Presentation On Cce

@COPYRIGHT BAL BHAVAN PUBLIC SCHOOL MAYUR VIHAR
1. To discuss about the new pattern introduced by CBSE, i.e. CCE (CONTINUOUS AND COMPREHENSIVE EVALUATION) 2. To know how to implement this pattern effectively and efficiently
@COPYRIGHT BAL BHAVAN PUBLIC SCHOOL MAYUR VIHAR, DELHI
Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of students that covers all aspects of students development.
It is a developmental process of assessment which emphasizes on two fold objectives. These objectives are continuity in evaluation and assessment of broad based learning and behaviourial outcomes on the other.
In this scheme the term `continuous' is meant to emphasize that evaluation of identified aspects of students `growth and development' is a continuous process rather than an event, built into the total teaching-learning process and spread over the entire span of academic session. It means regularity of assessment, frequency of unit testing, diagnosis of learning gaps, use of corrective measures, retesting and for their self evaluation. The second term `comprehensive' means that the scheme attempts to cover both the scholastic and the co-scholastic aspects of students' growth and development. Since abilities, attitudes and aptitudes can manifest themselves in forms other than the written word, the term refers to application of variety of tools and techniques (both testing and non-testing) and aims at assessing a learner's development in areas of learning like : Knowledge Understanding/Comprehension Applying Analyzing Evaluating Creating
The scheme is thus a curricular initiative, attempting to shift emphasis from testing to holistic learning. It aims at creating good citizens possessing sound health, appropriate skills and desirable qualities besides academic excellence. It is hoped that this will equip the learners to meet the challenges of life with confidence and success.
Continuous
Continualfrom the beginning and during the instructional process Periodicityfrequency /term
Comprehensive
Scholastic - Subject specific areas. Co-Scholastic - Life skills, attitudes and values and other co-curricular activities Includes a variety of tools and techniques for assessment of the learners.
FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT
F.A.1 + F.A.2 S.A.1
F.A.3 + F.A.4 S.A.2
2A 2B 2C 2D 3A 3B
LIFE SKILLS WORK EDUCATION VISUAL AND PERFORMING ART ATTITUDES AND VALUES CO-CURRICULAR ACTIVITIES
HEALTH AND PHYSICAL EDUCATION
Assessment which is carried throughout the year by the teacher formally and informally It is diagnostic and remedial
End of term or end of the year exams Feedback on learning (assessment of learning) to teacher and parents
Type of Assessment
Percentage of Weightage in academics session FIRST TERM
Month
Term Wise Weightage
Formative Assesment-1 Formative Assessment2 Summative Assessment-1
10% 10% 30% SECOND TERM
APRIL-MAY JULY-AUGUST SEPTEMBER
F.A.1+2=20%
S.A.1=30%
Formative Assesment-3 Formative Assessment4 Summative Assessment-2
10% 10% 30%
OCTOBER-NOVEMBER JANUARY-FEBURARY MARCH
F.A.3+4=20%
S.A.2=30%
Formative Assessment is a tool used by the teacher to continuously monitor student progress in a non-threatening and supportive environment. It involves regular descriptive feedback, a chance for the students to reflect on the performance, take advice and improve upon it.
Formative Assessment should be used as an opportunity for the teacher to consult parents at least twice in each term, i.e., after each Formative Assessment so that the strengths and weaknesses of every student can be discussed and efforts are made to address the gaps in learning.
