KURNOOL 28211900345A.P. MODEL SCHOOL,
KODUMUR
Media &
Entertainment
Apparel &
45 KURNOOL 28212101507A.P.MODEL SCHOOL,
KADIVELLA
Media &
Entertainment
Apparel &
46 KURNOOL 28213100622AP MODEL SCHOOL,
PANYAM
Media &
Entertainment
Banking &
47 KURNOOL 28213500315
A.P.MODEL HIGH
SCHOOL,
M.THIMMAPURAM
Media &
EntertainmentAgriculture [email protected]
48 KURNOOL 28214701025AP MODEL SCHOOL,
OWK
Media &
Entertainment
Banking &
49 KURNOOL 28214900302A P MODEL
SCHOOL,DHONE
Media &
EntertainmentRetail [email protected]
50 KURNOOL 28213701417AP MODEL
SCHOOL,RUDRAVARAM
Media &
EntertainmentAgriculture [email protected]
51 KURNOOL 28214000811AP MODEL SCHOOL,
UYYALAWADDA
Media &
EntertainmentAgriculture [email protected]
52 KURNOOL 28213300825A.P MODEL SCHOOL,
B.ATMAKUR
Media &
Entertainment
Beauty &
53 KURNOOL 28211300536A.P. MODEL SCHOOL,
VELGODE
Media &
Entertainment
Apparel &
54 KURNOOL 28213600624A.P MODEL SCHOOL,
SIRVEL
Media &
EntertainmentRetail [email protected]
55 KURNOOLAP Model School,
PamulapaduIT & ITeS
Beauty &
56 KURNOOLAP Model School,
OrvakalIT & ITeS Retail [email protected]
57 KURNOOLA.P. MODEL SCHOOL,
GADIVEMULAIT & ITeS Hospitality [email protected]
58 GUNTUR 28170200309A.P.MODEL SCHOOL,
JETTIPALEM
Media &
Entertainment
Banking &
59 GUNTUR 28170300848A.P.MODEL SCHOOL,
GURAZALA
Media &
EntertainmentHealth Care [email protected]
60 GUNTUR 28170400824A.P.MODEL SCHOOL,
DACHEPALLI
Media &
EntertainmentRetail [email protected]
61 GUNTUR 28172000109A P MODEL SCHOOL
KANDLAKUNTA
Media &
Entertainment
Physical
62 GUNTUR 28172200808A.P.MODEL SCHOOL,
DECHAVARAM
Media &
EntertainmentAgriculture [email protected]
SI.
NODISTNAME UDISE CODE Name of the School
Vocational
Trade 1
Vocational
Trade 2Mail Ids
63 GUNTUR 28173800506
A.P.MODEL
SCHOOL,CHIRUMAMILL
A
Media &
EntertainmentAgriculture [email protected]
64 GUNTUR 28174000421A.P.MODEL SCHOOLS,
ROMPICHERLA
Media &
Entertainment
Banking &
65 GUNTUR 28174301004A.P.MODEL SCHOOL,CH
KT PALEM
Media &
EntertainmentHealth Care [email protected]
66 GUNTURAP Model School,
KrosuruIT & ITeS
Physical
67 GUNTURAP Model School,
KarempudiIT & ITeS
Beauty &
68 KADAPA 28204100812 APMS PENAGALURMedia &
EntertainmentRetail [email protected]
69 KADAPA 28204700709AP MODEL SCHOOL
SAMBEPALLI
Media &
Entertainment
Banking &
70 KADAPA 28202600217AP MODEL SCHOOL,
VALLUR
Media &
EntertainmentHealth Care [email protected]
71 KADAPA 28203600549AP.MODELSCHOOL,LR.P
ALLI
Media &
EntertainmentHealth Care [email protected]
72 KADAPA 28204500704AP MODEL SCHOOL,
PULLAMPET
Media &
Entertainment
Banking &
73 KADAPA 28204800730AP MODEL SCHOOL,
CHINNAMANDEM
Media &
Entertainment
Physical
74 KADAPA 28204900715AP MODEL SCHOOL,
RAYACHOTY
Media &
Entertainment
Banking &
75 KADAPA 28205102813AP MODEL SCHOOL
NARASAPURAM
Media &
Entertainment
Physical
76 KADAPAAP Model School,
Khajipeta SunkesulaIT & ITeS Hospitality [email protected]
77 KADAPA
AP Model School,
Hasanapuram,
Ramapuram
IT & ITeSBeauty &
78 NELLORE 28190101017AP MODEL SCHOOL
SEETHARAMA PURAM
Media &
Entertainment
Apparel &
79 NELLORE 28190300507AP MODEL
SCHOOL,KONDAPURAM
Media &
Entertainment
Banking &
80 NELLORE 28190701105A P MODEL
SCHOOL,KALIGIRI
Media &
EntertainmentHealth Care [email protected]
81 NELLORE 28193504214AP MODEL
SCHOOL,VENKATAGIRI
Media &
Entertainment
Apparel &
82 NELLORE 28194402802AP MODEL SCHOOL,
MAVILLAPADU
Media &
EntertainmentAgriculture [email protected]
83 NELLOREAP Model School,
OtturuIT & ITeS Hospitality [email protected]
84 NELLOREAP Model School, AP
Model School, DuttalurIT & ITeS Retail [email protected]
85 PRAKASAM 28180900917AP MODEL SCHOOL,
MARKAPUR
Media &
Entertainment
Banking &
86 PRAKASAM 28181402407AP MODEL SCHOOL-
MUNDLAMURU
Media &
Entertainment
Physical
87 PRAKASAM 28183100982AP MODEL SCHOOL,
KANIGIRI
Media &
EntertainmentHealth Care [email protected]
88 PRAKASAM 28183501021AP MODEL SCHOOL
RACHERLA
Media &
EntertainmentRetail [email protected]
89 PRAKASAM 28185000103AP MODEL SCHOOL,
KANDUKURU
Media &
EntertainmentHealth Care [email protected]
90 PRAKASAM 28185100706AP.MODEL SCHOOL
V.V.PALEM
Media &
EntertainmentRetail [email protected]
91 PRAKASAM 28185300704AP MODEL SCHOOL
LINGASAMUDRAM
Media &
EntertainmentHealth Care [email protected]
92 PRAKASAM 28185500431AP MODEL SCHOOL -
ULAVAPADU
Media &
Entertainment
Beauty &
SI.
