handbook for embedding international dimension in the classroom 2014-2015

Handbook for EmbeddingInternational Dimension in the Classroom 2014-2015

www.britishcouncil.in

CONTENT

Foreword 4About the Handbook, Purpose 6 and How to Use it

List of Contributors 9Life Skils, Global Citizenship 12 and International Dimension

Class 6: Subject Maps 14Examples of International 16 School Award Projects





Using Rubrics Effectively 74

Handbook for Embedding International Dimension in the Classroom 2014-2015

Class 6 to Class 10

Foreword

The International School Award is an immensely popular programme with schools in twenty-eight countries across the world including UK. Outside the UK, India currently has the most number of schools working on adding an international dimension in the curriculum. The reason for this popularity is the constant endeavour British Council makes to keep the programme relevant and innovative. It strives to support the mission of every school to provide the best education for their students.

This Handbook for Embedding International Dimension in the Classroom is the outcome of a review carried out by British Council India to improve the quality of International School Award action plans. It is designed to help teachers and curriculum specialists in Central Board of Secondary Education schools embed international dimension in their classroom and achieve maximum impact from every learning project they undertake. Though confined to classes six to ten at the moment we will expand it to other classes shortly.

4

A large number of schools, head teachers, and teachers have contributed to the development of the Handbook and so it is largely your work. The idea was not to create a large prescriptive list of activity plans but to give some examples that will help generate new ideas, stimulate creativity and develop lessons that bring the best of international dimension to every classroom whatever be their context, resources, access to technology, and experience.

We aim to run a series of lesson planning competitions and to keep adding to and refreshing the Handbook each year making it a living, handy resource for easy reference. So look out for the announcements on our website, participate enthusiastically and send us your feedback and comments to [email protected] as we are always eager to hear from you.

Richard EverittDirector—Education and SocietyBritish Council India

A large number of schools, head teachers and teachers have contributed to the development of the Handbook and so it is largely your work.

Handbook for Embedding International Dimension in the Classroom | 5

Using the Handbook

Introduction Each day the teacher in the classroom is being asked to take on greater responsibility for the development of their pupil. No longer is the teacher only responsible for imparting knowledge and content but is also expected to develop values, attitudes and skills. There is growing consensus now that just marks and good scores in examinations will not help

students succeed. They must also learn how to be skilled, confident and internationally aware global citizens.

The purpose of this Handbook is to help teachers plan smarter so that they are able to achieve all of the above and still keep their students on track to cover the content required in the curriculum. Though it is directed at schools planning to embark on their International School Award journey it is will be useful for those seeking to find ways to work across curriculum, develop life skills and give their students an enriched learning experience.

We would like readers to note that the curriculum as proposed by the NCERT and the CBSE can be interpreted in a vast number of ways and the approach depicted here is but one view. The lessons or projects and activities suggested are not prescriptive but suggestive and the teachers are encouraged to tailor them to suit their needs and objectives. We believe schools are the ultimately experts in transacting the curriculum and so the activities suggested here have been compiled by teachers and head teachers of a large number of CBSE schools who have worked towards the International School Award programme.

6

Cross Curricular ApproachThe Handbook for Embedding International Dimension in the Classroom has been created through the process of mapping classroom learning activities to the prescribed CBSE curriculum, the global citizenship skills, values and attitudes of the Connecting Classrooms programme and a list of International Dimension learning outcomes required for the International School Award. The activities are cross curricular and usually cover two to three subjects. The presentation of the subject maps at the outset of the class is intended to help teachers look at topics covered in all subject areas at a glance even before they begin planning to allow them to identify opportunities to work across curriculum.

The handbook also presents the global citizenship, CBSE life skills and international dimension areas side by side to encourage teachers to see the strong overlap in these sets of skills which makes it easy to design lessons to nurture them in their students.

Focus on Classes Six to TenThe initial focus group discussion and consultation strongly indicated that the

curriculum mapping exercise leading to the creation of the Handbook be for the secondary school. The reason suggested was that these are the classes when the content element of the curriculum in each subject area begins to grow but the need and opportunities for shaping skills, values and attitudes in life skills, citizenship and international dimension also require significant attention.

For sake of simplicity all activities covered in this handbook have been allocated to a single class though we envisage that with modification they may be appropriate for older or younger students than suggested here. More over many activities can be coordinated to make a whole school project such as celebration of World Week or an International Festival Day etc.

Teaching and Measuring Learning OutcomesAll the activities suggested in the handbook and indeed other activities that teachers undertake in the classroom are likely to have many more learning outcomes than those indicated. The curriculum maps created focus strongly on not more than two scholastic and

two non- scholastic outcomes only so that the teacher is able to assess these and gauge the success of these activities rather when trying evaluate the success of these learning activities. While assessing learning outcome in content and knowledge of subject areas such as Science, Social Studies, Mathematics, English and Languages such as Hindi are easily managed through achievement tests, assessment of skills need a different approach. Across the world different approaches have been suggested to measure them and it is far from being an exact science. However, we strongly suggest that teachers use some form of learner assessment of these skills to help pupils understand the contribution of the teaching towards their skill development.

The handbook has sample rubrics that have been created by the teachers during the Curriculum Mapping workshop as a suggested way of measuring some of these skills. Many such rubrics are also freely available online. These may be tailored and customised for use by the teachers. The simple template may be created to record the observation while students carry out the collaborative projects, present research, produce reports, express their creativity and participate in the learning activities. To help bring more objectivity to


the process teachers may also work in teams to moderate each another’s observation and give students a more exact and meaningful feedback.

Structure of the Sample Activities in the Curriculum MapsEach activity has an aspect of action followed or initiated through meaningful discussion and deliberation in the classroom. The quality of the lesson will depend on the skill of the teacher to manage and deliver the learning experience of their students and facilitate these discussions.

Ideally the activities should be undertaken with a partner school in another country but considering this may not always be possible each sample activity can be modified to working without partner schools with International Dimension inputs coming from use of the internet or library. Schools are strongly encouraged to use local opportunities such as International Students hostels of nearby universities, tourist sites frequented by foreigners, personal overseas connections, embassies and consulates, industries with links overseas to add authentic international

experience to the lessons. However, please do take every precaution to ensure that students are safe and are not exposed to any risk while undertaking the activities.

Please feel free to modify and change the activities to suit your classroom situation and make them your own.

The Handbook for Embedding International Dimension in the Classroom will be updated and modified each year with inputs from you and your school. Share with us case studies of how you have used the learning activities given here or other features of the handbook for planning lessons. You can send us pictures and text at [email protected]. Outstanding case studies will be showcased in our next publication.

The British Council schools team wishes you all the best for adding an international dimension in the curriculum and looks forward to many interesting and exciting case studies in the future.

8

List of Contributors

Overall Conceptualisation and PlanningRittika Chanda Parruck Assistant Director – Schools

Yvette Hutchinson Education Adviser (Policy and Education Enhancement)

Ruchira Ghosh Head – Business Development Schools

Editing and DesigningArijit Ghosh Senior Project Manager Schools – Digital

Pradnya Gokhale and staff of New Era Senior Secondary School, Vadodara

Contributors to the Focus Group DiscussionSandeep Sethi Education Officer, Central Board of Secondary Education

Alka Sharma DAV Public School

Varsha Gautam DAV Public School

Gurmeet Kaur Silver Line School, Ghaziabad

Ritu Pachauri Silver Line School, Ghaziabad

Harmeet Kaur G D Salwan Public School

Pooja Datta G D Salwan Public School

Kavita Bhatia Bal Bharti Public School, Gangaram Hospital Marg

Alka Nagpal Bal Bharti Public School, Gangaram Hospital Marg

Kritika Mehta Sapphire International School, Noida

Aparna Nanda Sapphire International School, Noida

Laxmi Prasad Kendriya Vidyalaya, Gole Market

Nidhi Singh Nehru World School, Ghaziabad

Charu Sharma Nehru World School, Ghaziabad

Kiran Sharma Bal Bharati Public School, Manesar

Sarika Anand Bal Bharati Public School, Manesar

Mala Gupta Springdales School, Pusa Road

Nidhi Springdales School, Pusa Road


S.No Name School City

1 Karuna S Mishra Apeejay School, Pitampura Delhi

2 Shyamala E Venkataraman Army Public School Bengaluru

3 Maya.P.S Arsha Vidya Mandir Chennai

4 Anju Arora Bal Bharati Public School Delhi

5 Jyotsna Gulati Bal Bharati Public School Delhi

6 Sandhya Kakkar Bal Bharati Public School, Dwarka

Delhi

7 Mridu Marwah Bal Bharati Public School, Rohini

Delhi

8 Sapna Makan Bal Bharati Public School, Rohini

Delhi

9 SmitaSharma Dabas Bal Bharati Public School, Rohini

Delhi

10 Savitha Suverna BGS National Public School Bengaluru

11 Rajsree V R BGS National Public School Bengaluru

12 Suprabha Nandakumar BGS National Public School Bengaluru

13 Sreemati Sen Birla High School Kolkata

14 Alka Luthra Centre Point School Nagpur

15 Farida Aziz Bartanwala Centre Point School Nagpur

16 Tarka Jayant Tokekar Centre Point School Nagpur

17 Jyoti Roy Chinmaya International Residential School

Coimbatore


18 Saranya C Chinmaya International Residential School

Coimbatore

19 Uma Sankaranarayanan Chinmaya Vidyalaya Chennai

20 Geetha Venkataraman Chinmaya Vidyalaya - Virugambakkam

Chennai

21 Anitha L Chinmaya Vidyalaya,Anna Nagar

Chennai

22 S.K Prameela Chinmaya Vidyalaya,Anna Nagar

Chennai

23 Subha Sathyan Chinmaya Vidyalaya,Anna Nagar

Chennai

24 Hanu Narang Chiranjiv Bharati School Gurgaon

25 Mondira Dey DAV Model School Durgapur

26 Sudipta Das DAV Model School Durgapur

27 Palghat Meera Ragava Delhi Public School, South Bengaluru

28 Kanika Khurana Delhi Public School Ghaziabad

29 Neitu Singh malic Delhi Public School Ghaziabad

30 Nita Gopalakrishnan Euro School Hyderabad

31 Sailaja Shyam Krishna Euro School Hyderabad

32 Davneet kaur G D Goenka public School, Karkardooma

Delhi

33 Renu Ajay G D Goenka public School, Karkardooma

Delhi

List of participants in Content Development Workshop at Chennai

10


34 Anitha Subramanian Gear Innovative International School

Bengaluru

35 Nandini V Bhat Gear Innovative International School

Bengaluru

36 Poonam Singh Indirapuram Public School Delhi

37 Jyothi Badanpudi Jain Heritage A Cambridge School

Hyderabad

38 Sheeba Joyson Jain Heritage A Cambridge School

Hyderabad

39 Amita Kaushalya World School Noida

40 Sanehi Bhandari Kaushalya World School Noida

41 Meena Karuppiah Mahatma Montessori School Madurai

42 Narayani Ambi Mahatma Montessori School Madurai

43 Madhumita Sarkar Manasarowar Pushkarini Vidyashrama

Mysore

44 Smithendu Shivadas Manasarowar Pushkarini Vidyashrama

Mysore

45 Buddhi Shanthi Meridian School for Boys&Girls

Hyderabad

46 Sunita Vinay New Era Senior Sec School Vadodara

47 Linata Arande New Era Senior Sec School Vadodara

48 Geetha Loganathan Padma Seshadri Bala Bhavan Senior Secondary School, K K Nagar

Chennai


49 Jayanthi Gunasekaran Padma Seshadri Bala Bhavan Senior Secondary School, K K Nagar

Chennai

50 Jayashree Vasudevan Padma Seshadri Bala Bhavan Senior Secondary School, K K Nagar

Chennai

51 R Durga Bhuvaneswari Padma Seshadri Bala Bhavan Senior Secondary School, K K Nagar

Chennai

52 Ramnika Kohli PSBB Sr Sec School, Nungambakkam

Chennai

53 Ruby Antony Rajagiri Public School Kochi

54 Pankaj Kumar Raut SAI International School Bhubaneswar

55 Swarnalata Sahu SAI International School Bhubaneswar

56 Mala Gupta Springdales School, Pusa road

Delhi

57 Mridula Agarwal Springdales School, Pusa road

Delhi

58 Kavitha Anand Sri Sankara Senior Secondary School

Chennai

59 R Revathy Sri Sankara Senior Secondary School

Chennai

60 Pushpa TVS School Tumkur

61 Laxmi Shrinivas Vels Vidyashram Chennai


The CBSE Life Skills Curriculum

Life Skills, Global Citizenship Skills and International Dimension OutcomesAs realisation of the importance of the skill development has grown over the years so has debate and discussion around them. What should these skills be called? Soft skills, 21st Century skills, Deep learning skills, Life skills or something else altogether. How should they be described and how should they be measured? This handbook does not to seek to join the academic debate but to give teachers a tool to design lessons that can nurture these skills within students in a systematic manner.