Every Formative Assessment must be followed by diagnosis of the difficulties faced by students. It means that Formative Assessment must be diagnostic in nature so that suitable remedial measures are taken to ensure improvement. Formative Assessments should not be based on only one task. Every such Assessment should make use of two or more tasks ensuring variety such as role play, practical work, presentations, projects, worksheets etc.
If many tasks are used for one formative assessment, it help us cater to multiple intelligences besides enabling every student to tap her/his strengths. Formative Assessment should help us to make the teaching learning process enjoyable for all the students.
Following are the examples of various tasks in different subjects to be used in Formative Assessments:
ENGLISH S.No. 1 SPELL CHECK (Correct Spelling, and Usage) READING (Fluency, Expression and Pronunciation) DEBATE (Understanding of topic, Content and Presentation) BOOK REVIEW (Knowledge of Text, Presentation, Creativity, Imagination and Analytical ability to evaluate plot) DRAMATISATION (Acting Skills, Dialogue Delivery and Understanding the character and the plot) IN THE HOT SEAT (Textual Knowledge, Imagination, Creativity, Confidence and Formation of questions) GROUP DISCUSSION (Understanding the topic, Confidence, Presentation and Conversational Skills) WEAVING A YARN (Imagination, Creativity and Connectivity) REWRITING HISTORY (Imagination, Originality, Creativity, Presentation and Contemporary relevance) F.A. I
I TERM F.A. II
II TERM F.A. III F.A. IV
10
BUDDING POET OR AUTHOR @COPYRIGHT BAL BHAVAN PUBLIC (Originality, Creativity and Imagination)
SCHOOL MAYUR VIHAR
HINDI F.A. I 1 DICTATION (Correct Spelling and usage) READING (Pronunciation, Expression, Knowledge and Understanding of punctuation marks) ON THE SPOT WRITING (Presentation, Writing Style and Conclusion) DEBATE (Content, Presentation and Confidence) DISCUSSION (Understanding of the topic, Use of language, Confidence) POETRY (Rhythm, Pronunciation, Expression and Presentation) NARRATING A STORY (Pronunciation, Expression, Presentation and Creativity) DRAMATISATION (Acting Skills, Dialogue Delivery and Understanding the character and the plot)
I TERM F.A. II
MATHS F.A. I 1 CLASS TEST / UNIT TEST
I TERM F.A. II
ORAL TEST
ASSINGNMENTS
CLASS WORK / HOME WORK
QUIZ
GROUP ACTIVITY
PRESENTATION
CHART / MODELS
SCIENCE S.No. 1 ASSINGNMENTS
I TERM F.A. I F.A. II
QUIZ
SYMPOSIUM
SEMINAR GROUP ACTIVITY (Investigatory Project, Survey, or Assessment based on field trip) GROUP DISCUSSION
PRESENTATION
CHART / MODELS
SOCIAL SCIENCE S.No. 1 ASSINGNMENTS F.A. I
I TERM F.A. II
QUIZ
CLASS TEST / UNIT TEST
PROJECT WORK
GROUP DISCUSSION
PRESENTATION
CHART / MODELS
SANSKRIT S.No. 1 KNOWLEDGE AT THE BEGNNING F.A. I
I TERM F.A. II
PRONUNCIATION
CHART / MODELS
KNOWLEDGE OF GRAMMAR
PICTURE DESCRIPTION
WRITING CLARITY
CLASS TEST / UNIT TEST
DEBATE
The summative Assessment is the terminal assessment of performance at the end of instruction. Summative Assessment is carried out at the end of a course of learning. It measures or sums-up how much a student has learned from the course.
For grading system of Scholastic areas we will follow 9 point grade system. It is as follows:
MARKS 91100 8190 7180 6170 5160 4150 3340 2132 20 & below
GRADE A1 A2 B1 B2 C1 C2 D E1 E2
GRADE POINT 10 9 8 7 6 5 4 -------
Evaluation deals with the collection of evidences regarding changes which occur in the learners behaviour during the teaching learning process. Based on these evidences, interpretations and judgment, the progress of the learner is arrived at and decisions taken. Thus evaluation involves four main sub processes i.e. gathering
information, interpretation of information, making judgments and taking decisions.