NODISTNAME UDISE CODE Name of the School
Vocational
Trade 1
Vocational
Trade 2Mail Ids
93 PRAKASAMAP Model School,
MallikharjunapuramIT & ITeS Hospitality [email protected]
94 PRAKASAM AP Model School, Darsi IT & ITeSBeauty &
95 SRIKAKULAM 28110501714AP MODEL SCHOOL
G.SIGADAM
Media &
Entertainment
Apparel &
96 SRIKAKULAM 28110700503
AP MODEL
SCHOOL,KONDAMULAG
AM
Media &
Entertainment
Apparel &
97 SRIKAKULAM 28110803106AP MODEL
SCHOOL,KUPPILI
Media &
Entertainment
Physical
98 SRIKAKULAM 28110900905AP MODEL SCHOOL
VAVILAPALLIPETA
Media &
Entertainment
Apparel &
99 SRIKAKULAM 28111105104
AP
MODELSCHOOL,O.V.PET
A
Media &
Entertainment
Physical
100 SRIKAKULAM 28111401521AP MODEL
SCHOOL,BHAMINI
Media &
Entertainment
Apparel &
101 SRIKAKULAM 28112503404
AP MODEL
SCHOOL,PRAHARAJUPA
LEM
Media &
EntertainmentHealth Care [email protected]
102 SRIKAKULAM 28113600610AP MODEL
SCHOOL,RAJAPURAM
Media &
Entertainment
Apparel &
103 SRIKAKULAMAP Model School,
ThamvadaIT & ITeS
Beauty &
104 SRIKAKULAMAP Model School,
EddulavalasaIT & ITeS Hospitality [email protected]
105 SRIKAKULAM 28113401320AP MODEL
SCHOOL,SOMPETA
Media &
Entertainment
Beauty &
106 VISAKHAPATNAM 28130800204AP MODEL
SCHOOL,MANCHALA
Media &
EntertainmentHealth Care [email protected]
107 VISAKHAPATNAM 28131701215MODEL
SCHOOL,VEMULAPUDI
Media &
EntertainmentHealth Care [email protected]
108 VISAKHAPATNAM 28133400704AP MODEL
SCHOOL,PATIPALLE
Media &
EntertainmentHealth Care [email protected]
109 VISAKHAPATNAMAP Model School,
MarupakaIT & ITeS
Beauty &
110 VISAKHAPATNAMAP Model School,
TegadaIT & ITeS Retail [email protected]
111 VIZIANAGARAM 28121107202
MODEL SCHOOL
SALUR@PUROHITUNIV
ALASA
Media &
EntertainmentAgriculture [email protected]
112 VIZIANAGARAM 28121603213
MODEL SCHOOL
MERAKAMUDIDAM@G
ARBHAM
Media &
EntertainmentHealth Care [email protected]
113 VIZIANAGARAM 28121700407
MODEL SCHOOL
DATTIRAJERU@SHIKAR
UGANJI
Media &
EntertainmentHealth Care [email protected]
114 VIZIANAGARAM 28121900406
MODEL SCOOL
GAJAPATHINAGARAM@
MARAPALLI
Media &
EntertainmentHealth Care [email protected]
115 VIZIANAGARAM 28122800401
MODEL SCHOOL
VIZIANAGARAM@AYYA
PPANAGAR
Media &
EntertainmentRetail [email protected]
116 VIZIANAGARAM 28122901002
MODEL SCHOOL
GANTYADA@MADHAN
APURAM
Media &
EntertainmentHealth Care [email protected]
117 VIZIANAGARAM 28123101012
MODEL SCHOOL
VEPADA@BAKKUNAIDU
PETA
Media &
Entertainment
Apparel &
118 VIZIANAGARAM 28123200506MODEL SCHOOL
LAKKAVARAPUKOTA
Media &
Entertainment
Beauty &
119 VIZIANAGARAM 28123401808MODEL SCHOOL,
ARDHANAPALEM
Media &
EntertainmentRetail [email protected]
120 VIZIANAGARAM 28122701509MODEL SCHOOL ,
AKKIVARAM
Media &
EntertainmentRetail [email protected]
SI.
