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@COPYRIGHT BAL BHAVAN PUBLICSCHOOL MAYUR VIHAR
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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
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Continuous and Comprehensive Evaluation (CCE) refers to a
system of school-based evaluation of students that covers all
aspects ofstudents 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.
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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 andfor 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 :
KnowledgeUnderstanding/Comprehension
Applying
Analyzing
Evaluating
Creating
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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.
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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.
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FORMATIVEASSESSMENT
F.A.1 +F.A.2
F.A.3 +F.A.4
SUMMATIVEASSESSMENT
S.A.1 S.A.2
2 A LIFE SKILLS
2 B WORK EDUCATION
2 C VISUAL AND PERFORMING ART
2 D ATTITUDES AND VALUES
3 A CO-CURRICULAR ACTIVITIES
3 B HEALTH AND PHYSICAL EDUCATION
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Assessment which is carried throughout the year by the teacher
formally and informally
It is diagnostic and remedial
Endof term or end of the year exams Feedback on learning (assessment of learning) to teacher and
parents
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@COPYRIGHT BAL BHAVAN PUBLICSCHOOL MAYUR VIHAR
Type of Assessment Percentage of Weightage in
academics session
Month Term Wise Weightage
FIRST TERM
Formative Assesment-1 10% APRIL-MAY F.A.1+2=20%
Formative Assessment-
2
10% JULY-AUGUST
SummativeAssessment-1
30% SEPTEMBER S.A.1=30%
SECOND TERM
Formative Assesment-3 10% OCTOBER-NOVEMBER F.A.3+4=20%
Formative Assessment-
4
10% JANUARY-FEBURARY
Summative
Assessment-2
30% MARCH S.A.2=30%
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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 theteacher 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.@COPYRIGHT BAL BHAVAN PUBLIC
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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 aretaken to ensure improvement.
Formative Assessments should not be based on only one task. Every
such Assessment should make use of two or more tasks ensuringvariety such as role play, practical work, presentations, projects,
worksheets etc.
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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 tobe used in Formative Assessments:
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S.No. F.A. I F.A. II F.A. III F.A. IV
1SPELL CHECK
(Correct Spelling, and Usage)
2READING
(Fluency, Expression and Pronunciation)
3
DEBATE
(Understanding of topic, Content and
Presentation)
4
BOOK REVIEW
(Knowledge of Text, Presentation,
Creativity, Imagination and Analytical ability
to evaluate plot)
5
DRAMATISATION
(Acting Skills, Dialogue Delivery and
Understanding the character and the plot)
6
IN THE HOT SEAT
(Textual Knowledge, Imagination, Creativity,
Confidence and Formation of questions)
7
GROUP DISCUSSION
(Understanding the topic, Confidence,
Presentation and Conversational Skills)
8WEAVING A YARN
(Imagination, Creativity and Connectivity)
9
REWRITING HISTORY
(Imagination, Originality, Creativity,
Presentation and Contemporary relevance)
10BUDDING POET OR AUTHOR
(Originality, Creativity and Imagination)
I TERM II TERMENGLISH
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F.A. I F.A. II F.A. III F.A. IV
1 DICTATION(Correct Spelling and usage)
2
READING
(Pronunciation, Expression, Knowledge and
Understanding of punctuation marks)
3ON THE SPOT WRITING
(Presentation, Writing Style and Conclusion)
4DEBATE
(Content, Presentation and Confidence)
5
DISCUSSION
(Understanding of the topic, Use of
language, Confidence)
6
POETRY
(Rhythm, Pronunciation, Expression and
Presentation)
7NARRATING A STORY(Pronunciation, Expression, Presentation
and Creativity)
8
DRAMATISATION
(Acting Skills, Dialogue Delivery and
Understanding the character and the plot)
HINDI I TERM II TERM
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F.A. I F.A. II F.A. III F.A. IV
1 CLASS TEST / UNIT TEST
2 ORAL TEST
3 ASSINGNMENTS
4 CLASS WORK / HOME WORK
5 QUIZ
6 GROUP ACTIVITY
7 PRESENTATION
8 CHART / MODELS
MATHS I TERM II TERM
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S.No. F.A. I F.A. II F.A. III F.A. IV
1 ASSINGNMENTS
2 CLASS WORK / HOME WORK
3 QUIZ
4 SYMPOSIUM
5 SEMINAR
6
GROUP ACTIVITY
(Investigatory Project, Survey, or
Assessment based on field trip)
7 GROUP DISCUSSION
8 PRESENTATION
9 CHART / MODELS
I TERM II TERMSCIENCE
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S.No. F.A. I F.A. II F.A. III F.A. IV
1 ASSINGNMENTS
2 CLASS WORK / HOME WORK
3 QUIZ
4 CLASS TEST / UNIT TEST
5 PROJECT WORK
6 GROUP DISCUSSION
7 PRESENTATION
8 CHART / MODELS
SOCIAL SCIENCE I TERM II TERM
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S.No. F.A. I F.A. II F.A. III F.A. IV
1 KNOWLEDGE AT THE BEGNNING
2 PRONUNCIATION
3 CHART / MODELS
4 KNOWLEDGE OF GRAMMAR
5 PICTURE DESCRIPTION
6 WRITING CLARITY
7 CLASS TEST / UNIT TEST
8 DEBATE
SANSKRIT I TERM II TERM
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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-uphow much a student has learned
from the course.