Tools and Techniques are required to gather information. These should be valid, reliable and usable. Techniques of evaluation consists of test and other items for measuring growth in particular outcomes of learning.
Tools are the instruments used for measuring the learning outcomes such as question paper, observation-schedules, rating scale, check lists, anecdotal records etc. For example, while observation is a technique a checklist is a tool. All teachers need to be involved in Assessing Co-Scholastic Skills of children for the following reasons: Reduces Subjectivity Removes Bias Provides a point of reference to all teachers
Makes all teachers involved and accountable

Distributes work load amongst teachers Simplifies work with regular maintained record, on computer
To sum up, it may include the following steps: 1. Identifying qualities 2. Specifying behaviours and indicators of the concerned area or skill 3. Collection of evidence in respect of behaviour and indicators through observation and other techniques 4. Recording of the evidences 5. Analysis of the recorded evidences 6. Reporting or awarding grades Thus, our fundamental challenge in assessing students in Co-Scholastic Areas are four-fold: a. Identifying overt behavioural indicators for each of the chosen areas b. Creating a scheme of assessment for certification c. Tools and techniques of gathering data and evidence d. Data archiving, interpreting and certifying
1. Each student will be graded on each of the 03 Life Skills, Work Education, Visual and Performing Arts, 03 Attitudes, Values, 02 Co-curricular Activities and 02 Health and Physical Education (HPE) activities. 2. Maximum score for each Life Skill, Work Education and Visual and Performing Arts and Attitudes is 50, for Values is 200 and for Co-curricular Activities and HPE is 50. 3. Before assigning the Grades on each component using the conversion table, please calculate the average or grade points by dividing the total score obtained by a student by number of items in that component. For example, for a student who has a score of 35 in Thinking Skills; you need to divide it by the number of descriptors, i.e. 10; the average or grade point is 3.5; hence grade is B.
5 POINT GRADING: A B C D 4.1 5.0 3.1 4.0 2.1 3.0 1.1 2.0
0.1 1.0
LIFE SKILLS
THINKING SKILLS
SOCIAL SKILLS
EMOTIONAL SKILLS
LIFE SKILLS are abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life. They are abilities that facilitate the physical, mental and emotional well-being of individuals (WHO) 'Adaptive' means that a person is flexible in approach and is able to adjust to different circumstances. 'Positive behaviour' implies that a person is forward looking and finds a ray of hope, solution and opportunities even in difficult situations. Life Skills are abilities that will help students to be successful in living a productive life. Learning and practicising Life Skills help students to improve their personal and social qualities such as self esteem, compassion, respect, confidence etc.
Thinking Skills These include decision-making, problem-solving skills and information gathering skills. The individual must also be skilled at evaluating the future consequences of their present actions on others. They need to be able to determine alternative solutions and to analyze the influence of their own values and the values of those around them. Social Skills These include verbal and non-verbal communication, active listening, and the ability to
express feelings and give feedback. Also in this category are negotiation/refusal skills