NODISTNAME UDISE CODE Name of the School
Vocational
Trade 1
Vocational
Trade 2Mail Ids
121 VIZIANAGARAMAP Model School,
SathivadaIT & ITeS Health Care [email protected]
122 VIZIANAGARAMAP Model School,
BhogapuramIT & ITeS Retail [email protected]
123 EAST GODAVARIAP Model School,
HamsavaramIT & ITeS Hospitality [email protected]
124 EAST GODAVARIAP Model School,
SankhavaramIT & ITeS
Beauty &
125 KRISHNAAP Model School,
PedakomeraIT & ITeS
Physical
126 KRISHNA
AP Model School,
Maddulaparva,
Reddigudem
IT & ITeSBeauty &
S. No. Name of District Name of SchoolsUDISE
CodeVocational Trade 1 Vocational Trade 2
1 SRIKAKULAMAP MODEL
SCHOOL,KARAVANJA2.8112E+10 Media & Entertainment Electronics
2 SRIKAKULAMAPMODELSCHOOL,MATAM
SARIAPALLI2.8114E+10 Media & Entertainment Banking & Finance
3 SRIKAKULAMAP MODEL SCHOOL,
PURUSHOTTAPURAM2.8114E+10 Media & Entertainment Physical Education
4 VIZIANAGARAMMODEL SCHOOL TERLAM
@PERUMALI2.8122E+10 Media & Entertainment Healthcare
5 VIZIANAGARAM
MODEL SCHOOL
MENTADA@PEDAMEDAPA
LLI
2.8122E+10 Media & Entertainment Retail
6 VIZIANAGARAM MODEL SCHOOL 2.812E+10 Media & Entertainment Apparel & Made-ups
7 VIZIANAGARAM
MODEL SCHOOL
MAKKUVA@MULAKKAYA
LAVALASA
2.8121E+10 Media & Entertainment Apparel & Made-ups
8 GUNTURA.P.MODEL SCHOOL,
DURGI2.8172E+10 Media & Entertainment Banking & Finance
9 GUNTURA.P.MODEL SCHOOL,
NUZENDLA2.8174E+10 Media & Entertainment Agriculture
10 GUNTURAP MODEL SCHOOL
BOLLAPALLI2.8172E+10 Media & Entertainment Telecom
11 KURNOOLA.P MODEL SCHOOL,
C.BELAGAL2.8211E+10 Media & Entertainment Healthcare
12 KURNOOLA.P. MODEL SCHOOL,
GONEGANDLA2.8212E+10 Media & Entertainment Retail
13 KURNOOLA.P MODEL SCHOOL,
PEDDAKADABUR2.8212E+10 Media & Entertainment Retail
14 KURNOOLA.P. MODEL SCHOOL,
ASPARI2.8213E+10 Media & Entertainment Telecom
15 KURNOOLA.P MODEL SCHOOL,
GOSAPDU2.8214E+10 Media & Entertainment Electronics
16 KURNOOLA.P MODEL SCHOOL,
KOLIMIGUNDLA2.8215E+10 Media & Entertainment Telecom
17 KURNOOLA.P MODEL SCHOOL,
PATHIKONDA2.8215E+10 Media & Entertainment Banking & Finance
18 KURNOOLA.P MODEL SCHOOL, KOTA
KANDUKUR2.8214E+10 Media & Entertainment Banking & Finance
19 ANANTAPURAP MODEL SCHOOL
VIDAPANAKAL2.822E+10 Media & Entertainment Healthcare
20 ANANTAPURAP MODEL SCHOOL,
PAMIDI2.8221E+10 Media & Entertainment Retail
21 ANANTAPURAP MODEL SCHOOL
KANEKAL2.8222E+10 Media & Entertainment Apparel & Made-ups
22 ANANTAPURAP MODEL SCHOOL,
SETTUR2.8222E+10 Media & Entertainment Banking & Finance
23 ANANTAPURAP MODEL SCHOOL
RAPTADU2.8223E+10 Media & Entertainment Physical Education
24 CHITTOOR APMS PEDDAMANDYAM 2.823E+10 Media & Entertainment Healthcare
25 CHITTOOR APMS PTM 2.823E+10 Media & Entertainment Electronics
26 ANANTAPUR AP MODEL SCHOOL 2.8221E+10 Media & Entertainment Banking & Finance
27 ANANTAPUR APMODELSCHOOL 2.8225E+10 Media & Entertainment Electronics
28 CHITTOOR APMS MUDIVEDU 2.8231E+10 Media & Entertainment Electronics
AP Model Schools for Vocational Education 2017-18
PROCEEDINGS OF THE COMMISSIONER OF SCHOOL EDUCATION AND EX-OFFICIO PROJECT DIRECTOR, RMSA-AP, HYDERABAD
Present :: K.Sandhya Rani, IPoS., Rc.No.233/RMSA-AP/2014 Dt.01.08.2016
Sub:- RMSA- Guidelines/ Instruction to the Principals of Model Schools for
functioning of Girls Hostels from 01.09.2016 – Orders- Issued- Regarding.