Presented here are two sets of skills and a list of learning dimension outcomes which we have called the co-scholastic areas as opposed to the core scholastic disciplines of Social Science, Science, Mathematics, English and Hindi. The principles of language learning are very similar and we felt that the teachers would easily use the maps for language teaching of any modern foreign language or other vernacular Indian languages.

The Central Board of Secondary Educations Life Skills domains was chosen because the vast majority of the schools participating in the International School Award in India are CBSE schools and the Connecting Classrooms Global Citizenship Knowledge, Skills and Outlooks because the whole purpose of the Connecting Classrooms programme is to nurture Global Citizenship. There is a strong overlap between the two lists and that makes the task of mapping relatively simple.

A school is held accountable to regulatory authorities, governors, parents and the students hence its natural that teachers feel uncomfortable teaching something which they cannot tangibly measure and evaluate. The life skills described here are perhaps the hardest to measure. It needs a sharp power of observation and a trained eye to see student demonstrate these skills as they perform the learning activities. To help with the assessment the teachers participating in the curriculum mapping workshop have also attempted to create some sample rubrics

EmpathySelf Awareness Critical Thinking

Creative Thinking

Inter-

personalCoping with StressCoping with Emotion

Decision Making

Problem Solving

Communication

Life Skills

12

for assessment of the CBSE life skills and some of the citizenship skills as there is a large overlap between the two. Again the attempt has not been to create an exhaustive and large list of descriptors but to provide a few samples that can be modified and used as needed.

The International Dimension outcomes listed here are limited and can be extended but this list was compiled after sorting through over hundreds

of ISA action plans and portfolios and these are the most common ones used in the Indian schools’ action plans. A common mistake that schools new to the ISA often make is to give more importance to the information they collate and send across to the partner school and not focus on the information received and learning about the world achieved through the activities. ISA is about learning from, learning with and learning about the world and if the action plan is made keeping this in mind it cannot go wrong.

Positive Sense of Identity

Sense of Interdependence

Commitment to Sustainability

Commitment to Peace

Open to New Ideas

Commitment to Justice

Desire to Make a Difference

Commitment to Rights and

Responsibilities

Outlooks

Self Awareness

Empathy

Conflict Resolution

Creative Thinking

Taking Action

Communicating

Critical Thinking

Collaborating

Skills

Identity and Belonging

Themes

Sustainable Living

Conflict and Peace

Rights and Responsibilities

Fairness and Equality

Global Citizenship Skills

International Dimension Outcomes

Appreciate Diversity across

Borders

Learn from, with and about the World

Acknowledge Interdependence / Interconnectedness

around the World

Aware of Global Issues

Suggest and Advocate Solutions

Globally

Acknowledge Different Viewpoints of Different Cultures

Predict Consequence,

Cause and Effect Globally

Make Right Choices for Sustainability

Plan Collaboration beyond their Own

Country

Engage with Local and Global issues


CLASS 6SUBJECT MAPS

ENGLISH

Listening

Comprehension

Story Listening

Instructions

Speaking

Fluency and Accuracy

Public Speaking

DebateExtemporeElocutionRecitation

Situational Talk

Role PlayInterview

Group Discussion

Reading

Local and Global Comprehension

Text Based Reading

PoetryProseDrama

Unseen Passages

FactualSequencing

Writing

Creative

DescriptiveNarrative

Explanatory

Letter WritingPicture Composition

Story Writing

Text Based

ExplanationExtrapolation

Diary EntryGuided Composition

Story WritingComic Strip

Dialogue Writing

Vocabulary

Word ExtensionInfering Meaning

Gap Filling Spot the Errors

Puzzles Word Grid

SyntexDictionary Game

Class 6

Subject Maps

Handbook for Embedding International Dimension in the Classroom

SCIENCE

Motiion and Measurement of Distances

Fun with Magnets

ChemistryPhysics

Light, Shadows and Reflections

Electricity and Circuits

Sorting Materials

into Groups

Separation of Substances

Biology

Changes Around Us

Living Organisms and their

Surroundings

Food - Where does it

come from

Environmental Science

Components of Food

Fibre to Fabric

Getting to know Plants

Body Movements

Water

Air Around Us

Garbage In Garbage Out

Class 6SUBJECT MAPS

CLASS

6

MATHEMATICS

Whole Numbers

Fractions

Ratio and Proportion

Algebra StatisticsArithmetic

Integers

Decimals

Linear Equation

Geometry

Basic Geometrical

Concepts

Undserstanding Elementary Shapes

Practical Geometry

Mensuration

Symmetry

Data Handling

CLASS

6

SOCIAL SCIENCE

Importance of Evidence

of Archeology

Earliest Societies and Civilization

CivicsHistory

Kingdoms of Mediaval Period

New IdeasContact with

different lands

New Empires and Kingdoms

Culture and Science

Earth in the Solar System

Geography

Latiitudes, Longitudes and Maps

Landform andRealms of the Earth

Motion of the Earth

Diversity and Interdependance

and Discrimination

Urban and Rural Livelihood

Local Government and Administration

Government and its Elements

CLASS

6

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SOCIAL SCIENCE


of Archeology


CivicsHistory



different lands


Culture and Science


Geography



Motion of the Earth


and Discrimination




Lesson Title

Earning a Living around the WorldSubjects: Social Science, Mathematics, English


MATHEMATICS

Whole Numbers

Fractions

Ratio and Proportion

Algebra StatisticsArithmetic

Integers

Decimals

Linear Equation

Geometry

Basic Geometrical Concepts

Undserstanding Elementary Shapes

Practical Geometry

Mensuration

Symmetry

Data HandlingData Handling

they like least about their work? How long and what did they do to prepare for earning their livelihood? They collate their results during class.

Students discuss the results and write a report on what was the most common reason for liking one's job. Which type of jobs required the longest preparation time? What are the common challenges? Are they different in different parts of the world?

Teacher asks each student to think about what they want to do when they grow up and why and write it down in 100 words. Students analyse the data and classify them by profession (doctors, designers, etc) and by the reasons (help others, earn money, etc.).Then the students look at all the possible ways in which people earn a living around them. Teacher shares the class list with partner school or posts on online forums.

The teacher shares the lists received from partner school with students. Students compare if their list of aim and ambition for earning a livelihood match with their peers around the world. How many professions were new? Why did they want to do this job for their livelihood?

Students interview people in their neighbourhood with different modes of earning, asking them: What they like most about their work? What do

PERIOD

1PERIOD

2

PERIOD

4

PERIOD

3

ENGLISH

Listening

Comprehension

Story Listening

Instructions

Speaking


Public Speaking


Situational Talk

Role PlayInterview

Group Discussion

Reading


Text Based Reading

PoetryProseDrama

Unseen Passages

FactualSequencing

Writing

Creative


Explanatory


Story Writing

Text Based




Dialogue Writing

Vocabulary



Puzzles Word Grid


Role PlayInterview

Group Discussion

Class: 6 | Age Range: 11 – 12 years

Lesson Planning

1616

Central Board of Secondary Education: Life Skills Domain International Dimension Outcomes

Global Citizenship Domains

EmpathySelf

AwarenessCritical Thinking

Creative Thinking

Inter-


Decision Making

Problem Solving

Communication


Borders



around the World


Suggest and Advocate Solutions Globally


Predict Consequence, Cause and Effect Globally


Plan Collaboration beyond their Own Country






Commitment to Peace

Open to New Ideas



Commitment to Rights and Responsibilities

Outlooks

Self Awareness

Empathy

Conflict Resolution

Creative Thinking

Taking Action

Communicating

Critical Thinking

Collaborating

Skills


Themes

Sustainable Living

Conflict and Peace



Empathy

Empathy


Self Awareness

Preparation and Tips for the Lesson

• Teacher should help students identify professions that serve them but not often acknowledged.

• School could invite in firefighters, policemen, doctors, etc. to the school and celebrate a livelihood day to allow students to learn about their lives and share these with partner school.

Assessment

• Did the students create a collective list that had a range of livelihood in it?

• Were they common ones to their others in the world?• Did the students understand that all kinds of professsions are

needed for smooth running of society anywhere in the world?• Did students understand what motivates each one to do their job

well?• Review: Students’ work, reports, interview scripts

Handbook for Embedding International Dimension in the Classroom | Class 6 | 17

Cla

ss 6

SCIENCE

Motiion and Measurement of

Distances

Fun with Magnets

ChemistryPhysics

Light, Shadows and Reflections

Electricity and Circuits

Sorting Materials into Groups

Separation of Substances

Biology

Changes Around Us

Living Organisms and their

Surroundings

Food — Where does it

come from


Components of Food

Fibre to Fabric

Getting to know Plants

Body Movements

Water

Air Around Us

Garbage In Garbage Out

ENGLISH

Listening

Comprehension

Story Listening

Instructions

Speaking


Public Speaking


Situational Talk

Role PlayInterview

Group Discussion

Reading


Text Based Reading

PoetryProseDrama

Unseen Passages

FactualSequencing

Writing

Creative


Explanatory


Story Writing

Text Based




Dialogue Writing

Vocabulary



Puzzles Word Grid


Lesson Title

Tiffin Box AnalysisSubjects: Science, English

Food — Where does it

come from

Components of Food

Students take pictures of what is in their tiffin boxes. The teacher can print out the pictures. Students then write out the source of the food and the food group to which it belongs. They also look at quantities in rough estimates by volume of each food groups. They also vote on the top 5 tiffins they like.

The students write out the recipes of the top tiffin meals and share with partner school and also get top ideas from them. They identify food groups in tiffin from other countries and compare common ingredients, etc.

PERIOD

1PERIOD

2

FactualSequencing


Lesson Planning

1818



EmpathySelf


Creative Thinking

Inter-


Decision Making

Problem Solving

Communication


Borders



around the World









Borders




Commitment to Peace

Open to New Ideas




Outlooks

Self Awareness

Empathy

Conflict Resolution

Creative Thinking

Taking Action

Communicating

Critical Thinking

Collaborating

Skills


Themes

Sustainable Living

Conflict and Peace



Collaborating

Inter-personal

Sustainable Living

Self Awareness


• If taking pictures is difficult students can make a list of the items and describe the source and food group.

Assessment

• Were the students able to identify the food groups correctly?• Did the students understand the difference between an

unhealthy and healthy tiffin?• Did the students enjoy and appreciate the different ways the

food groups are presented in meals in other parts of the world?• Were the students able to write out the recipies clearly?• Review: Students’ recipies, pictures, students’ analysis of the

partner school tiffins and their own


Cla

ss 6

SOCIAL SCIENCE


of Archeology


CivicsHistory



different lands


Culture and Science


Geography



Motion of the Earth


and Discrimination




ENGLISH

Listening

Comprehension

Story Listening

Instructions

Speaking


Public Speaking


Situational Talk

Role PlayInterview

Group Discussion

Reading


Text Based Reading

PoetryProseDrama

Unseen Passages

FactualSequencing

Writing

Creative


Explanatory


Story Writing

Text Based




Dialogue Writing

Vocabulary



Puzzles Word Grid


Lesson Title

Currency Clues to Countries and CulturesSubjects: Social Science, English


of Archeology

Teacher explains the importance of archeological evidence in opening the secrets of the past to historians. The teacher asks students to be like archeologists and look at the evidence in coins and currency notes of a country to learn about that country.

Students list down the common themes like animals, birds, buildings, people, etc. found on the coins and currency notes and shares the finding with the entire class.

Teacher divides students up in groups and gives each group a currency note and coin rubbings or pictures of one country. Students look at them and say whether the country is hot or cold, what are the typical images and what does it tell them about the country.

PERIOD

1PERIOD

2

PERIOD

3


Students organise an exhibition using coin and currency notes pictures and a poster explaining how they used evidence to learn about the country.Optional visit to a philatally and numismatic exhibiton of nearby museum.

PERIOD

4


Lesson Planning

2020



EmpathySelf


Creative Thinking

Inter- personalCoping with StressCoping with Emotion

Decision Making

Problem Solving

Communication


Borders



around the World












Commitment to Peace

Open to New Ideas




Outlooks

Self Awareness

Empathy

Conflict Resolution

Creative Thinking

Taking Action

Communicating

Critical Thinking

Collaborating

Skills


Themes

Sustainable Living

Conflict and Peace



Critical Thinking

Critical Thinking


• Collect coin and currency note print out before the lessons or remember to ask students to bring some coins of another country to class if they can find it from friends family and neighbours

Assessment

• Were the students able to identify the images on the notes and link them to the history and geography of the country being studied?

• Did the students demonstrate critical thinking in making connections between the images on currency of different countries?