and assertiveness skills that directly affect ones ability to manage conflict. Empathy, which is the ability to listen and understand other's needs, is also a key interpersonal skill. Team work and the ability to cooperate include expressing respect for those round us. Emotional Skills These refer to skills which help one to increase the internal locus of control, so that the
individual believes that she/he can affect change and make a difference in the world. @COPYRIGHT BAL BHAVAN PUBLIC
SCHOOL MAYUR VIHAR
I.
THINKING SKILLS
SCORE OUT OF 5
Knows his/her strengths and weaknesses Demonstrates internal/External locus of control Knows her/his way of dealing with people, events, and things Recognizes and analyzes a problem Collects relevant information from reliable sources Evaluates each alternative for advantageous and adverse consequences of each alternative solution Chooses the best alternative (takes decision); Shows originality and innovation Demonstrates fluency in ideas get lots of new ideas Open to modification and flexibility in thinking Demonstrates divergent (out-of-the-box) thinking
II.
SOCIAL SKILLS
SCORE OUT OF 5
Helps classmates in case of difficulties in academic and personal issues Seeks feedback from teachers and peers for self-improvement Actively listens and pays attention to others Sees and appreciates others point of view. Draws attention of others when speaking in the class, school assembly and other occasions Explains and articulates a concept differently so that others can understand in simple language Sensitive to the needs of differently abled students Demonstrates Leadership Skills, like responsibillity, initiative etc. Demonstrates awareness of norms and social conducts and follows them Helps develop skills and competencies in others instead of making them dependent
III.
EMOTIONAL SKILLS
SCORE OUT OF 5
Is optimistic Believes in selfself confidance and thinks I can Manages Scholastics, Co-Scholastics and personal challenges If unsuccessful, gracefully takes the task again Seeks help of teachers and classmates in difficult situations Does not get into unhealthy habits when under stress Maintains decency under stressful interpersonal situations Expresses feelings and reactions frankly in the class Supports and empathises with others Politely declines - says no, when he/she does not want to undertake a task
0.1 1.0
WORK EDUCATION
II.
WORK EDUCATION Has a collaborative approach towards the process of learning Is innovative in Ideas Plans and adheres to timelines Is involved and motivated Demonstrates a positive attitude Is helpful, guides and facilitates others Demonstrates an understanding of correlation with real life situations Has a step-by-step approach to solving a problem Has clear understanding of output to be generated Is able to apply the theoritical knowledge into practical usage
Score out of 5
0.1 1.0
VISUAL AND PERFORMING ART
VISUAL ART
PERFORMING ART
I.
VISUAL ART Takes an innovative and creative approach Shows asethetic sensibilities Displays observation skills Demonstrates interpretaion and originality Co-relates with real life Shows willingness to experiment with different are modes and mediums Sketches or paints Generates computer animation Demonstrates proportion in size and clarity Understands the importance of colour, balance and brightness
Score out of 5
II.
PERFORMING ART
SCORE OUT OF 5
Sings and plays insturmental music Dances and acts in Drama Awarness and appreciation of works of artists Demonstrates appreciation skills Particpates actively in aesthetic activites at various levels Takes initiative to plan, create and direct various creative events Reads and shows a degree of awarness of particular domain of art Experiments with art forms Shows a high degree of imagination and innovation Displays artistic temprament in all of his / her actions in school and outside
ATTITUDES AND VALUES