&&&&&
All the Principals of Model Schools in the State are informed that the
Commissioner of School Education and Ex-Officio Project Director, RMSA-AP,
Hyderabad is hereby instructed to start function of Girls Hostels from 01.09.2016
where the hostels are ready to function.
The following instructions are issued based on the GOI guidelines to all the
Principals of Model Schools where the Girls Hostels are ready to function Girls
Hostels.
1. TARGET GROUP
The girl students in the age group 14-18 studying in classes IX to XII and
belonging to SC, ST, OBC, Minority communities and BPL families will form the target
group of scheme. As per the rough estimates about 70.00 lakh girls in India would
have been enrolled in class VIII during the year 2007-08. Around half of them atleast
belong to the SC, ST, OBC and Minority communities.
2. ADMISSION PROCEDURE AND ELIGIBILITY CRITERIA :
Each Girls Hostel has 100 boarded capacity. Girls belonging to SC, ST, OBC,
Minority communities and BPL families and studying in classes IX – XII in a recognised
school in the EBB (run by any authority, State, District or NGO) with a valid certificate
from school Head Master will be eligible to stay in the hostels. At least 50% of the girls
admitted to the hostels should belong to SC, ST, OBC, Minority communities as per the
general rule of reservation prevailing norms. The students admitted in any High
School/Jr. College in the vicinity of the hostel including Model Schools are eligible for
admission. Priority will be given to the girls who are studying in the Model schools
and distance as a criteria.
RESPONSIBILITIES AND DUTIES OF PRINCIPAL:
1. The Principal of AP Model Schools who are the overall in charge of the Girls
hostel should invite applications from the eligible candidates and provide
admissions in the hostel as per the guidelines issued.
2. He/She shall run the hostel with the assistance of warden, caretaker and other
staff.
3. He/She shall supervise all activities related to hostel.
4. He/She shall be present at the time of all purchases related to hostel along
with the warden.
5. He/She shall display the menu in the hostel and see that it should be followed
accordingly.
6. Meanwhile the principal should prepare the requirement of monthly provisions
(perishable, non perishable items) and process for floating tenders to supply
the same through DPC under the chairmanship of the District Collector
concerned like other hostels. The GHs situated in the districts would put
together process the file for tenders through DEO, Member Convenor. After
approval of the tender rates, as per the menu communicated daily ration and
weekly ration should be fixed so as to utilise the eligible amount of Rs. 1500/-
per month. If any savings is there after the actual expenditure, such savings are
to be utilised for any item as desired by the boarders.
7. He/She is responsible for maintaining records with the assistance of warden
related to all financial transactions of hostel.
8. He/Sheensure\procure that the necessary groceries, vegetables, milk, rice, gas
etc., as per the indent submitted by the warden duly following the procedures
laid down i.e., District Purchase Committee.
9. He/she shall see that breakfast, lunch, snacks and dinner are served properly
according to the menu and timings prescribed.
10. He/She shall verify and certify the hostel related records and registers
maintained by the warden, food committee etc. regularly.
11. He/She shall see that no food item is wasted and it is sufficiently served to the
students.
12. He/She shall conduct a weekly review meeting with the hostel staff and food
committee for the effective functioning of the hostel.
13. He/She is authorized to sanction the leaves to the hostel staff.
14. He/She shall ensure that utmost discipline is maintained in the hostel and the
study hours properly conducted as per guidelines.
15. He/She shall form Food Committee with four (4) hostel boarders i.e., one from
intermediate II year, one from Intermediate I year, one from X Class and one
from IX class, two parents who are members in SMDC and two members from
teaching faculty on monthly rotation basis.
3. DUTIES OF WARDEN:
1) The Warden is the in charge of the hostel and she must stay at hostel only as a
facilitator to the boarders 24/7.
2) She should prepare monthly indents and get them approved by the Principal
and attend the purchases from super bazaar, Co-operative Societies and Civil
Supplies and other Government agencies as prescribed by the DPC.
3) She has to maintain all the relevant records pertaining to the Hostel and she is
responsible for maintenance of the stocks and accounts regularly under the
guidance of Principal concerned.
4) It is her duty to maintain discipline in day to day and timely activities in the
hostel.
5) It is her duty to adjust the per-capita expenditure within the provision and
submit monthly per-capita statement to the Principal.