• Did the students see the link between archeological deductions and their own deductions?

• Review: Students’ reports, presentations, posters


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SOCIAL SCIENCE


of Archeology


CivicsHistory



different lands


Culture and Science


Geography



Motion of the Earth


and Discrimination




ENGLISH

Listening

Comprehension

Story Listening

Instructions

Speaking


Public Speaking


Situational Talk

Role PlayInterview

Group Discussion

Reading


Text Based Reading

PoetryProseDrama

Unseen Passages

FactualSequencing

Writing

Creative


Explanatory


Story Writing

Text Based




Dialogue Writing

Vocabulary



Puzzles Word Grid


Lesson Title

Expressions of EmotionSubjects: Social Science, Hindi, English


Culture and Science

Teacher divides students into groups of five or six. Each group will get a name of a famous sportsperson, political leader, film star, musician, business person and scientist from India and around the world. They will need to research the life of the person from the Internet and find pictures in different moods, age and time and create a picture story.

The students will then as a group take different aspects of emotions and act it out in a short 3 minute play depicting the person’s life, stressing on how the person coped with failure and rose to triumph with a key message.

PERIOD

1PERIOD

2

FactualSequencing

Deelce keÀLee


Lesson Planning

The same set of pictures collected by the students is shared with a partner school without the script on the life stories or simple blurbs without the texts. The partner school students put in comments on the blurbs and send it back to be shared with class who will discuss whether it was appropriate or not.

PERIOD

3

2222



EmpathySelf


Creative Thinking


Decision Making

Problem Solving

Communication


Borders



around the World












Commitment to Peace

Open to New Ideas




Outlooks

Self Awareness

Empathy

Conflict Resolution

Creative Thinking

Taking Action

Communicating

Critical Thinking

Collaborating

Skills


Themes

Sustainable Living

Conflict and Peace



Empathy

Communicating

Communication

Inter- personal


• The pictures of famous personalities are easily available on the Internet or pictures can be used from libraries so long as they represent people across the world.

Assessment

• Can students understand that there are moments of challenges in every life and that emotional turmoil is normal?

• Are students able to see examples of how high achievers overcome these emotional stress to reach success?

• Do students learn ways to express and vocalise emotions in ways in which it is universally understood and acceptable?

• Review: Picture story scripts, role play depictions, contribution to discussions at the end of the exercise


Cla

ss 6

SOCIAL SCIENCE


of Archeology


CivicsHistory



different lands


Culture and Science


Geography



Motion of the Earth


and Discrimination




ENGLISH

Listening

Comprehension

Story Listening

Instructions

Speaking


Public Speaking


Situational Talk

Role PlayInterview

Group Discussion

Reading


Text Based Reading

PoetryProseDrama

Unseen Passages

FactualSequencing

Writing

Creative


Explanatory

Letter Writing

Picture Composition

Story Writing

Text Based




Dialogue Writing

Vocabulary



Puzzles Word Grid


Lesson Title

Fighting for a CauseSubjects: Social Science, English


and Discrimination

The teacher tells the students how many categories of people across the world are oppressed and the different types and ways of oppression. The students brainstorm in the class and create a list of people whose basic rights have been violated such as children forced into labour, women, tribes and races facing discrimination and social marginalisation, refugees etc from around the world.

Students prepare a report on their chosen marginalised group and write an open letter to the public at large appealing to them to join the fight to empower and help their chosen group get their rights and a better quality of life

The letters are posted on blogs and social media and other students are asked to join the campaign and give suggestions on how to

PERIOD

1PERIOD

2

PERIOD

3


Story Writing

help raise awareness and fight for the rights of these groups. At the end of stlipulated period of a time students will report on the comments they received from fellow students and the ones that they gave to their classmates. They will also provide a list of existing forum on the Internet that support the cause of their particular group and suggest further action


Lesson Planning

2424



EmpathySelf


Creative Thinking


Decision Making

Problem Solving

Communication


Borders



around the World









around the World




Commitment to Peace

Open to New Ideas




Outlooks

Self Awareness

Empathy

Conflict Resolution

Creative Thinking

Taking Action

Communicating

Critical Thinking

Collaborating

Skills


Themes

Sustainable Living

Conflict and Peace



Empathy

Critical Thinking

Taking Action

Communication

Creative Thinking

Critical Thinking


• Teachers might want to refer to the new Nobel Laureate from India and Pakistan Kailash Satyarthi and Malala Yousafzai respectively to show how they fought for child rights in different circumstances. They could also look at successful global campaigns against tobacco or promoting breast feeding.

• If technology is not available students could try a local campaign or enact 100 word plays.

Assessment

• Does the list of brainstorming ideas show awareness of diversity of global issues?

• Are students able to use pursuasive language and argue coherently and logically about the cause?

• Are students able to engage in a global discussion to champion the cause of the downtrodden? Do they remain civil and solution oriented?

• Review: Brainstorming list, letter script, campaign plans and resultant impact and response


Cla

ss 6

CLASS 7SUBJECT MAPS

Class 7SUBJECT MAPS

ENGLISH

Listening

Comprehensionand

Interpretation

Listening to Instructions

Listening ActivityDiscussion

Completion of Worksheet

InstructionsAudio TapeWorksheet

Speaking


Public Speaking

DebateExtemporeElocution

Situational Talk

Role PlayInterview

Group Discussion

Reading


Text Based Reading

PoetryProseDrama

Research

Unseen Passages

FactualDiscursive

Literary

Writing

Creative

DescriptiveDiary Writing

NarrativePersuasive

Letter WritingArticle/Report

Comic StripStory Writing

PoemsPoster Making

Text Based


Diary EntryLetter Writing

Descriptive Passage

Vocabulary

Word BuildingDictionary and

Thesaurus Skills

Gap Filling Sentence completion

Use of Idioms and Phrases

Hangman Pictionary

Dumbcharades Word Search Crosswords

Jumbled Wordsand Sentences


Class 7SUBJECT MAPS

CLASS

7

SCIENCE

Heat

Motion and Time

ChemistryPhysics

Light

Electric Current and its Effects

Acids, Bases and Salts

Physical and Chemical Changes

From Fibre to Fabric

Biology

Nutrition in Plants

Reproduction in Plants

Transportation in Plants and

Animals


Nutrition in Animals

Respiration in Organism

Weather and Climate and

Adaptation of Animals to Climate

Winds, Storms and Cyclones

Forest — Our Life Line

Water — A Precious Resource

Soil

Waste Water Story

CLASS

7

MATHEMATICS

Integers

Rational Numbers

Powers and Exponents

Algebra Statistics MensurationNumber System

Fractions

Decimals

Comparing Quantities

Linear Equation

Geometry

Lines and Angles

Symmetry

Visualising Solid Shapes

Triangles

Properties of Triangles

Construction of Triangles

Data HandlingPerimeter and

Area

CLASS

7

SOCIAL SCIENCE

Tracing Changes through a

1000 Years

Rulers and their Architecture

Religious Development and Regional Culture

CivicsHistory

Delhi Sultanate and Mughal Empire

Tribes, Nomads, and Settled Communities

Environment

Geography

Interior of the Earth and the Changes

on the Earth Surface

Biomes

Human Environment and Interaction

The Atmosphere

Hydrosphere

Equality

Gender

Equality in Indian Democracy

Markets

State Government

Media and Advertising

CLASS

7

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SOCIAL SCIENCE

Tracing Changes through a 1000 Years



CivicsHistory



Environment

Geography



Biomes


The Atmosphere

Hydrosphere

Equality

Gender


Markets

State Government


ENGLISH

Listening

Comprehensionand

Interpretation

Listening to InstructionsListening Activity

Discussion Completion of Worksheet


Speaking


Public Speaking


Situational Talk

Role PlayInterview

Group Discussion

Reading


Text Based Reading

PoetryProseDrama

Research

Unseen Passages

FactualDiscursive

Literary

Writing

Creative

DescriptiveDiary Writing Narrative

Persuasive



PoemsPoster Making

Text Based



Descriptive Passage

Vocabulary


Thesaurus Skills

Gap Filling Sentence Completion Use

of Idioms and Phrases Hangman Pictionary



SCIENCE

Heat

Motion and Time

ChemistryPhysics

Light





Biology

Nutrition in Plants



Animals




Weather and Climate and Adaptation of Animals to Climate




Soil

Waste Water Story

Lesson Title

Global Fashion ShowSubjects: Science, Social Science, English


Teacher teaches the students about fibres and fabrics around the world and tells them about natural and artificial materials used for clothing with particular emphasis on the impact of local climate, available resources and material on fashion in different parts of the world.

Students are divided into groups and each group researches on one of the different biomes of the earth and the type of clothing and traditional fashion of the people living in each of these biomes such as arctic, tropical, temperate, deserts, etc.

Students are given the task of re-creating these and creating a fashion show with commentary

PERIOD

1PERIOD

2


FactualDiscursive

LiteraryDiary Entry

Letter WritingDescriptive Passage

on innovations, appropriateness of these clothings, as well as on aesthetics of these around the world.

The fashion show created by the class is presented to the school who give judgement by voting for the country/fabric they liked best giving reasons. The peer review is then analysed by the students.

PERIOD

4

PERIOD

3

Biomes


Lesson Planning

2828



EmpathySelf


Creative Thinking


Decision Making

Problem Solving

Communication


Borders



around the World









Borders




Commitment to Peace

Open to New Ideas




Outlooks

Self Awareness

Empathy

Conflict Resolution

Creative Thinking

Taking Action

Communicating

Critical Thinking

Collaborating

Skills


Themes

Sustainable Living

Conflict and Peace



Collaborating

Inter- personal


Creative Thinking


• A lot of material is available on the Internet and a visit to local consulates will provide more material.

Assessment

• How creative were the students in re-creating dresses from different parts of the country within their resources?

• How observant were they in observation of details of colour, fabric and typical themes of different places?

• How were they able to correlate this to local weather, geographic conditions, availability of resources, etc.?

• Review: Fashion show costumes, dresses, pictures, etc., reports, and students’ work submitted


Cla

ss 7

SOCIAL SCIENCE




CivicsHistory



Environment

Geography



Biomes


The Atmosphere

Hydrosphere

Equality

Gender


Markets

State Government


ENGLISH

Listening

Comprehensionand

Interpretation




Speaking


Public Speaking


Situational Talk

Role PlayInterview

Group Discussion

Reading


Text Based Reading

PoetryProseDrama

Research

Unseen Passages

FactualDiscursive

Literary

Writing

Creative


Persuasive



PoemsPoster Making

Text Based



Descriptive Passage

Vocabulary


Thesaurus Skills





SCIENCE

Heat

Motion and Time

ChemistryPhysics

Light





Biology

Nutrition in Plants



Animals








Soil

Waste Water Story

Lesson Title

The Water Saving HandbookSubjects: Science, Social Science, English


Students are taught about water and its importance in life and the need to conserve water. Students brainstorm and come up with a list of ways in which they use water in everyday life from cooking, cleaning, and watering garden.

The students are then asked to study the task for which water is used and compare it with different ways it is done in other countries such as washing clothes and dishes by hand, dishwasher, washing machine, etc. The students research on the Internet how much water is used while taking bath in a shower using bucket or bathtub. They then create a list of reccommendation on ways to save water by each method.

PERIOD

1

DescriptiveDiary Writing

NarrativePersuasive

Students create an e-book on their surveys, research, and report and upload it on the schools website as a Save Water Handbook asking for comments and other tips and suggestions. They also share the link with partner school and other international online forums to collect more tips to incorporate into the new edition of the book on a later date.

PERIOD

3PERIOD

2

Environment


Lesson Planning

3030



EmpathySelf


Creative Thinking


Decision Making

Problem Solving

Communication


Borders



around the World












Commitment to Peace

Open to New Ideas




Outlooks

Self Awareness

Empathy

Conflict Resolution

Creative Thinking

Taking Action

Communicating

Critical Thinking

Collaborating

Skills


Themes

Sustainable Living

Conflict and Peace



Critical Thinking

Creative Thinking

Sustainable Living


Problem Solving


• A lot of free e-book publication services are available on the Internet. If your school has the budget you might want to use it to buy a premium subscription to the services to avoid unwanted advertisements on the e-book.

Assessment

• How creative were the e-books and how much information was presented by them?

• How did the students approach and try to solve the problems and how realistic were the solutiions offered by them?

• Did the students demonstrate understanding of the need to save water and the ways to do so?