5 POINT GRADING: A B C D E 4.1 5.0 3.1 4.0 2.1 3.0 1.1 2.0 0.1 1.0
ATTITUDE TOWARDS:
VALUE SYSTEM
TEACHERS
SCHOOL MATES
SCHOOL PROGRAMME & ENVIRONMENT
I.
TOWARDS TEACHERS
Shows decency and courtesy to teachers inside and outside the class Demonstrates positive attitudes towards learning
SCORE OUT OF 5
Takes suggestions and criticism in the right spirit
Respects teachers' instructions
Accepts norms and rules of the school
Communicates his / her thoughts with teachers
Confides his / her problems with teachers
Shows honesty and sincerity towards teachers
Feels free to ask questions
Helpful to teachers
II.
ATTITUDE TOWARDS SCHOOL-MATES Is friendly with most of the classmates Expresses ideas and opinions freely in a group Is receptive to ideas and opinions of others Treats classmates as equals, without any sense of superiority or inferiority Sensitive and supportive towards peers and differently abled schoolmates Treats peers from different social, religious and economic background without any discrimination
Score out of 5
Respects opposite gender and is comfortable in their company

Does not bully others Deals with aggressive behaviour (bullying) by peers tactfully Shares credit and praise with team members and peers
III.
ATTITUDE TOWARDS SCHOOL PROGRAMMES AND ENVIRONMENT
Score out of 5
Attaches a lot of importance to school activities and programme
Participates in school activities relating to improvement of environment
Enthusiasticlly participates in school programmes
Shoulders responsibility happily
Confronts any one who criticizes school and school programme
Insists on parents to partipates / witness school programmes
Particpates in community activities relating to environment
Takes care of school prperty
Sensitive and concerned about environmental degradation
Takes initiative in planning activities for the betterment of the environment
III.
i. a. b. c. d. ii. a. b. c. d.
VALUES To abide by the constitution and respect its ideals and institutions, the National Flag and the National Anthem Is aware of the Directive Principle and FundamentalIs aware of the Directive Principle and Fundamental Rights enshrined in the Constitution Sings National Anthem and patriotic song with decorum Attends hoisting of National Flag with respect and decorum Understands the meaning of tri colour and the Ashok Chakra To cherish and follow the noble ideals which inspired freedom struggle Takes interest in the national freedom struggle Displays pride in being an Indian citizen Participates in celebration of Republic Day and Independence Day with enthusiasm Reads biographies of freedom fighters
Score out of 5
III.
iii. a. b. c. d. iv. a. b. c. d.
VALUES To uphold and protect the sovereignty, unity and integrity of India Stays alert and raises voice against divisive forces Respects armed forces and paramilitary forces Respects Indian diversity Maintains peace and love To defend the country and render national service when called upon to do so Shows a proactive and responsible behaviour during crisis Helpful towards disadvantaged section of the society Renders social work enthusiastically Actively participates in community development programmes of the school
Score out of 5
III.
VALUES To promote harmony and spirit of unity, brotherhood amongst all the people of India transcending religious, linguistic and regional or sectional diversities; to remove the practices derogatory to the dignity of women Respects opposite gender Respects teachers from different religious and linguistic communities Takes up issues in case of indignity to women Kind and helpful towards classmates and people of community To value and preserve the rich heritage of our culture Reads and discusses about the Indian culture and heritage Appreciates diversity of cultures and social practices Treasures the belongings of the school, community and the country with a sense of pride Protects and prevents defacing of national monuments
Score out of 5
v.
a. b. c. d. vi. a. b. c. d.
III.
vii. a. b. c. d. viii. a. b. c. d.
VALUES To protect and improve natural environment Shows compassion for living creatures Takes active interest in maintaining flora, fauna, plants and gardens Participates in movements for protecting endangered animals and green cover Takes care to clean classroom, school and neighbourhood To develop scientific temper and the spirit of enquiry Experiments to find new solutions Analyzes and critically evaluates events on the basis of data and information Questions and verifies knowledge Explains processes and products logically
Score out of 5
III.
ix. a. b. c. d. x. a. b. c. d.