6) At the time of receipt and issue of milk, vegetables and other provisions, she
shall be present along with food committee members and should sign in the
registers in token of receipts and issues.
7) She must maintain indent sheets for daily issue to cooks in duplicate duly
signed by them, and also see that the material issued for cooking is utilized
completely. She shall also see that rotten and spoiled items are not used in
cooking.
8) She must see that no wastage of food at any time.
9) She should see that the health and hygienic conditions in the hostel kitchen and
dining hall,washrooms etc. are to be maintained properly.
10) She should report after the closing day of every vacation and holidays to verify
the stocks and to seal the kitchen and store room, she should also be present
one or two days before the reopening after every Vacation and holidays to
prepare indents and get the stocks in advance.
11) She should collect charges from guests/parents and other than the hostel staff
and deposit the amount with the Principal every day.
12) She should conduct food committee meetings once in a fortnight to take the
suggestions from the committee members in maintaining the hostel.
13) She should arrange one of the staff members as in charge Deputy Warden
whenever she takes leave with the approval of the Principal.
14) She should seek the permission of the Principal for introduction of any new
practices.
15) Sanction of Casual Leave for kitchen Staff will be granted by the Principal only
on the recommendation of the warden.
16) She shall available in the dining hall during breakfast, lunch and dinner time.
17) She has to cooperate with the Principal and discharge duty entrusted to her by
the principal for smooth and efficient functioning of the hostel.
4. DUTIES OF FOOD COMMITEE:-
1) Food Committee consists of four (4) hostel boarders i.e., one from
intermediate II year, one from Intermediate I year, one from X Class and one
from IX class, two parents who are members in SMDC and two members from
teaching faculty on monthly rotation basis.
2) They shall record the daily issue provision/utilized.
3) They shall assist the hostel warden in issuing required material to the kitchen
staff.
4) They shall associate with the kitchen staff during the time of serving food
items.
5) They shall act as leaders for their respective classes during the study hours.
6) They shall attend the weekly review meeting conducted by the principal.
5. PROCUREMENT OF UTENSILS:-
Sl. No.
Item No.s Specifications
1. Bagonaas lids
i. Rice (30) Kgs 1
18 mm/29 kg, Aluminium
ii. Curry (10) kgs 1
16 mm/36kg Aluminium
iii. Sambar (10) kgs 1
18 mm/11kg, Aluminium
iv. Charu (5) kgs 1
18 mm/8kg, Aluminium
2 Buckets 3 Steel 2 Ltrs Capacity
3 Ganteluy 4 Big Size 48” Inches
4 Hasthalu 4 Small for Rice
Serving
5 Water Jugs 5 1 (1/2) Lts Capacity
6 Basins 3 30 CM Diameter
7 Tea boiler 2 (50 Cups) Steel 50 Cups
8 Idli Maker 2 (54 Nos.) Aluminium 54
idlies
9 Dosha Pan 2 Iron 5 mm thickness
10 PooriMukudu 1 (15 kg) 75 cm Dia
11 Grinder 1 Branded
12 Kathipeetalu 3 Fiberbasecuttes
13 Jalleda 2 Steel 30 cm Dia
14 PindiJalleda 2 Steel 30 cm Dia
15 Water Drums 2 (Plastic) Heavy Plastic
16 Storage Tins 2 (50 kg) Storage 50 kg
Capacity
17 Plate and Glass 100
18 Plastic Bindi 2
19 Gas Stove 2
20 Knifes 5
TOTAL
6. PROCUREMENT OF RICE:-
The institutions like APREIS, KGBVs, Social/Tribal Welfare Hostels and for
implementation of MDM the procurement/allocation of Rice is being done through the
Commissioner, Civil Supplies Dept., in the State. Recently the Commissioner Civil
Supplies has issued instructions vide their Procs. RC.No.CCS, Ref No.
PDS/II(4)/320/2016, Dt.25.04.2016 allotted a quantity of 16000 kgs of rice @ Rs.1/- kg
for providing meal to the children who are prepared from EMCET under AP Model
Schools established in EBB with the funding by the GoI and State as per the request of
the Commissioner of School Education, AP, Hyderabad in
Lr.Rc.No.194/A1/APMS/2016, Dt.30.03.2016.
To this effect the Commissioner Civil Supplies may be requested to supply the
Rice @ Rs.100/- per qtl duly arriving at the requirement @ 500 gms per day per
inmate ie., 15 kgs per head per month upto 10th class and @ 600 gms per day ie., 18
kgs per month per head beyond 10th class students.
Since these hostels are to enroll 100 inmates in each Hostel as per norms stated
above 1500 kgs for IX & X class and 1800 kgs for classes XI & XII are required to be
procured from Civil Supplies Dept., on subsidized price per month.
7. BEST PRACTICES IN THE HOSTEL:-
1. After admission into the hostel a committee of 7 minimum boarders is to be
constituted for a minimum period of six months to oversee the overall
maintains and in assisting the matron and principal.