• Review: E-book content, feedback, peer review, external content expert review of the e-books, research reports, observation of students’ activities


Cla

ss 7

ENGLISH

Listening

Comprehensionand

Interpretation




Speaking


Public Speaking


Situational Talk

Role PlayInterview

Group Discussion

Reading


Text Based Reading

PoetryProseDrama

Research

Unseen Passages

FactualDiscursive

Literary

Writing

Creative


Persuasive



PoemsPoster Making

Text Based



Descriptive Passage

Vocabulary


Thesaurus Skills





SOCIAL SCIENCE




CivicsHistory



Environment

Geography



Biomes


The Atmosphere

Hydrosphere

Equality

Gender


Markets

State Government


Lesson Title

Rules, Rules, RulesSubjects: English, Social Science


Discussion Completion of

Worksheet

Students are set the task of writing about their own home rules. This may include things like opening shoes before entering, rules around meal times, household responsibility, TV and computer time, freedom to go out with friends, etc. Each student lists their own home rules and then as a class make a long list. They also look at the rules from around the world and they can collect information on this by asking their partner school or interviewing people from different countries or through surveys etc.

The students classify rules into categories such as rules for safety and security, health and hygiene, social and cultural norms. They analyse which of these rules are needed and which can be changed and modified. They might also want to look at the punishments for breaking rules which can be compared with those of students in their partner school.

Students explore rules in public places such as the airport, in a plane, in the metro station, in polling booth, at a super market store, etc. They make similar lists

PERIOD

1PERIOD

2

State Government

and reasons. Students also look at where rules set by the country are kept and who upholds these rules. What is the role of judiciary, legislature and police?

Students create an analogy of national law and judiciary system in school, their personal set of rules and code of conduct. Students create their own class rules, school rules around bullying, playground, seating, duties, etc. These are shared and suggestions / comments are sought from partner schools, online international communities, etc.

PERIOD

4

PERIOD

3


Lesson Planning

3232


Commitment to Peace





EmpathySelf


Creative Thinking


Decision Making

Problem Solving

Communication


Borders



around the World












Open to New Ideas


Outlooks

Self Awareness

Empathy

Conflict Resolution

Creative Thinking

Taking Action

Communicating

Critical Thinking

Collaborating

Skills


Themes

Sustainable Living

Conflict and Peace



Critical Thinking

Critical Thinking

Conflict and Peace

Self Awareness


Commitment to Peace



Responsibilities


• If there is no partner school then the same activity may be undertaken by researching rules of different religion in relation to protecting the environment and the tradition of doing this in different tribal communiities across the world.

Assessment

• Were the students able to conclude that rules are essential to really enjoy freedom safely?

• Were the students able to correlate the rules with the purpose with which they are framed? Were they able to see that living within rules and regulations is an universal phenomenon round the world?

• Were they able to correlate rule setting and observation within family and close community with the process of national and governments rule making and observing process?

• Review: Students’ reports, survey results, presentations, speeches and arguments, and feedback from students and teachers


Cla

ss 7

SCIENCE

Heat

Motion and Time

ChemistryPhysics

Light





Biology

Nutrition in Plants



Animals








Soil

Waste Water Story

SOCIAL SCIENCE




CivicsHistory



Environment

Geography



Biomes


The Atmosphere

Hydrosphere

Equality

Gender


Markets

State Government


ENGLISH

Listening

Comprehensionand

Interpretation




Speaking


Public Speaking


Situational Talk

Role PlayInterview

Group Discussion

Reading


Text Based Reading

PoetryProseDrama

Research

Unseen Passages

FactualDiscursive

Literary

Writing

Creative


Persuasive



PoemsPoster Making

Text Based



Descriptive Passage

Vocabulary


Thesaurus Skills





Lesson Title

Critical Look at AdvertisementsSubjects: Science, Social Science, English


Students are taught the importance of advertisements as sources of information and a marketing tool. Teacher informs students about mandatory information on tobacco advertisements, warning in investments, etc. They ask students to think about whether they should trust or distrust advertisements.

Students are asked to look through newspapers, magazines, and television programmes to identify some advertisement claims that seem odd and absurd particularly on weight loss, fairness creams, health supplements, cleaning detergents, etc. from around the world. They then debate in the class if they feel it will work or not work and suggest how they can test if it is true and how they can

PERIOD

1PERIOD

2

Comprehensionand

Interpretation

get help from consumer forums and other organisation on fighting misinformation.

Students are allocated different countries around the world and have to create an advertisement inviting tourists from around the world to visit that country. The advertisements could be in form of television/ radio jingles or posters for print media.

PERIOD

3



Lesson Planning

3434


Commitment to Peace





EmpathySelf


Creative Thinking


Decision Making

Problem Solving

Communication


Borders



around the World











Open to New Ideas


Outlooks

Self Awareness

Empathy

Conflict Resolution

Creative Thinking

Taking Action

Communicating

Critical Thinking

Collaborating

Skills


Themes

Sustainable Living

Conflict and Peace


Fairness and EqualityCommunicating

Open to New Ideas

Communication

Problem Solving


• To give an international dimension, review advertisement on the web selling products around the world. They could look at what are the top false claimers around the world and create a report too.

Assessment

• How well were students able to understand the importance of thinking critically about the claims made by organisatons that sell products?

• Do they have a strategy to test the truth? Have they become better equipped to question facts rationally?

• Review: Students’ reports and submission of research facts and presentation


Cla

ss 7

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SOCIAL SCIENCE




CivicsHistory



Environment

Geography



Biomes


The Atmosphere

Hydrosphere

Equality

Gender


Markets

State Government


Lesson Title

Patriotism is UniversalSubjects: Hindi, Social Science

Devvegíso

Students are asked to think about their own country and quickly make a list of words that best describes India. After all students have finished writing individually, in groups of five they compare the reasons for their liking and discuss. They create a hindi word cloud with all the words on description of their nation.

The students also look at how love for one's country is expressed in other countries round the world and find songs from round the world that express this. In their groups students work on translating the songs into Hindi and setting tunes or learning the tunes. They perform this for their own class and schools.

PERIOD

1PERIOD

2


The students create word clouds of different patriotic songs from different countries mixed together and see which words show up the most number of times. This helps them to take forward the description of the common thread that makes us love our own nations and why we should respect other nations.

PERIOD

3


Lesson Planning

3636


Commitment to Peace





EmpathySelf


Creative Thinking


Decision Making

Problem Solving

Communication


Borders



around the World









Borders



Open to New Ideas


Outlooks

Self Awareness

Empathy

Conflict Resolution

Creative Thinking

Taking Action

Communicating

Critical Thinking

Collaborating

Skills


Themes

Sustainable Living

Conflict and Peace



Critical Thinking

Self Awareness



Critical Thinking

Self Awareness


• Wordle.net is a great site for creating word clouds. One can make Hindi and many other Indian language as well as foreign language word clouds using Wordle.

Assessment

• Since words repeated most often in the text show up bigger in the word clouds, it could be used to assess the sense that students have of their own nation.

• Is the analysis presented by the student based on their research of patriotic songs about the common nature of national identity and awareness of one’s own nation in context with the wider family of nations?

• Review: Word clouds, presentations, feedback from students


Cla

ss 7

CLASS 8SUBJECT MAPS

Class 8SUBJECT MAPS

ENGLISH

Listening

Comprehensionand

Interpretation

Pre ListeningWhile ListeningPost Listening


Speaking


Public Speaking

DebateDeclamationExtemporeElocution

JAMSpin a yarn

Situational Talk

Role PlayInterview

Group DiscussionStreet Play

Reading


Text Based Reading

PoetryProseDrama

Research

Unseen Passages

FactualLiterary

Writing

Creative


Guided Composition

Letter writingArticleReporte-mail

Story WritingPrecise Writing

Text Based


Diary EntryInformal Letter

Notice/Message Passage

Vocabulary


Gap Filling, Editing Omission

Spin a yarnJumbled Sentences


Class 8SUBJECT MAPS

CLASS

8

SCIENCE

Force and Pressure

Light

Some Phenomenon

ChemistryPhysics

Friction

Star and Solar System

Sound

Coal and Petrol

Fibres

Biology

Flames and Burning

Metals and Non Metals

Chemical Effect of Electricity

Food Production

Conservation

Pollution Air/ Water

Reproduction

Adolescence

Cell and its Structure

Microbes

CLASS

8

MATHEMATICS

Rational Numbers

Squares and Square Roots

Mensuration

Exponents and Powers

Playing with Numbers

Linear Equations in One Variables

Algebraic Expressions and

Identities

Factorisation


Understanding Quadrilaterals

Practical Geometry


Direct And Inverse Proportions

Data Handling

Linear Graphs

Algebra Business

MathematicsStatisticsArithmetic Geometry

CLASS

8

SOCIAL SCIENCE

Indian Society

Education during British Rule


CivicsHistory

Revolt of 1857

National Movements

General Resources

Geography

Natural Resources

HumanResource

Human Made Resource

Indian Constitution and

Fundamental rights and Duties

Social Justice

Marginalized and forms of

Government


CLASS

8

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SOCIAL SCIENCE

Indian Society



CivicsHistory

Revolt of 1857

National Movements

General Resources

Geography

Natural Resources

HumanResource

Human Made Resource



Social Justice

Marginalized and forms of Government

Organs of the Government

Role of Police and courts

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ENGLISH

Listening

Comprehensionand

Interpretation



Speaking


Public Speaking


JAMSpin a yarn

Situational Talk

Role PlayInterview


Reading


Text Based Reading

PoetryProseDrama

Research

Unseen Passages

FactualLiterary

Writing

Creative

DescriptiveNarrativeGuided

Composition



Text Based




Vocabulary



Spin a yarnJumbled

Sentences

Lesson Title

Traditional Games From Around the WorldSubjects: English, Social Science, Hindi

Lesson Planning

Public Speaking

Situational Talk

Religious Development

and Regional Culture

Students post pictures/videos of these matches and rule books on online forums with their partner school and review the comments.

Students are divided into groups and each of them are assigned a continent or country to find one traditional game from each of the countries. They have to create a rule book for the game.

Students take turns to teach others the games and hold short demonstration matches amongst themselves. They should be able to explain the country of origin, the people who play this game, equipments required, and will need to improvise and make these if toys are needed. While one batch of students are playing the other students can take turns to give bi-lingual commentary (in Hindi or any other foreign Lanuguage and English).

PERIOD

1PERIOD

2PERIOD

3

Yee<eCe


40

Central Board of Secondary Education: Life Skills Domain




Borders



around the World



Globally

Acknowledge Different Viewpoints of Different

Cultures






Borders




Commitment to Peace

Open to New Ideas




Responsibilities

Outlooks

Self Awareness

Empathy

Conflict Resolution

Creative Thinking

Taking Action

Communicating

Critical Thinking

Collaborating

Skills


Themes

Sustainable Living

Conflict and Peace




Collaborating


EmpathySelf


Creative Thinking

Inter-


Decision Making

Problem Solving

Communication

Critical ThinkingSelf Awareness


• Students can get information about different sports either from the partner school or from the Internet.

• To foster creativity they may be asked to design a new indoor or outdoor game.

Assessment

• Did the students enjoy playing games from different countries? Could they find differences and similarities with some of the common games in their own country?

• Were they able to articulate the purpose of games and sports and why it is played all over the world in every community?

• Review: Students’ research and their performance in recreating the sports they have undertaken to learn about, rule books created


Cla

ss 8

SOCIAL SCIENCE

Indian Society



CivicsHistory

Revolt of 1857

National Movements

General Resources

Geography

Natural Resources

HumanResource

Human Made Resource



Social Justice




MATHEMATICS

Rational No's

Squares& Square Roots

Mensuration

Exponents and Powers

Playing with Numbers

Linear Equations in One Variables

Algebraic Expressions and

Identities

Factorisation


Undserstanding Quadrilaterals

Practical Geometry


Direct And Inverse Proportions

Data Handling

Linear Graphs

Algebra Business

MathematicsStatisticsArithmetic Geometry

SCIENCE

Force and Pressure

Light

Some Phenomenon

ChemistryPhysics

Friction


Sound

Coal and Petrol

Fibres

Biology

Flames and Burning


Chemical Effect of

Electricity

Food Production

Conservation


Reproduction

Adolescence


Microbes

Lesson Title

Global Experiment on Light PollutionSubjects: Science, Social Science, Mathematics

Lesson Planning


Data Handling

Students present the data of participation at a seminar to other students and upload their reports for comments. They also create a number of personal action they can take to reduce light pollution and share on online forums .

Teacher teaches the chapter on stars and constellations. Teacher asks students how stars are used for navigation and asks them to locate the Pole Star and the Orion. Orion is one of the constellation seen from both the Southern and the Northern Hemisphere.

Teacher teaches students to measure light pollution using the number of stars clearly visible in the Orion and participate in the Globe-at-Night Project, which is a global scientific experiment. They can also measure it at different times of the year in their own region and between urban and rural schools.