VALUES To safeguard public property and to abjure violence Takes care of school furniture and property Resists defacing and decimation of public property Does not fight and harm others Does not affiliate to groups and communities who believe and promote violence To strive towards excellence in all spheres of individual and collective activity which leads to higher level of performance Makes an effort to improve academic performance in school Makes special efforts to improve in co-scholastic areas Strives to identify potential and actualize with effort Aspires and strives for excellence in education and life
Score out of 5
5 POINT GRADING: A B C D
CO-CURRICULAR ACTIVITIES
4.1 5.0 3.1 4.0 2.1 3.0 1.1 2.0
0.1 1.0
LITERARY AND CREATIVE SKILLS
SCIENTIFIC SKILLS
INFORMATION AND COMMUNICATION TECHNOLOGY
ORGANIZATIONAL AND LEADERSHIP SKILLS
The teacher will record the two activities from the above activities.
One of the major objectives of school education is to prepare a student for life. This really means that a student must grow in several dimensions as they move from primary to secondary school. They should know how to take informed decisions as young adolescents about to step into a world. They need to develop and grow in their ability to interact with their peer-group, society and the community. They need to
develop the ability to cope with change and flexibility to adopt a rapidly changing
environment. Participation in Creative, Aesthetic skills, Peforming arts, Eco Club and Health and Wellness Clubs helps them to develop holistically. CCE Scheme at Classes IX & X proposes that every learner should be assessed for at least four activities, compulsorily two from : Part 3(A) and two from Part 3(B). The teacher needs to provide documentary evidence in case of the Co- Scholastic areas chosen by the student.
I.
LITERARY AND CREATIVE SKILLS
SCORE OUT OF 5
Composes poems and lyrics
Writes short stories
Writes literary criticism Participates actively in literary and creative activities at school, inter school, state, national and international levels Plans and organises literary events like debates, recitation, book clubs etc.
Reads books and shows a high degree of awareness in the field of literature Appreciates well written or spoken pieces representing various geners (prose, poetry, plays) Expresses ideas and opinions creatively in different forms
Displays originality of ideas and opinions Is able to inspire others and involve a large part of the school and community in different events
II.
SCIENTIFIC SKILLS Verifies exisisting knowledge before accepting Does not get carried away by rumours and media reports Tries to find new and more effective solutions to problems Conducts experiments with efficiency and effectiveness Takes keen interest in Scientific activities in laboratory and field-based experiment Takes the initiative to plan, organise and evaluate various science-related events like quizzes, seminars, model making etc. Shows a high degree of curiosity and reads science-related literature Is a keen observer and is able to take decisions Displays goo experimental skills and a practical knowledge of every day phenomena Making use of technology in making projects and models
SCORE OUT OF 5
III.
INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) Is efficient handling IT equipments and gadgets Has a step by step approach to solving a problem Is able to apply theoretical knowledge into practical usage Plants and adheres to activity and projects time lines Takes initiative in organising and participating in technology related events Takes keen interest in compuetr realted activities Is helpful, guides and facilitates others Is a keen observer and is able to make decisions Is innovative in ideas Adheres to ethical norms of using technology
SCORE OUT OF 5
IV.
ORGANIZATIONAL AND LEADERSHIP SKILLS Helps and organizes events in that capacity Demonstrates ability to work in teams Can organize work groups in short time Actively participates in School Clubs, (e.g. Science Club, Eco Clubs, Health and Wellness Clubs, Heritage Club, Disaster Management, AEP and other Represents class, school and inter-school at various other levels Takes initiative to plan and manage different kinds of events like festivals, environment week, fund raisers, seminars, quizzes, arranging morning assemblics etc. Exhibits collaboration and co-ordination skills while executing the tasks Displays originality of ideas and the ability to see them through Delivers assigned jobs with responsibility Is a keen observer and is able to take decisions
SCORE OUT OF 5
5 POINT GRADING: A C E 4.1 5.0 2.1 3.0 0.1 1.0 B D 3.1 4.0 1.1 2.0
The teacher will record the two activities from the following:
HEALTH AND PHYSICAL EDUCATION