2. The committee should satisfy on the quality and quantity of provisions
(perishable and non perishable items) received periodically and also to satisfy
on the daily issues as per menu.
3. The committee also records the issues and verify periodically the same in the
stock registers. The committee also satisfies on the way of preparation of food,
storage, taste and proper distribution to all boarders. The committee will
oversee the hygienic condition of kitchen, bathrooms and toilets including
general maintenance. Any changes in the menu will be done by the principal
and matron as per their inters and need of the boarders. At the end of the
month the matron will prepare the monthly bill and submit for principal
approval. The committee also scrutinises the bill prepared against the relates
and quantity issued / utilised. After passing the bill, the principal
arrangements payments to all the parties by way of account payee cheques.
4. In case of any shortage in the provisions supplied by the tenders, the principals
may purchase the quantities immediately required through the committee in
the local market to avoid dislocation in the hostels functioning.
5. The principal also shall frame general rolls for smooth functioning of the
hostels separately for kitchen staff, security staff and students.
6. The principals are advised to consult the principals of APREIS /
APSWREIS/Navodayavidyalaya, SC, ST, BC welfare hostels for the general rule
involved in maintaining the hostel.
7. Out of the Rs. 4000 per boarder per year the distribution is Rs. 125/- per
bathing soaps and oils per month, shampoos; Rs. 75/- for sanitary material per
month; Rs. 100/- for washing and laundry per month and the remaining amount
for replacement of bulbs, providing bed sheets, etc.
8. A separate space may be allotted to the sick students in the hostel premises.
8. MENU TO BE FOLLOWED (TO BE DISPLAYED IN THE HOSTEL):-
DAY
Early Morning Drinks
6.00 AM
BREAK FAT (8.15 AM to 8.45
AM)
LUNCH 12.45 PM to 1.30
PM
EVENING SNACKS (4.45 PM to 5.30
DINNER (7.30 PM to
8.30 PM) onwards
Monday M
ilk w
ith B
oost
/Ragim
alt
wit
h m
ilk o
r Butt
erm
ilk
Idly with Chutney(Palli/Puttnallu)/Sambar
1.Rice 2. Vegetable Curry 3. Sambar 4. Tomato pachadi 5. Buttermilk
Boiled pulses +
Milk
1.Rice 2. Vegetable Curry 3. Rasam 4.Pickel 5. Buttermilk 6.Seasonal Fruit
Tuesday Kichidi with
chutney/pacchipulusu
1.Rice 2.Dal ( any leaf vegetables) 3.Vegetable Curry 4.Rasam 5.Boiled Egg 6.Buttermilk
Fried pallies /Milk
1.Rice 2. Vegetable Curry 3. Sambar 4. Buttermilk 5.Seasonal Fruit
Wednesday
Upma-Wheat ravva/Bombay
ravva
1.Rice 2. Vegetable fry 3. Sambar 4. Aloo Masala curry 5. Buttermilk
Samosa + Milk
1.Rice 2. Boiled egg curry 3. Rasam 4.Pickel 5. Buttermilk
Thursday Pulihora/kichidi
any chutney
1.Rice 2.Dal ( any leaf vegetables) 3.Vegetable Curry 4.Rasam 5.Boiled Egg 6.Buttermilk
Ravvakesari + Milk
1.Rice 2. Vegetable Curry 3. Rasam 4.Pickel 5. Buttermilk 6.Seasonal Fruit
Friday Tomatobath with
chutney
1.Rice 2. Vegetable Curry 3. Sambar 4.Coconut pachadi 5. Buttermilk
Groundnut laddu +
Milk
1.Rice 2. Vegetable Curry 3. Rasam 4.Pickel 5. Buttermilk 6.Seasonal Fruit
Saturday Chapati/Puri
with Alu curry/Dal
1.Rice 2. Mixed Vegetable Curry 3. Dal (tomato/Mango) 4.Rasam 5. Buttermilk
Chudwa- Aatukulu/Borugulu/Maram
aralu
1.Rice 2. Vegetable Curry 3. Rasam 4.Pickel 5. Buttermilk 6.Seasonal Fruit
DEOs Phone No.
Sl. No. District Phone No
1 Srikakulam 9849909101
2 Vijayanagaram
9849909102
3 Visakhapatnam 9849909103
4 East Godavari
9849909104
5 west Godavari
9849909105
6 Krishna
9849909106
7 Guntur
9849909107
8 Prakasam 9849909108
9 SPSR Nellore
9849909109
10 Chittoor
9849909110
11 YSR Kadapa 9849909111
12 Anantapur
9849909112
13 Kurnool 9849909113
A.P. Model Schools
Asst. Director Phone No.
S.No District. Phone No
1 Srikakulam 9441063056
2 Vijayanagaram 9000992709
3 Visakhapatnam 9441238141
4 East Godavari 9494142356
5 Krishna 9581776258
6 Guntur 9490832087
7 Prakasam 9493676800
8 SPSR Nellore 8008500678
9 Chittoor 9491279612
10 YSR Kadapa 9490714638
11 Anantapur 9490625334
12 Kurnool 9963028076
A.P. Model Schools 161
Principals Phone Nos. S.