PERIOD

1PERIOD

2PERIOD

3

General Resources


42





Borders



around the World



Globally


Cultures









Commitment to Peace

Open to New Ideas




Responsibilities

Outlooks

Self Awareness

Empathy

Conflict Resolution

Creative Thinking

Taking Action

Communicating

Critical Thinking

Collaborating

Skills


Themes

Sustainable Living

Conflict and Peace




Critical Thinking

EmpathySelf


Creative Thinking

Inter-


Decision Making

Problem Solving

Communication

Critical Thinking

Communication


• There are many global experiments happening and teacher can choose different ones to do. Global experiments give sense of the way in which science experiments may involve a whole lot of people across the world.

Assessment

• Did the students show discipline and sense of responsibility in data gathering and collation?

• Were they able to understand the experimental protocol and follow it effectively?

• Did they understand the reason for conducting the experiment and interpret the impact of the outcome properly?

• Review: Students’ data records and cross checks, experimental explanation and presentations.


Cla

ss 8

ENGLISH

Listening

Comprehensionand

Interpretation



Speaking


Public Speaking


JAMSpin a yarn

Situational Talk

Role PlayInterview


Reading


Text Based Reading

PoetryProseDrama

Research

Unseen Passages

FactualLiterary

Writing

Creative


Composition



Text Based




Vocabulary



Spin a yarnJumbled

Sentences

SCIENCE

Force and Pressure

Light

Some Phenomenon

ChemistryPhysics

Friction


Sound

Coal and Petrol

Fibres

Biology

Flames and Burning


Chemical Effect of

Electricity

Food Production

Conservation


Reproduction

Adolescence


Microbes

Lesson Title

A Social SituationSubjects: English, Science

Lesson Planning

Role PlayInterview


Situational Talk

Students look at the awkward moments submitted by other students across the world and discuss if they are similar or different. They analyse the top five awkward moments for students of their age group and create cartoon posters depicting them for display boards.

Teacher asks students to come up with a list of awkward situations.These may be situations they have faced or are likely to face. The teacher can give some cues such as going to visit a relative who is in bereavement, or telling a doctor you have an embarrassing condition, or spilling food or drinks on a stranger at a party. The students discuss and analyse why these moments are awkward and embarrassing and try

to thiink of ways to make it easier to handle.

Students do role plays of the situations and enact the way they think that situations like these should be handled. They create scripts and upload these on discussion spaces for sharing with partner schools and getting their responses.

PERIOD

1

PERIOD

2

PERIOD

3

Adolescence


44





Borders



around the World



Globally


Cultures









Commitment to Peace

Open to New Ideas




Responsibilities

Outlooks

Self Awareness

Empathy

Conflict Resolution

Creative Thinking

Taking Action

Communicating

Critical Thinking

Collaborating

Skills


Themes

Sustainable Living

Conflict and Peace



Empathy

Conflict and Peace

Critical Thinking

EmpathySelf


Creative Thinking

Inter-


Decision Making

Problem Solving

Communication

Critical Thinking

Empathy


• It is a good idea to set out a class code of conduct before the lesson so that there is no giggling and laughing to make students feel awkward.

• A video clip of awkward moments from films can be shown to start the lesson and make it easier for students to share their awkward moments.

Assessment

• Did the students have self confidence to share awkward moments amongst their peers?

• Were they supportive of each another? Did they understand at the end of the lesson that everyone has these moments and create a strategy to deal with these moments gracefully?

• Review: Students’ reports, feedback and quality of articulation and communication.


Cla

ss 8

SOCIAL SCIENCE

Indian Society



CivicsHistory

Revolt of 1857

National Movements

General Resources

Geography

Natural Resources

HumanResource

Human Made Resource



Social Justice




ENGLISH

Listening

Comprehensionand

Interpretation



Speaking


Public Speaking


JAMSpin a yarn

Situational Talk

Role PlayInterview


Reading


Text Based Reading

PoetryProseDrama

Research

Unseen Passages

FactualLiterary

Writing

Creative


Composition



Text Based




Vocabulary



Spin a yarnJumbled

Sentences

Lesson Title

A Different ViewpointSubjects: English, Social Science

Lesson Planning

Role PlayInterview


Students then discuss the result of their survey. What did they learn that surprised them? What will they do differently as a result of the feedback they got from round the world? How did they feel about doing the experiment?

Teacher explains to the students the need to seek different viewpoints about one self and ask outsiders about themselves and their country as well as what they think of India. The students are asked to brainstorm and prepare a list of questions and why they want to ask them. All the questions are put up and students vote to ask five questions to foreigners visiting their country.

The teachers acompany the students to location or invite visitors to the schools or ask them online. Student get opportunity to ask questions and compile answers.

PERIOD

1PERIOD

2PERIOD

3



46





Borders



around the World



Globally


Cultures





Plan Collaboration beyond their Own

Country




Commitment to Peace

Open to New Ideas




Responsibilities

Outlooks

Self Awareness

Empathy

Conflict Resolution

Creative Thinking

Taking Action

Communicating

Critical Thinking

Collaborating

Skills


Themes

Sustainable Living

Conflict and Peace



Self Awareness



Communicating

EmpathySelf


Creative Thinking

Inter-


Decision Making

Problem Solving

Communication

Communication

Self Awareness


• The teacher identifies a tourist site, international hostel of colleges, a hotel or any other site before and takes permission to visit the location if necessary. If such a location is not available they can ask virtually either through skype or through social media. They can also create online questionnaires (using Survey Monkey, Formstack, etc.) if they have the skills.

Assessment

• Did the students get a sense of what the world thinks about them?

• Were they able to frame questions effectively? Did they respond to the answers positively?

• Were they able to review the answers and find a common theme?• Review: Students’ reports, interview scripts and analysis

presentation


Cla

ss 8

SOCIAL SCIENCE

Indian Society



CivicsHistory

Revolt of 1857

National Movements

General Resources

Geography

Natural Resources

HumanResource

Human Made Resource



Social Justice




SCIENCE

Force and Pressure

Light

Some Phenomenon

ChemistryPhysics

Friction


Sound

Coal and Petrol

Fibres

Biology

Flames and Burning


Chemical Effect of

Electricity

Food Production

Conservation


Reproduction

Adolescence


Microbes

ENGLISH

Listening

Comprehensionand

Interpretation



Speaking


Public Speaking


JAMSpin a yarn

Situational Talk

Role PlayInterview


Reading


Text Based Reading

PoetryProseDrama

Research

Unseen Passages

FactualLiterary

Writing

Creative


Composition



Text Based




Vocabulary



Spin a yarnJumbled

Sentences

Lesson Title

Animal Myths and ConservationSubjects: Science, English, Social Science

Lesson Planning


Students design a campaign to create public awareness on the area of conservation that they have chosen to support and create an advertisement on it. They research international charity sites to get an idea of how they campaign to raise awareness for a cause and seek public support. They post their advertisment and write about their campaign on a blog to share widely.

Students are asked to research on the Internet and prepare an infographic on myths involving use of animal parts in curing diseases, warding of evil, rain making etc. They then relate it to the poaching activiites and impact on forests and ecosystems.

Students explore what can be done to stop poaching. List anti-poaching agencies and do a role play in teams of five each taking on the role of poacher, forest official, middle man trader, end user who buys the product. Each team to take different cases such as pet trader of endangered species, trade for medicine, trade for artefacts, fashion and fads such as fur coats. Take a case study from each of the five continents.

PERIOD

1PERIOD

2PERIOD

3

Natural Resources

Conservation


48





Borders



around the World



Globally


Cultures






Globally




Commitment to Peace

Open to New Ideas




Responsibilities

Outlooks

Self Awareness

Empathy

Conflict Resolution

Creative Thinking

Taking Action

Communicating

Critical Thinking

Collaborating

Skills


Themes

Sustainable Living

Conflict and Peace



Empathy


Sustainable Living

Communicating

EmpathySelf


Creative Thinking

Inter-


Decision Making

Problem Solving

Communication

Communication

Empathy


• If internet facilities are not available then this information can be obtained from research in the library. An online social media campaign with infographics can be replacied by posters and awareness rally.

Assessment

• Did the students understand the importance of scientific approach to myth busting and were they able to communicate this effectively?

• Did the students demonstrate empathy, creativity and persuasive communication to get the message across?

• Review: Students’ reports, response to the awareness campaign, role play performances


Cla

ss 8

CLASS 9SUBJECT MAPS

Class 9SUBJECT MAPS

ENGLISH

Listening

Comprehensionand

Interpretation



Speaking


Public Speaking


JAM

Situational Talk

Role PlayRadio ShowInterview

Group Discussion

Reading


Text Based Reading

PoetryProseDrama

Research

Unseen Passages

FactualDiscursive

Literary

Writing

Creative


ExplanatorPersuasive


Story Writing

Text Based



Descriptive Passage

Vocabulary


Gap FillingEditing

Omission

SyntexTransformation


Class 9SUBJECT MAPS

CLASS

9

SCIENCE

Motion

Force and Laws of Motion

Work and Energy

ChemistryPhysics

Gravitation

Sound

Matter and Surroundings

Is Matter Around us Pure

Biology

Atoms and Molecules

Structure of Atom

Natural Resources

Improvement of Food

Resources

Fundamental Unit of Life

Tissues

Diversity of Organisms

Why Do We Fall Ill?

CLASS

9

MATHEMATICS

Rational Numbers

Irrational Numbers

Operations on Real Numbers

GeometryStatistics and

ProbabilityNumber System

Euclid's Geometry

Circles

Triangles

Lines and Angles

Quadrilaterals

Constructions

Algebra Mensuration

Polynomials

Co - ordinate Geometry

Linear Equations in Two Variables

Area of Triangles

Surface Area and Volume of

2D and 3D Shapes

Measures of Central Tendency

Graphical Representation of

Data

Probability Theory

CLASS

9

French RevolutionDemocracy in the

Contemporary WorldIndia The Story of Palampur

Russian Revolution / Rise of Nazism

What is Democracy Why Democracy

Size and Location People as Resource

Forest Society and Colonialism / Pastoralists in Modern World/

Peasants and FarmersConstitutional Design

Physical Featuresand Drainage Poverty as a Challenge

The Story of Cricket /Clothing : A Social History

Electoral Politics Climate Food Security

Working of Institutions Natural Vegetation and Wildlife

Democratic Rights Population

SOCIAL SCIENCE

Geography ECONOMICSHistory Political Science

CLASS

9

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Forest Society and Colonialism/Pastoralists in Modern World/


Physical Featuresand Drainage

Poverty as a Challenge

The Story of Cricket / Clothing : A Social History


Working of InstitutionsNatural Vegetation

and Wildlife


SOCIAL SCIENCE


ENGLISH

Listening

Comprehensionand

Interpretation



Speaking


Public Speaking


JAM

Situational Talk


Group Discussion

Reading


Text Based Reading

PoetryProseDrama

Research

Unseen Passages

FactualDiscursive

Literary

Writing

Creative




Story Writing

Text Based



Descriptive Passage

Vocabulary


Gap FillingEditing

Omission


Lesson Title

Exploring AspirationsSubjects: English, Social Science

Lesson Planning



Students work towards understanding how to make career plans based on their particular strengths and set out goals to achieve on the way to success. The class holds a seminar on their findings and presents it to peers within the school.

Students are set the task of individually thinking about what personal success means to them. They have to write a 300-word paragraph beginning with a cue - “I will know I am a success when……”. They share this with their partner school students and receive similar success statements from their peers in other countries or schools.

In groups of five or six the students analyse the descriptions they have given of individual success to see how many of these are dependant on wealth and material success, how many of these are dependant on fame and power, how many define success on acquisition of knowledge and influence or do they see success as being able to help others and contribute to greater good of society.

PERIOD

1PERIOD

2PERIOD

3



52





Borders



around the World



Globally


Cultures









Commitment to Peace

Open to New Ideas




Responsibilities

Outlooks

Self Awareness

Empathy

Conflict Resolution

Creative Thinking

Taking Action

Communicating

Critical Thinking

Collaborating

Skills


Themes

Sustainable Living

Conflict and Peace



Critical Thinking

Self Awareness Identity and Belonging


EmpathySelf


Creative Thinking

Inter-


Decision Making

Problem Solving

Communication

Critical ThinkingSelf

Awareness


• Maslow’s Hierarchy of Needs might be a good tool to share to help students understand success.

• The students should be able to compare aspirations with students from different parts of the world.

Assessment

• How well did the students articulate their aspiration and did they see that aspirations need to have the blend of materialism as well as a higher purpose?

• How realistic were the plans that the students made to show the link betwen the work they do in school and outside school in preparing them to achieve their aspirations?

• Did they learn about new careers, and are they confident and upbeat about achieving this?

• Review: Paragraph writing, descriptions given by students


Cla

ss 9

SCIENCE

Motion


Work and Energy

ChemistryPhysics

Gravitation

Sound


Is Matter Around us

Pure

Biology

Atoms and Molecules

Structure of Atom

Natural Resources

Improvement of Food

Resources


Tissues


Why Do We Fall Ill?