SPORTS / INDIGENEOUS SPORTS
NCC/NSS
SCOUTING AND GUIDING
GYMNASTICS
YOGA
FIRST AID
GARDENING / SHRAMDAAN
Proper development of the body is essential for the healthy growth of the mind. It is therefore, necessary that the students should be examined by qualified doctors once in the session along with a follow-up session. If this facility is not available general information about health i.e. height & weight, etc. could be obtained by the teacher. There are already age and gender related charts of height and weight. Teachers should use these charts and note observations on the basis of entries he/she makes on the Report Book / Certificate of School Based Assessment (SBA). In addition to this general information, physical disabilities and diseases e.g. defective vision, maintenance of teeth, deafness, long absence due to illness, which the teacher can detect at ones own level, should also be noted. He/she should also bring any noticeable deformity of the child in the notice of the parents. In the assessment of Health Status, the recordings of height shall be in centimeters and the weight shall be mentioned in kilograms. While the area of Physical Education of the curriculum will be judging the skills and proficiencies acquired by the students in games, sports etc. the area of Health Education will concentrate on those aspects which constitute the criteria for determining the physical health of an individual. The following aspects will be taken care of in this area.
Health Education needs to be assessed on the basis of: Basic understanding about health Physical fitness Attitude development Participation in Health and Wellness Club activities The teachers responsibility in this area will be limited to general observations. These must be communicated to the parents and guardians for all students. We divided this domain into two segments. One is rating certain Health and Physical Education related behaviours, and second is information on actual participation in Physical Education, Sports and Games. General descriptors for HPE are given for appraising a student on any specific activity, these general guideline may be modified accordigly.
I.
HEALTH AND PHYSICAL EDUCATION Demonstrates physical fitness and agility Displays courage and determination Demonstrates flexiblity of the body Demonstrates sportsmanship Follows all safety norms of games and sports Follows rules of games Has undergone training and coaching in the chosen sports and games items Makes stratergic decisions within the games Organizes and provides leadership in this area Takes initiative and interest in Physical Education and wellness
SCORE OUT OF 5
Participation and Performance: Instead of rating, the following information should be entered into student portfolio as descriptive statements. Choose any two of the following activities. INTERACTIVITY INTERINTERINTERS.NO. ACTIVITIES DONE CLASS SCHOOL DISTRICT STATE & BEYOND SPORTS / INDIGENIOUS SPORTS NCC/NSS SCOUTING & GUIDING SWIMMING
GYMNASTICS
YOGA
FIRST-AID GARDENING / SHRAMDAAN
Note: 1. Each student will be graded on each of the 03 Life Skills, Work Education,Visual and Performing Arts, 03 Attitudes, Values, 02 Cocurricular Activities and 02 Health and Physical Education (HPE) activities. 2. Maximum score for each Life Skill, Work Education, Visual and Performing Arts and Attitudes is 50, for Values is 200 and for Cocurricular Activities and HPE is 50. 3. Before assigning the Grades on each component using the conversion table, please calculate the average or grade points by dividing the total score obtained by a student by number of items in that component.
Of all those involved in childrens education, it is the teachers who feel the most responsible. This is expressed in their desire to help all children acquire knowledge, skills, positive attitudes and values and face life with confidence. While assessing children it is important to appreciate differences amongst them and
respect the fact that they will understand and respond in different ways while
learning. Children are not empty vessels or blank slates, to be filled up with information and knowledge that only the school can give, as is generally believed. It is important to build on experience that a child brings to school. New learning is thus to be developed needs to be based on what the child already knows and understands. Thus the role of a teacher is very crucial in upbringing of a child holistically.
It is sure that a child learns his first lesson at home. Hence, it becomes moral duty of the parents to provide healthy atmosphere at home. It is required from the parents that they support the child in his development by encouraging him to participate in various activities, completing his/her work regularly.
The parents should / must attend the various programmes conducted at school. This
motivates a child. Apart from motivation, it is a good mode to recreate where a child is learning by doing. It is also important on the part of the parents to check the daily activities of the child and guide them accordingly. A good parent will always make sure that his / her child is not adopting wrong ways and means to get their conditions fulfilled.
Parents should keep in touch with the teachers in regard with the progress of the child.
It should be kept in mind that our children note our actions and learn from the same. We act as the role model for our children. So it is our action that we give direction to our child. If all these points are kept into consideration the development of the child will be stable and constant.
NOTE: 1. The information provided in the presentation is in accordance with the guidelines issued by CBSE. 2. Source of the data provided in the presentation has been derived from the Teachers Manual provided by CBSE.