No. District Name School Name Phone No
1 ANANTHAPUR AGALI 7032996424
2 ANANTHAPUR AMADAGUR 7032996419
3 ANANTHAPUR AMARAPURAM 7032996423
4 ANANTHAPUR C.K.PALLI 7032996416
5 ANANTHAPUR DHARMAVARAM 7032996405
6 ANANTHAPUR GARLADINNE 7032996404
7 ANANTHAPUR GOOTY 7032996409
8 ANANTHAPUR HINDUPUR 7032996422
9 ANANTHAPUR JAGARAJUPALLI 7032996420
10 ANANTHAPUR KALYANDURG 7032996413
11 ANANTHAPUR KANAGANAPALLI 7032996418
12 ANANTHAPUR KANEKAL 7032996412
13 ANANTHAPUR MUSTURU 7032996406
14 ANANTHAPUR NALLACHERUVU 7032996421
15 ANANTHAPUR PAMIDI 7032996410
16 ANANTHAPUR PUTLUR 7032996402
17 ANANTHAPUR RAMAGIRI 7032996417
18 ANANTHAPUR RAPTHADU 7032996415
19 ANANTHAPUR RAYADURG 7032996411
20 ANANTHAPUR SETTURE 7032996414
21 ANANTHAPUR TADIPATRI 7032996400
22 ANANTHAPUR TELAGURUKI 7032996407
23 ANANTHAPUR VAJRAKARUR 7032996408
24 ANANTHAPUR YADIKI 7032996401
25 ANANTHAPUR YELLANUR 7032996403
26 CHITTOOR A.N. KUNTA 7032996434
27 CHITTOOR B.KOTHAKOTA 7032996440
28 CHITTOOR K.V.B. PURAM 7032996428
S.
No. District Name School Name Phone No
29 CHITTOOR K.V.PALLI 7032996426
30 CHITTOOR KALAKADA 7032996427
31 CHITTOOR MOLAKALACHERUVU 7032996438
32 CHITTOOR NADIMURU 7032996429
33 CHITTOOR NEAR AGARAM VILLAGE 7032996430
34 CHITTOOR NEAR DINNEPALLI 7032996433
35 CHITTOOR NEAR KHAMMANAPALLI 7032996432
36 CHITTOOR NEAR MUDIVEDU 7032996435
37 CHITTOOR P.T.M. 7032996439
38 CHITTOOR PEDDAMANDYAM 7032996436
39 CHITTOOR THAMBALLAPALLE 7032996437
40 CHITTOOR THUMSI 7032996431
41 CHITTOOR YERRAVARIPALEM 7032996425
42 CHITTOOR REDDIVARIPALLE,(NIMMANAPALLI) 8919463459
43 CHITTOOR RAMKUPPAM 9441033952
44 EAST GODAVARI HAMSAVARAM 7032996442
45 EAST GODAVARI SANKAVARAM 7032996441
46 GUNTUR BOLLAPALLI 7032996457
47 GUNTUR CHIKATIGALAPALEM 7032996454
48 GUNTUR CHIRUMAMILLA 7032996453
49 GUNTUR DACHEPALLI 7032996448
50 GUNTUR DECHAVARAM 7032996450
51 GUNTUR DURGI 7032996443
52 GUNTUR GURAZALA 7032996449
53 GUNTUR IPUR 9701966824
54 GUNTUR JETTIPALEM (GOLI) 7032996447
55 GUNTUR KANDLAKUNTA 7032996446
56 GUNTUR KAREMPUDI 7032996445
57 GUNTUR KROSURU 7032996452
58 GUNTUR NUZENDLA 7032996455
S.
No. District Name School Name Phone No
59 GUNTUR VIPPARLA REDDYPALEM 7032996451
60 KADAPA CHINNAMANDEM 7032996459
61 KADAPA KHAJIPET 7032996463
62 KADAPA L.R.PALLI 7032996458
63 KADAPA NARASAPURAM 7032996466
64 KADAPA PENAGALUR 9553704144
65 KADAPA PULLAMPET 7032996462
66 KADAPA RAMAPURAM 7032996461
67 KADAPA RAYACHOTY 7032996460
68 KADAPA SAMBEPALLI 8985260015
69 KADAPA VALLUR 7032996465
70 KRISHNA MADDULAPARVA 7032996468
71 KRISHNA PEDAKOMERA 7032996467
72 KURNOOL ALLAGADDA 7032996493
73 KURNOOL ALUR 7032996481
74 KURNOOL ASPAR 7032996482
75 KURNOOL BANAGANAPALLI 7032996497
76 KURNOOL BANDI ATMAKUR 7032996488
77 KURNOOL BETHAMCHERLA 9177738219
78 KURNOOL C.BELAGAL 7032996473
79 KURNOOL DHONE 7032996500
80 KURNOOL GADIVEMULA 7032996471
81 KURNOOL GONEGANDLA 7032996476
82 KURNOOL GOSPADU 7032996491
83 KURNOOL JULEKAL 7032996474
84 KURNOOL JUPADU BUNGLOW 7032996485
85 KURNOOL KADIVELLA 7032996478
86 KURNOOL KODUMUR 7032996475
87 KURNOOL KOLIMIGUNDLA 7032996498
88 KURNOOL KOSIGI 9100863791
S.