The Story of Cricket / Clothing :

A Social HistoryElectoral Politics Climate Food Security


and Wildlife


SOCIAL SCIENCE


ENGLISH

Listening

Comprehensionand

Interpretation



Speaking


Public Speaking


JAM

Situational Talk


Group Discussion

Reading


Text Based Reading

PoetryProseDrama

Research

Unseen Passages

FactualDiscursive

Literary

Writing

Creative




Story Writing

Text Based



Descriptive Passage

Vocabulary


Gap FillingEditing

Omission


Lesson Title

Colonialism and CricketSubjects: Science, Social Science, English

Lesson Planning

Students have a debate with their partner school on Skype on whether sports should be used to convey political messages.

Students compare and contrast the history of cricket and its links to colonial past. They look particularly at game as a political tool for change. Students are divided into groups and asked to look at one cricketing nation per group and the history of cricket in that country and give a presentation on it. Students study the impact of ban on South Africa during the apartheid period and compare and draw parallel on how cricket was used as a political tool in the movie, Lagaan.

Students also look at the evolution of cricket vis-a-vis the evolution of technology and the physics of cricket such as how speed of the ball is measured, the path of the ball predicted and sound is used to detect a touch of the bat, etc. Students work with their partner schools to create new inventions that will either increase safety, help the judges or improve the interest of the game.

PERIOD

1PERIOD

2PERIOD

3


Motion


The Story of Cricket / Clothing: A Social History


JAM

54





Borders



around the World



Globally


Cultures










Commitment to Peace

Open to New Ideas




Responsibilities

Outlooks

Self Awareness

Empathy

Conflict Resolution

Creative Thinking

Taking Action

Communicating

Critical Thinking

Collaborating

Skills


Themes

Sustainable Living

Conflict and Peace



Collaborating

Critical Thinking


EmpathySelf


Creative Thinking

Inter-


Decision Making

Problem Solving

Communication

Critical Thinking


• Teachers might want to show small movie clips on apartheid and the ban of South Africa from sports.

• Movies like Lagaan can also be shown or the theme discussed with students.

• Advancement of technology in cricket like the Hot Spot, Hawk Eye, etc can be discussed.

• For schools where screening of movie / video is not possible, teachers can give out handouts of such stories easily available on the Internet.

Assessment

• Were students able to research on the history of cricket for each cricketing nation correctly?

• Were students able to link cricket with colonialism and how it affected people during that time?

• Were students able to list down the latest technologies used in cricket and come up with new ideas of innovation in the sport?

• Review: Presentations, list of innovative ideas, debate points


Cla

ss 9













and Wildlife


SOCIAL SCIENCE


ENGLISH

Listening

Comprehensionand

Interpretation



Speaking


Public Speaking


JAM

Situational Talk


Group Discussion

Reading


Text Based Reading

PoetryProseDrama

Research

Unseen Passages

FactualDiscursive

Literary

Writing

Creative




Story Writing

Text Based



Descriptive Passage

Vocabulary


Gap FillingEditing

Omission


Lesson Title

Relay Story WritingSubjects: English, Social Science

Lesson Planning

Creative

When the finished story comes back they edit the story and share it on the Internet with each other. They can write comments, suggest alternative ending and decide on the best version. Students can also illustrate the story, drawing on their research of places and characters in the story.

The teacher agrees with their partner school teacher key characters and settings of the story in two countries. The students begin the lesson by writing the first part of the story set in their partner country and pass on the story to their partner school.

The partner school students then write the second section of the story and return it. Students finish the story and pass it back to their partner school.

PERIOD

1PERIOD

2PERIOD

3

Population


56





Borders



around the World



Globally


Cultures









Commitment to Peace

Open to New Ideas




Responsibilities

Outlooks

Self Awareness

Empathy

Conflict Resolution

Creative Thinking

Taking Action

Communicating

Critical Thinking

Collaborating

Skills


Themes

Sustainable Living

Conflict and Peace



Collaborating

Creative Thinking



EmpathySelf


Creative Thinking

Inter- personal

Coping with StressCoping with Emotion

Decision Making

Problem Solving

Communication

Inter- personal

Creative Thinking


• The story should be started simultaneously in both schools or countries. Some guidelines and framework may be needed to keep it on track.

Assessment

• How well did the students study their partner country and weave in the details into their story creatively?

• What did the students learn about another country that they did not know before?

• Did it introduce them to new places and characters?• Review: Stories by students, illustrations and other submissions,

comments from partner school students


Cla

ss 9













and Wildlife


SOCIAL SCIENCE


SCIENCE

Motion


Work and Energy

ChemistryPhysics

Gravitation

Sound


Is Matter Around us

Pure

Biology

Atoms and Molecules

Structure of Atom

Natural Resources

Improvement of Food

Resources


Tissues


Why Do We Fall Ill?

Lesson Title

A Picture is Worth a Thousand WordsSubjects: Social Science, Science, English

Lesson Planning

India

The teacher then asks students to research the history of making and taking photographs from the first pictures to current digital photography and map the discovery of photography on a world map. The students also work on researching the chemical and physical principles that make photography possible and how it changes with intensity of light and motion. They also look at famous photographers round the world.

Students bring a photograph of a common event happening around the world like election campaign, festival, any disaster, accident, market place, etc. Other students have to guess the story that the picture is trying to say and write the story. The pictures have to be from different parts of the world.

Students explain how they identified the picture, what helped them to guess where the picture was taken, and what was the context. The student who contributed the picture then has the opportunity to say if they guessed correctly or not.

PERIOD

1PERIOD

2PERIOD

3


Work and Energy


ENGLISH

Listening

Comprehensionand

Interpretation



Speaking


Public Speaking


JAM

Situational Talk


Group Discussion

Reading


Text Based Reading

PoetryProseDrama

Research

Unseen Passages

FactualDiscursive

Literary

Writing

Creative




Story Writing

Text Based



Descriptive Passage

Vocabulary


Gap FillingEditing

Omission


Public Speaking

Situational Talk

58





Borders



around the World



Globally


Cultures









Commitment to Peace

Open to New Ideas




Responsibilities

Outlooks

Self Awareness

Empathy

Conflict Resolution

Creative Thinking

Taking Action

Communicating

Critical Thinking

Collaborating

Skills


Themes

Sustainable Living

Conflict and Peace



Collaborating

Creative Thinking


EmpathySelf


Creative Thinking

Inter- personal


Decision Making

Problem Solving

Communication


• Choose pictures of key events like the Chernobyl disaster, Tsunami in Japan, or Indian elections, plane disaster like MH 370 so that their general knowledge as well as critical thinking improve. Encourage students to look for details not just the subject in focus.

Assessment

• Did the students improve their power of observation and making connections thereby their critical thinking?

• Were they able to express what they saw and why they picked that picture in the first place?

• Did the students become aware that it takes more than a point and shoot approach to take a picture ?

• Did the students learn the differences between a good picture and a bad picture?

• Review: reports and presentation, stories on the pictures, photo gallery and explanations created by students.

Critical Thinking

Communication


Cla

ss 9

MATHEMATICS

Rational Numbers

Irrational Numbers

Operations on Real

Numbers

GeometryStatistics and

ProbabilityNumber System

Euclid's Geometry

Circles

Triangles

Lines and Angles

Quadrilaterals

Constructions

Algebra Mensuration

Polynomials

Co - ordinate Geometry

Linear Equations in Two Variables

Area of Triangles

Surface Area and Volume of

2D and 3D Shapes


Graphical Representation

of Data

Probability Theory

SCIENCE

Motion


Work and Energy

ChemistryPhysics

Gravitation

Sound


Is Matter Around us

Pure

Biology

Atoms and Molecules

Structure of Atom

Natural Resources

Improvement of Food

Resources


Tissues


Why Do We Fall Ill?

ENGLISH

Listening

Comprehensionand

Interpretation



Speaking


Public Speaking


JAM

Situational Talk


Group Discussion

Reading


Text Based Reading

PoetryProseDrama

Research

Unseen Passages

FactualDiscursive

Literary

Writing

Creative




Story Writing

Text Based



Descriptive Passage

Vocabulary


Gap FillingEditing

Omission


Lesson Title

Coming to School SafelySubjects: Mathematics, Physics, English

Lesson Planning

STATISTICS AND

PROBABILITY

Students compile the results of their survey and their comparison with other partner schools and share the results with peers. They also create a safe travel campaign for their school and look for ideas from round the world for their campaign.

Students survey how their classmates get to school in the morning and go back home.They will need to count how many come by car, on foot, non-fuel vehicles such as rickshaw, cycle, etc. Students also survey if those coming to school are doing so safely. Are they wearing helmet, crossing at zebra crossing, wearing seat belt, getting off at safe areas on the kerb, etc.

Students analyse to find out how energy efficient they are and how safety concious the students are. They put up the results of their survey and seek suggestions for improving the energy efficiency of their travel.

PERIOD

1PERIOD

2PERIOD

3

Public Speaking

Situational Talk

Work andEnergy


60





Borders



around the World



Globally


Cultures








Commitment to Peace

Open to New Ideas




Responsibilities

Outlooks

Self Awareness

Empathy

Conflict Resolution

Creative Thinking

Taking Action

Communicating

Critical Thinking

Collaborating

Skills


Themes

Sustainable Living

Conflict and Peace



EmpathySelf


Creative Thinking

Inter- personal


Decision Making

Problem Solving

Communication


• The data can be collected either by direct observation by standing at the gate of the school by participating students and recording the observation or by survey questionaire if that is not possible. Gathering authentic data on their own and then watching the result emerge gives students a great sense of achievement.

Assessment

• Did the students learn to gather and present and interpret data properly?

• Were they able to offer innovative solutions drawing from good practice seen globally through information gained from parterners or desk research?

• Were they able to communicate their finding and translate it into a call for action and change in attitude towards safe and sustainable commute to school?

• Review: Data and presentation of findings by students, safe and sustainable campaign ideas and materials created.

Critical Thinking

Problem Solving

Critical Thinking


Globally


Cla

ss 9

CLASS 10SUBJECT MAPS

Class 10SUBJECT MAPS

ENGLISH

Listening

Comprehensionand

Interpretation



Speaking


Public Speaking


JAM

Situational Talk


Group Discussion

Reading


Text Based Reading

PoetryProseDrama

Research

Unseen Passages

FactualDiscursive

Literary

Writing

Creative




Story Writing

Text Based



Descriptive Passage

Vocabulary


Gap FillingEditing

Omission



Class 10SUBJECT MAPS

CLASS

10

SCIENCE

Light - Reflection

and Refraction

Human Eye and Colourful

World

ChemistryPhysics

Electricity

Magnetic Effects of Electric Current

Sources of Energy

Biology

Chemical Reactions

and Equations

Acids Bases and Salts


Carbon and Its

Compounds

Periodic Classification of Elements

Life Processess

Control And Cordination

How Do Organisms

Reproduce?

Heredity and Evolution

Our Environment

Management of Natural Resources

CLASS

10

Probability


MATHEMATICS

Polynomials

Quadratic Equation

Geometry TrigonometryAlgebra

LinearEquations

Arithmetic Progressions

Triangles

CoordinateGeometry

NumberSystems

Circles Introduction

ApplicationConstructions

Distanceand

SectionFormula

RealNumbers

StatisticsMensuration

Area Related

toCircles

SurfaceAreaand

Volume

AreaofTriangle

CentralTendencies

GraphicalRepresentation

CLASS

10

Nationalism in Europe

Age of Industrialization

Power Sharing Resources and Development Development

Nationalist Movement in Indo-China

Work, Life and Leisure

Federalism Forest and wildlife Resources Sectors of Economy

Nationalism in India

Print Culture and the Modern World

Democracy and Diversity Water Resources Money and Credit

The Making of a Global World

Novels,Society and History

Gender, Religion and Caste Agriculture Globalization

Consumer AwarenessPopular Struggles and Movement

Outcomes of Democracy

Minerals and Energy Resources

Political Parties

Challenges to Democracy

Manufacturing Industries

Lifelines of National Economy

SOCIAL SCIENCE

Geography ECONOMICSHistory Civics

CLASS

10

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ENGLISH

Listening

Comprehensionand

Interpretation



Speaking


Public Speaking


JAM

Situational Talk


Group Discussion

Reading


Text Based Reading

PoetryProseDrama

Research

Unseen Passages

FactualDiscursive

Literary

Writing

Creative




Story Writing

Text Based



Descriptive Passage

Vocabulary


Gap FillingEditing

Omission










Democracy and Diversity Water Resources Money and Credit




Consumer AwarenessPopular Struggles and

Movement



Political Parties




SOCIAL SCIENCE


Lesson Title

World News Round UpSubjects: English, Social Science

Lesson Planning


Students follow five different news channels from different parts of the world on television, radio or websites. They look to see if there is any difference in the way news is reported round the world and create their own news channel. They debate the importance of media versus the invasion of privacy by the media.