Presentation On Cce

Transféré par

Informations du document

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Presentation On Cce

Transféré par

Droits d'auteur :

Formats disponibles

@COPYRIGHT BAL BHAVAN PUBLIC SCHOOL MAYUR VIHAR

@COPYRIGHT BAL BHAVAN PUBLIC SCHOOL MAYUR VIHAR, DELHI

@COPYRIGHT BAL BHAVAN PUBLIC SCHOOL MAYUR VIHAR

@COPYRIGHT BAL BHAVAN PUBLIC SCHOOL MAYUR VIHAR

FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT

F.A.1 + F.A.2 S.A.1

F.A.3 + F.A.4 S.A.2

HEALTH AND PHYSICAL EDUCATION

@COPYRIGHT BAL BHAVAN PUBLIC SCHOOL MAYUR VIHAR

@COPYRIGHT BAL BHAVAN PUBLIC SCHOOL MAYUR VIHAR

Percentage of Weightage in academics session FIRST TERM

Term Wise Weightage

Formative Assesment-1 Formative Assessment2 Summative Assessment-1

10% 10% 30% SECOND TERM

APRIL-MAY JULY-AUGUST SEPTEMBER

Formative Assesment-3 Formative Assessment4 Summative Assessment-2

10% 10% 30%

OCTOBER-NOVEMBER JANUARY-FEBURARY MARCH

@COPYRIGHT BAL BHAVAN PUBLIC SCHOOL MAYUR VIHAR

@COPYRIGHT BAL BHAVAN PUBLIC SCHOOL MAYUR VIHAR

@COPYRIGHT BAL BHAVAN PUBLIC SCHOOL MAYUR VIHAR

II TERM F.A. III F.A. IV

SCHOOL MAYUR VIHAR

II TERM F.A. III F.A. IV

@COPYRIGHT BAL BHAVAN PUBLIC SCHOOL MAYUR VIHAR

MATHS F.A. I 1 CLASS TEST / UNIT TEST

II TERM F.A. III F.A. IV

CLASS WORK / HOME WORK

@COPYRIGHT BAL BHAVAN PUBLIC SCHOOL MAYUR VIHAR

SCIENCE S.No. 1 ASSINGNMENTS

I TERM F.A. I F.A. II

II TERM F.A. III F.A. IV

CLASS WORK / HOME WORK

@COPYRIGHT BAL BHAVAN PUBLIC SCHOOL MAYUR VIHAR

SOCIAL SCIENCE S.No. 1 ASSINGNMENTS F.A. I

II TERM F.A. III F.A. IV

CLASS WORK / HOME WORK

CLASS TEST / UNIT TEST

@COPYRIGHT BAL BHAVAN PUBLIC SCHOOL MAYUR VIHAR

SANSKRIT S.No. 1 KNOWLEDGE AT THE BEGNNING F.A. I

II TERM F.A. III F.A. IV

CLASS TEST / UNIT TEST

@COPYRIGHT BAL BHAVAN PUBLIC SCHOOL MAYUR VIHAR

@COPYRIGHT BAL BHAVAN PUBLIC SCHOOL MAYUR VIHAR

@COPYRIGHT BAL BHAVAN PUBLIC SCHOOL MAYUR VIHAR

GRADE POINT 10 9 8 7 6 5 4 -------

@COPYRIGHT BAL BHAVAN PUBLIC SCHOOL MAYUR VIHAR

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

Makes all teachers involved and accountable

@COPYRIGHT BAL BHAVAN PUBLIC SCHOOL MAYUR VIHAR

@COPYRIGHT BAL BHAVAN PUBLIC SCHOOL MAYUR VIHAR

@COPYRIGHT BAL BHAVAN PUBLIC SCHOOL MAYUR VIHAR

@COPYRIGHT BAL BHAVAN PUBLIC SCHOOL MAYUR VIHAR

@COPYRIGHT BAL BHAVAN PUBLIC SCHOOL MAYUR VIHAR

@COPYRIGHT BAL BHAVAN PUBLIC SCHOOL MAYUR VIHAR

VISUAL AND PERFORMING ART

@COPYRIGHT BAL BHAVAN PUBLIC SCHOOL MAYUR VIHAR

ATTITUDES AND VALUES

SCHOOL PROGRAMME & ENVIRONMENT

@COPYRIGHT BAL BHAVAN PUBLIC SCHOOL MAYUR VIHAR

Takes suggestions and criticism in the right spirit

Respects teachers' instructions

Accepts norms and rules of the school