No. District Name School Name Phone No
89 KURNOOL KRISHNAGIRI 7032996501
90 KURNOOL MADDIKERA (EAST) 7032996483
91 KURNOOL MIDTHUR 7032996486/9059434330
92 KURNOOL MUGATHI 7032996477
93 KURNOOL ORVAKAL 7032996470
94 KURNOOL OWK 9550306852
95 KURNOOL PAGIDYALA 9441300227
96 KURNOOL PAMULAPADU 7032996487
97 KURNOOL PANYAM 7032996472
98 KURNOOL PATHIKONDA 7032996484
99 KURNOOL PEDDAKADUBUR 7032996479
100 KURNOOL PEDDAPADU 7032996469
101 KURNOOL RACHAMARRI 7032996480
102 KURNOOL RUDRAVARAM 7032996494
103 KURNOOL SIRVEL 7032996492
104 KURNOOL THIMMAPURAM 7032996489
105 KURNOOL UYYALAWADA 7032996495
106 KURNOOL VELGODE 7032996490
107 NELLORE A.S.PETA 7032996504
108 NELLORE DUTTALUR 7032996505
109 NELLORE KALIGIRI 7032996504
110 NELLORE KONDAPURAM 7032996503
111 NELLORE MAVILLAPADU 7032996508
112 NELLORE NANDAVARAM 7032996505
113 NELLORE OTTURU 7032996502
114 NELLORE SEETHARAMPURAM 7032996506
115 NELLORE TADA 7032996508
116 NELLORE VENKATAGIRI 7032996507
117 PRAKASAM CHUNDI 7032996518
118 PRAKASAM G. MEKAPADU 7032996516
S.
No. District Name School Name Phone No
119 PRAKASAM KANIGIRI 7032996510
120 PRAKASAM MALLIKARJUNAPURAM 7032996512
121 PRAKASAM MITTAMIDIPALLI 7032996511
122 PRAKASAM MUNDLAMUR 7032996514
123 PRAKASAM RACHERLA 7032996513
124 PRAKASAM SANTHINAGAR 7032996509
125 PRAKASAM THIMMAREDDY PALEM 7032996515
126 PRAKASAM VEEREPALLI 7032996517
127 SRIKAKULAM BHAMINI 7032996522
128 SRIKAKULAM EDULAVALASA 7032996528
129 SRIKAKULAM G.SIGADAM 7032996525
130 SRIKAKULAM KARAVANJA 7032996527
131 SRIKAKULAM KONDAMULAGAM 7032996526
132 SRIKAKULAM KUPPILI 7032996520
133 SRIKAKULAM M.S.PALLI 7032996532
134 SRIKAKULAM O.V.PETA 7032996519
135 SRIKAKULAM PATHAPATNAM 7032996523
136 SRIKAKULAM PONDURU 7032996524
137 SRIKAKULAM PURUSHOTHAPURAM 7032996530
138 SRIKAKULAM RAJAPURAM 7032996529
139 SRIKAKULAM SOMPETA 7032996531
140 SRIKAKULAM THAMADA 7032996521
141 VISAKHAPATNAM MANCHALA 7032996534
142 VISAKHAPATNAM MURAPAKA 7032996533
143 VISAKHAPATNAM PATTI PALLI 7032996536
144 VISAKHAPATNAM TEGADDA 7032996535
145 VISAKHAPATNAM VEMULAPUDI 7032996537
146 VIZIANAGARAM AKKIVARAM 7032996542
147 VIZIANAGARAM ARTHANAPALEM 7032996539
148 VIZIANAGARAM AYYAPPA NAGAR 7032996538
S.
No. District Name School Name Phone No
149 VIZIANAGARAM BAKKUNAIDUPETA 7032996541
150 VIZIANAGARAM DALLIPETA 7032996544
151 VIZIANAGARAM GARBHAM 7032996547
152 VIZIANAGARAM KURUPAM 7032996554
153 VIZIANAGARAM L.KOTA 7032996540
154 VIZIANAGARAM MADHUNAPURAM
(BUDATHANAPALLI) 7032996546
155 VIZIANAGARAM MARUPALLI (LOGISA) 7032996549
156 VIZIANAGARAM MULAKKAYALAVALASA 7032996553
157 VIZIANAGARAM PEDAMEDAPALLI 7032996550
158 VIZIANAGARAM PERUMALI 7032996551
159 VIZIANAGARAM POROHITHUNIVALASA 7032996552
160 VIZIANAGARAM SATHIVADA 7032996545
161 VIZIANAGARAM SHIKARUGANGI 7032996548