Students are divided into groups and each group is given one continent to cover. They have to review news on that continent each weekend and update their continent’s display board with the news from that continent.

At the end of the month, the teacher covers up the notice board and has a class quiz to recall all that has been happening round the world. Students discuss positive and negative news and what moved them most about following the news.

PERIOD

1PERIOD

2PERIOD

3



64





Borders



around the World



Globally


Cultures








Commitment to Peace

Open to New Ideas




Responsibilities

Outlooks

Self Awareness

Empathy

Conflict Resolution

Creative Thinking

Taking Action

Communicating

Critical Thinking

Collaborating

Skills


Themes

Sustainable Living

Conflict and Peace



EmpathySelf


Creative Thinking

Inter- personal


Decision Making

Problem Solving

Communication


• To make it easier it might be useful to give a world limit on the information presentation and three or four sub themes such as sports, politics, natural phenomenon and calamities. Students could be asked to develop the quiz and put it on gamemaker and play online.

Assessment

• Did the students develop an interest in world news and understand how similar type of events are played out across the world?

• Did the students debate different viewpoints or appreciate differrent perspective as a result of their lesson on news from round the world?

• Review: Display boards, content of the news presented and presentation skills, knowledge retention and creation of quiz by students.

Critical Thinking

Inter- personal

Communicating

Collaborating


Acknowledge Interdependence /

Interconnectedness around the World


Cla

ss 1

0

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ENGLISH

Listening

Comprehensionand

Interpretation



Speaking


Public Speaking


JAM

Situational Talk


Group Discussion

Reading


Text Based Reading

PoetryProseDrama

Research

Unseen Passages

FactualDiscursive

Literary

Writing

Creative




Story Writing

Text Based



Descriptive Passage

Vocabulary


Gap FillingEditing

Omission










Democracy and Diversity

Water Resources Money and Credit





Movement



Political Parties




SOCIAL SCIENCE


Lesson Title

International Book FestivalSubjects: English, Hindi, Social Science

Lesson Planning

veeìîe ceb®eve

Students are given the task of reading about literature and popular stories from different parts of the world. They are given different genre to study such as drawa, poetry, cartoon comics and prose. In pairs they must review one great author, write review of at least one book and present a summary of the literature of the country they are representing.

They celebrate an international book day in which they present their research to the whole school. The book day should have book cover design competitions, quick quiz after the visit to the exhibition and short skits to encourage fellow students to try new literature.

PERIOD

1PERIOD

2


PoetryProseDrama

Research


Story Writing


66





Borders



around the World



Globally


Cultures








Commitment to Peace

Open to New Ideas




Responsibilities

Outlooks

Self Awareness

Empathy

Conflict Resolution

Creative Thinking

Taking Action

Communicating

Critical Thinking

Collaborating

Skills


Themes

Sustainable Living

Conflict and Peace



EmpathySelf


Creative Thinking

Inter- personal


Decision Making

Problem Solving

Communication


• Give clear instructions limiting the number of areas to be researched and reviewed by the students and clear guidelines on the nature of submission required.

Assessment

• Did the students research the area given to them in adequate detail?

• Did they represent their finding creatively and comprehensively?• Where they able to interact with peers and generate interest in

the area of literature or country they were studying?• Review: Exhibition put up on the area of research and material

submitted by the students, preparatory work

Creative Thinking

Communication

Creative Thinking

Collaborating



Borders


Cla

ss 1

0

Probability


MATHEMATICS

Polynomials

Quadratic Equation

Geometry TrigonometryAlgebra

LinearEquations

Arithmetic Progressions

Triangles

CoordinateGeometry

NumberSystems

Circles Introduction

ApplicationConstructions

DistanceAnd Section

Formula

RealNumbers

StatisticsMensuration

Area Related

to Circles

SurfaceAreaand

Volume

Area ofTriangle

CentralTendencies


ENGLISH

Listening

Comprehensionand

Interpretation



Speaking


Public Speaking


JAM

Situational Talk


Group Discussion

Reading


Text Based Reading

PoetryProseDrama

Research

Unseen Passages

FactualDiscursive

Literary

Writing

Creative




Story Writing

Text Based



Descriptive Passage

Vocabulary


Gap FillingEditing

Omission
















Movement



Political Parties




SOCIAL SCIENCE


Lesson Title

Banking and MoneySubjects: Mathematics, English, Social Science

Lesson Planning

Students are asked to research and present what they can purchase using 100 units of currency and they compare this with data presented by others to create a global picture of the value of money. They ask the question of where they might want to earn and where they would like to spend their money?

Students are taught about the role of banks and money. They are then set the task of finding out the most popular banks or national banks from three countries in each continent or regions of the world.

Students learn about the interest rates in different parts of the world and the strength of the currency in the country which they are studying.Students present their report which is peer reviewed. The other students ask them questions about their study.

PERIOD

1PERIOD

2PERIOD

3

Money and Credit


Story Writing



68





Borders



around the World



Globally


Cultures







Open to New Ideas


Outlooks

Self Awareness

Empathy

Conflict Resolution

Creative Thinking

Taking Action

Communicating

Critical Thinking

Collaborating

Skills


Themes

Sustainable Living

Conflict and Peace



EmpathySelf


Creative Thinking

Inter- personal


Decision Making

Problem Solving

Communication


• The students need to understand the difference between currency conversion rate and purchasing power parity. The activity also gives them an insight into what makes a country rich or poor.

Assessment

• Did the students understand the uniformity of banking procedures round the world?

• Did they understand the difference between the value of money in different countries?

• Did they understand how banks earn money around the world and how banks are important to world trade specially export and import?

• Review: Student reports, 100 units currency spending plans

Critical Thinking

Communicating

Sustainable Living

Critical Thinking

Problem Solving


Commitment to Peace



Responsibilities


Commitment to Peace



Responsibilities



Cla

ss 1

0

efnboer (HINDI)

ÞekeCe




kee®eve

Yee<eCe

Jeeo efJeJeeo


heþve


mee#eelekeÀej

Hejer®ej®ee


Devvegíso

He$euesKeve


uesKeve

ENGLISH

Listening

Comprehensionand

Interpretation



Speaking


Public Speaking


JAM

Situational Talk


Group Discussion

Reading


Text Based Reading

PoetryProseDrama

Research

Unseen Passages

FactualDiscursive

Literary

Writing

Creative




Story Writing

Text Based



Descriptive Passage

Vocabulary


Gap FillingEditing

Omission















Consumer AwarenessPopular Struggles

and Movement



Political Parties




SOCIAL SCIENCE


Lesson Title

My Words and your TuneSubjects: English, Hindi, Social Science

Lesson Planning

Students hold an international folk music festival for the school and parents. They present their findings and explain the common theme of folk music around the world.

Students collect folk songs from different parts of the world and translate them into Hindi and English or other local vernacular language. They have to keep the meaning of the song in their translation.

Students study the translation and see what themes are common amongst folk songs around the world. They discuss why such common themes exist and what it tells us about humans across the world.

PERIOD

1PERIOD

2PERIOD

3

Popular Struggles and Movement




70





Borders



around the World



Globally


Cultures







Open to New Ideas


Outlooks

Self Awareness

Empathy

Conflict Resolution

Creative Thinking

Taking Action

Communicating

Critical Thinking

Collaborating

Skills


Themes

Sustainable Living

Conflict and Peace



EmpathySelf


Creative Thinking

Inter- personal


Decision Making

Problem Solving

Communication


• The songs can be recorded and uploaded on YouTube to share with parents and friends.Links could be on schools webpage too. Share with schools in country where the songs were taken from.

Assessment

• Did the students understand that folk music is closest to the common man because their themes are to do with what affects them directly?

• Did the students appreciate the diverse ways in which these are expressed round the world? Were they able to express their findings creatively?

• Review: Selection of songs, number and themes, quality of translation and creativity in keeping the translated song in original tune.

Empathy

Communicating

Creative Thinking

Communication


Commitment to Peace



Responsibilities





Cla

ss 1

0

ENGLISH

Listening

Comprehensionand

Interpretation



Speaking


Public Speaking


JAM

Situational Talk


Group Discussion

Reading


Text Based Reading

PoetryProseDrama

Research

Unseen Passages

FactualDiscursive

Literary

Writing

Creative




Story Writing

Text Based



Descriptive Passage

Vocabulary


Gap FillingEditing

Omission















Consumer AwarenessPopular Struggles

and Movement



Political Parties




SOCIAL SCIENCE


Lesson Title

International Peace DaySubjects: English, Social Science

Lesson Planning

Students celebrate the world peace with the whole school with speeches during assembly, displays on peace, sending peace messages to people living in conflict zones.

Students are informed by the teacher at least a week in advance that 21st September has been declared by the United Nations as World Peace Day. Students are given time to brainstorm and prepare ideas for celebration of Peace Day in the school. The class takes a collective decision on what they wish to do for the day.

Students are given time to prepare for the Peace Day celebrations. They create a world conflict map to understand where the major conflicts in the world are happening. They also research the life of people who have contributed to world peace.

PERIOD

1PERIOD

2PERIOD

3

Popular Struggles and Movement


Public Speaking

Situational Talk

72

EmpathySelf


Creative Thinking

Inter- personal


Decision Making

Problem Solving

Communication


Commitment to Peace



Responsibilities





Borders



around the World



Globally


Cultures







Open to New Ideas


Outlooks

Self Awareness

Empathy

Conflict Resolution

Creative Thinking

Taking Action

Communicating

Critical Thinking

Collaborating

Skills


Themes

Sustainable Living

Conflict and Peace




• Japan has a great tradition of celebrating peace with origami folded cranes, encourage students to celebrate the way in which it is done round the world.

Assessment

• Did the students realise that conflict anywhere in the world affects us directly or indirectly?

• Were they able to understand what are the top causes of war round the world? Did they offer any suggestion on how can these be avoided?

• Review: Ideas for celebration and execution of these ideas, peace messages by students, conflict map depictions, the peace campaign plans

Conflict Resolution


Globally

Conflict and Peace

Communication

Empathy


Commitment to Peace



Responsibilities

Empathy


Cla

ss 1

0

Using Rubrics Effectively

One of the greatest challenges of teaching life skills is that they are often difficult to measure in a learner. One of the ways to make the skill assessment process systematic, meaningful and impactful is to use rubrics to evaluate learners’ progress.

A rubric is a simple table that shows progression of the skills being developed from “beginner” level to “proficient” level. It can have anything between three to five levels usually depending on how finely you want to distinguish between the different levels of the learning on the development journey. There is no one correct rubric. The ones in this handbook were developed during the content development workshop and are mostly generic. Teachers are free to modify these, change them or develop new ones altogether. Sometimes teachers may want to give a numerical index to the rating and give students numerical scores too.

For effective use of rubric for assessment the following three points are essential � The lesson activity design must allow all learners to amply demonstrate the skill being assessed

� The teacher must be very clear about the outward indicator of the skills such as contributing to discussion, helping others, talking a lot or being disruptive, unmindful or engaged

� The teacher must record the observation while it happens or shortly afterwards to avoid missing out or forgetting details.

The purpose of the rubrics should not be to just label young learners but to have a fruitful conversation with them about where they stand at the moment and how they plan to move ahead. Sharing your observation using the rubric table constructively will give students motivation to improve themselves and go forward confidently on their learning journey.

74

Beginner Intermediate Advanced Proficient

Learning Activities where students able to demonstrate these skills

Does not contribute or share any ideas or opinion.

Contributes ideas and opinions when prompted.

Contributes and shares ideas without prompting but needs support and encouragement sometimes.

Shares good and appropriate ideas willingly and accepts group’s decision to use or discard the ideas given.

Group tasks such as play production. Collaborative creative tasks, joint presentations

No attempt to create consensus but either dominates or withdraws and disengages.

Able to work in team only when supported and encouraged proactively to do so.

Able to work in a team if all members are like minded and the task is clear and uncomplicated.

Able to work together with other pupils of different age, skill and ability and complements their own inputs to match others.

Does not volunteer to take responsibility or if given does not carry out tasks assigned.

Has to be cajoled into accepting responsibility and has to be followed up.

Takes responsibility and completes the task until the end to the best of his ability.

Takes responsibility of the team’s failures and achievements and empathises with other members.

Does not listen to other peoples suggestions or ideas.

Listens to suggestions and ideas but is reluctant to acknowlege or use it.

Actively listens and respects other people’s ideas and uses them in the effective completion of the assignment.

Respects other people’s contribution and gives them their due credit in the achievement of the tasks assigned.In case an idea is not used they take care to explain this to the contributor and thank them for the inputs.

TEAM WORK COLLABORATION AND INTERPERSONAL SKILLS




Is oblivious to other’s needs. Unable to recognise other people’s stress or unhappiness or remains unmoved and uncaring even in the face of direct contact with people in distress or distressing situations.

Expresses feelings and emotions only when faced directly with distressing situations or persons in distress but cannot feel for people or person at a distance.

Expresses compassion and emotions appropriately not only when faced with distressing situation of others but also able to understand and feel compassion when hearing or reading about such situations in distant places.

Can feel empathetic and express compassion with those near and far and can offer appropriate comfort through written and spoken words.

Campaigns for global issues, volunteering and social service work outside schools, such as working with people with special needs, senior citizens and underprivileged youth working with Red Cross or Society for Prevention of cruelty towards animals or animal shelters. Working within school such as supporting younger children, helping students who need support with studies or being ushers at school functions.

Self survival is the main stay and is completely inward focussed and unmindful of common courtesy and helpful behaviour.

Is reluctant in reaching out to others but expresses willingness to do so. Is unmindful of regular courteous behaviour and needs to be prompted to greet, offer assistance and show good manners.

Demonstration of courtesy and consideration during play and in public spaces when unsupervised. Offers help spontaneously under normal circumstances and is mindful of hurting or causing discomfort to others.

Over and above usual courteous and helpful behaviours the student does not shy away from reaching out to those in distress even in challenging circumstances. Takes initiative to support those in distress and makes sacrifices to help others.

Acts charitably sometimes for some people. Supports causes only when it does not involve serious commitment of time or effort.

Shows adequate care and concern. Is committed to at least one or two causes either for the betterment of people or animals. Contributes significanat time and effort to the cause and shows persistence in charitable action.

Feels committed to caring for others and shows this through consistent charitable action. Shows consistent commitment towards helping others in local community as well as taking up wider global causes investing significant time and effort towards it with great impact.


EMPATHY

76



Unable to articulate the problem and link the cause to the effect.

Able to recognise and articulate the problem to a degree and suggest a few causes for it but offers very sketchy solutions only.

Is able to articulate the problem and express it appropriately linking the cause and the effect. Is able to develop solutions that are appropriate and achieveable.

Is able to analyse the problem situation and identify the cause and effect relationships for the problem and offer one or more creative and appropriate solutions which are well thought, thorough, and detailed.

Surveys and Research Projects that involve gathering and analysing data, creating models, situational problems, case study analysis. Mathematical Puzzles and Logic problems

Broods over the situation often blaming others and the circumstances. Refuses to take action to solve problem.

Able to identify resources and seek appropriate assistance but unable to follow through with the action required to solve the problem.

Seeks to actively solve the problem and is able to show some perseverence in following through with action to solve the problem.

Is able to carry through fully with the designed action for solving the problem engaging in a cycle of action, review of the result of action and then planning new approach in multiple iteration until solution is reached.

Does not consult or interact with others to identify and nullify the problem.

Talks to few other people or researches few typical sources for information to solve the problem.However, is largely intuitive and offers solution without evidence.

Consults a limited range of sources, peers and experts and is systematic in analysing the information to provide solution. Intituitive solutions are cross checked to some degree.

Is able to research and draw upon examples of similar situations, good practices and ideas for solutions from many different sources through consultation and research.

PROBLEM SOLVING




Is unable to take any decision whatsoever.

Is able to decide on a course of action diffidently but does not explain coherently why they took the decision.

Is able to decide a course of action confidently and is able to provide a coherent narrative on how they came to that decision.

Is able to decide on a course of action with confidence and is able to demonstrate why that course of action is better than other choices with clear weighing up of pros and cons.

Planning trips and visits, distributing roles and responsibilities within classroom, organising stalls at school fetes, fund raising for charitable work, Electing Students Council

Is unable to create criteria to distinguish between the alternatives and cannot apply these effectively.

Is able to create an incomplete list of some alternative solutions and offer elementary list of criteria for weighing up the suitablity of the alternative solutions.

Is able to apply tools and techniques to weigh up the alternative solutions on offer against a more complete set of criteria created and decide on a course of action.

Is skilled and fluent and using decision making tools and techniques such as SWOT analysis, pros and cons table, etc., uses them effectively to rank multiple solutions against set criteria and offer a decision which is well thought through.

Has no strategy to evaluate the decision and cannot define success or impact of the decision.

Has difficulty in evaluating what went well and what needed improvement against a set of criteria agreed.

Understands the criteria for success and can weigh up the decision taken against these and offer modification to the decision for better impact.

Is able to ensure that decisions suggested are meeting higher standards such as being ethical, just and sustainable besides being impactful and meeting all success criteria.


DECISION MAKING

78



Gathers random data and evidence which are often not linked to the problem. Unable to understand the overall context of the problem and describe these.

Is able to gather data but not able to interpret them adequately nor able to take into account all of the context of the situation or problem being analysed.

Is able to gather and interpret most of the data and evidence around the problem or situation and understand the context of the problem in some detail.

Is able to gather data and evidence around the problem or situation in details and classify these properly. Understand the context of the problem situation well and able to describe these in details.

Surveys and Research Projects that involve gathering and analysing data, situational problems, case study analysis. Mathematical Puzzles and Logic problems

Unable to apply the data collected and knowledge of the context of the problem to offer a solution or explanation for a situation or problem. Not capable of deduction. Cannot detect falsehood in logic.

Is able to use only limited data and knowledge to offer solution or explanations. The context is ignored or not taken into account sufficiently. Capable of deduction and reaches solutions sometimes but after many attempts and largely by chance. Can sometimes detect falsehood in logic.

Usually able to offer a probable solution or explanation taking into account most of the evidence and data. Able to offer solutions by deduction and in a few attempts. The solutions are thought through logically but not able to describe the logic adequately. Can detect falsehood in logic most of the times.

Fluent critical thinker who solves problems and analyses situation deductively or inductively very quickly. Is able to clearly explain the logic and describe the solution offered in details and detect falsehood in logic most of the times. Can always detect falsehood in logic.

Does not attempt to test hypothesis or explanantion offered. Accepts solution and explanation without challenging it.

Expresses doubt and questions assumptions and offers some logic to challenge status quo but does not follow through.

Proactively challenges, sets norms and assumptions and offers a few ways to test these. Goes through with some experimentation to test different view points and opinions but the design of experiment may not always be well thought through or logically completely sound.

Always tests theory or hypothesis suggested and challenges norms and assumptions through rigourously designed tests that are sound and well thought through. Explains the alternative solutions and argues the case clearly and logically.

CRITICAL THINKING




Usually unable to give a new idea or even apply old ideas to new situations.

Able to sometimes create new and innovative solutions bringing together elements in unusual but effective combinations.

Always able to put together ideas when asked to design a project or a problem.

Is quick to generate multiple ideas for a project or a problem.

Performing Visual Arts projects, creative writing and designing new products or dresses.

Mostly repeats and copies work done by others. No attempt is made to offer creative or unusual interpretation nor to change and modify.

Mostly copies or sticks to the usual interpretation and solutions but occasionally makes modifications and changes the routine.

Usually always attempts to give an original interpretation or solution which is different and unusual but mostly attempts to be creative from a known and tried and tested parameter.

Mostly offers innovative and unusual interpretation and presentation of ideas and solutions. Creative in make unusual associations that come together meaningfully and has impact.

Work is usually discordant and routine, repetitive and lacks aesthetic sense.

Work is sometimes harmonious but routine, follows pattern and set routine most of the time.

Work presented usually has few elements of pleasant and harmonious presentation that is aesthetically pleasing.

Highly evolved sense of aesthetics and is able to generate creative ideas fluently most of the time. Has great variety in presentation and is always varied and engaging.


CREATIVITY

80



Even small disturbance in schedule, minor annoyance causes stress and has low resilence.

Student usually copes with minor annoyances with resilence and can distinguish between medium to extreme stress situation but cannot manage these well.

Student is able to cope with minor setback and incidents. Is able to understand the implications and react appropriately. Does not get stressed by minor incidents.

Student is able to cope with major setback and incidents rationally and manage stress. Usually able to identify stress factors early and manage these proactively.

Sports tournaments, inter-class or school competitions, games and yoga classes, School Council elections, public performances and speaking.

Stress expressed through anger, violence, or withdrawl. Vocalisation of emotion not appropriate.

Student usually does not show anger, violence, or withdrawl in minor issues but likely to behave negatively when faced with moderate or major stress situations.

Student is able to cope with moderate stress situations, losses and incidents without negative behaviour. Only rarely loses temper or shows negative behaviour under stressful situations. Usually functions normally.

Able to manage high degrees of stress and tension with calmness and function normally under most circustances without showing negative behaviour.

No positive coping technique adopted leading to behaviourial and health issues even under support and supervsion.

Student is able to identify stress situation and sometimes manage them through stress management techniques. Mostly needs support and supervision.

Student is able to use breathing techniques, rationalisation, yoga and exercise to manage stress most of the time but occasionally needs to be reminded and supported.

Well versed in managing stress and capable of handling all situations through a variety of techniques even without supervision or support.

Student is not able to recognise emotions of other people correctly or react to them appropriately.

Student is able to understand other’s feeling and able to offer comfort or react appropriately in some cases.

Student is good at recognising other people’s emotions and offers support and encouragement as appropriate most of the time.

Student is good at recognising signs of distress and elation in others and responds with genuine enthusiasm or empathy. Recognises inappropriate or dangerous signs of emotional distress and seeks to help or gets help from others such as teachers, parents etc as needed.

COPING WITH STRESS AND EMOTION




Negative unreal self image affecting behaviour and confidence. Does not engage positively with peers.

Moderately negative or unreal self image and that needs constant feedback and supervision. Makes an effort to improve and engages with peers with diffidence when encouraged.

Has a positive self image and only occasionally displays lack of confidence. Usually dresses and behaves appropriately and engages with peers confidently. May sometimes react defensively to feedback but usually is aware of own shortcoming and works towards improvement.

Positive body image but has real understanding of own shortcoming and works actively to improve them. Engages positively with peers and dresses and conducts appropriately on all occasions.

Reflective tasks exploring one’s aims, ambition, emotion and reaction to situations.Diary writing, painting, poetry and compositions.

No interest in one’s own community and culture and unaware of one’s place in it.

Is interested in one’s immediate community and culture and can speak confidently about it but not able to link to and fully appreciate national diversity and one place in the nation.

Is well versed with one’s own culture and community and appreciative of regional diversity within the country. Able to speak confidently about one’s own culture, community and link it to the national identity.

Aware and confident of own culture and heritage. Does not react defensively to criticism. Speaks correctly and confidently with authority about one’s own regional and national culture and community. Able to appreciate the global cultural diversity and find one’s place within it.

Is introspective to some degree and usually takes feedback reluctantly acting upon only few of them to improve oneself in any area.

Is fairly introspective, takes feedback constructively and willingly acts on them to improve oneself. Is not usually defensive or overly sensitive. More or less open to new ideas and thinking.

Is open and proactively seeks feedback. Works on areas of improvement with perseverence. Is not defensive but balanced in reacting to difficult social or cultural situation. Can appreciate different perspective and viewpoint.


SELF AWARENESS

82



Speaks one language and is only good at using it within one’s own cultural context. Unable to adapt to new situations and listeners from other context.

Speaks one language competently but has elementary knowledge of more than one language. Reluctant to learn a new language.

Fluent speaker of one language but can speak more than one language. Usually able to adapt language to cultural context of the speaker and can pick up a few words of new language but is hesitant to use it unless compelled.

Fluent multilingual speaker with ability to respond to the listeners’ cultural context and modulate the language likewise. Able to pick up new languages and attempt to communicate with it without hesitation.

Reports, presentations, debates, discussions, role plays, elocution, posters, leaflets, campaign banners, advertisements, etc.

Does not use any communication tools besides language.

Makes some attempt to use tools such as pictures, photographs and graphs to enhance communication but often cannot decide on the right tool for the right purpose.

Is good at using different tools of communication such as pictures, mime, infographics, photographs, etc., and uses them effectively most of the time. Is usually good at choosing the right tool for the purpose of communication.

Uses a range of communication techniques which are chosen appropriately with the audience and purpose in mind. The use of the tools and techniques are impactful and effective.

The content of the communication is not appropriate and meaningless to the audience.

Content of communication is usually appropriate and demonstrates minimal degree of thought and organisation.

Content of communication is adequately researched and appropriately organised and clearly presented in neat format.

Content of communication is well researched and organised. It is presented neatly and in an aesthetically pleasing way that is easy to understand.

COMMUNICATION


Notes

84

Notes


Notes

86

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handbook for embedding international dimension in the classroom 2014-2015

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