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For grading system of Scholastic areas we will follow 9 point grade
system. It is as follows:
MARKS GRADE GRADE POINT
91100 A1 10
8190 A2 97180 B1 8
6170 B2 7
5160 C1 6
4150 C2 5
3340 D 4
2132 E1 ----
20 & below E2 ----@COPYRIGHT BAL BHAVAN PUBLIC
SCHOOL MAYUR VIHAR
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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.
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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@COPYRIGHT BAL BHAVAN PUBLIC
SCHOOL MAYUR VIHAR
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@COPYRIGHT BAL BHAVAN PUBLICSCHOOL MAYUR VIHAR
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 evidences5. 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 areasb. Creating a scheme of assessment for certification
c. Tools and techniques of gathering data and evidence
d. Data archiving, interpreting and certifying
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@COPYRIGHT BAL BHAVAN PUBLICSCHOOL MAYUR VIHAR
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-curricularActivities 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 needto divide it by the number of descriptors, i.e. 10; the average or grade
point is 3.5; hence grade is B.
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LIFE SKILLS
THINKINGSKILLS
SOCIALSKILLS
EMOTIONALSKILLS
5 POINT GRADING:
A - 4.1 5.0
B - 3.1 4.0
C - 2.1
3.0D - 1.1 2.0
E - 0.1 1.0
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LIFE SKILLS are abilities for adaptive and positive behaviour that enable individuals todeal 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 andopportunities 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.
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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
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Knows his/her strengths and weaknesses
Demonstrates internal/External locusof 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
I. THINKING SKILLS SCORE OUT OF 5
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@COPYRIGHT BAL BHAVAN PUBLICSCHOOL MAYUR VIHAR
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 otheroccasions
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
II. SOCIAL SKILLS SCORE OUT OF 5
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@COPYRIGHT BAL BHAVAN PUBLICSCHOOL MAYUR VIHAR
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
III. EMOTIONAL SKILLS SCORE OUT OF 5
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WORK
EDUCATION
5 POINT GRADING:
A - 4.1 5.0
B - 3.1 4.0
C - 2.1
3.0D - 1.1 2.0
E - 0.1 1.0
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@COPYRIGHT BAL BHAVAN PUBLICSCHOOL MAYUR VIHAR
II. WORK EDUCATION Score out of 5
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
5 POINT GRADING
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VISUAL AND
PERFORMINGART
VISUAL ARTPERFORMING
ART
5 POINT GRADING:
A - 4.1 5.0
B - 3.1 4.0
C - 2.1
3.0D - 1.1 2.0
E - 0.1 1.0
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@COPYRIGHT BAL BHAVAN PUBLICSCHOOL MAYUR VIHAR
I. VISUAL ART Score out of 5
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
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@COPYRIGHT BAL BHAVAN PUBLICSCHOOL MAYUR VIHAR
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
II. PERFORMING ART SCORE OUT OF 5
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ATTITUDES ANDVALUES
ATTITUDETOWARDS:
TEACHERS SCHOOL MATESSCHOOL
PROGRAMME &ENVIRONMENT
VALUE SYSTEM
5 POINT GRADING:
A - 4.1 5.0
B - 3.1 4.0
C - 2.1 3.0
D - 1.1 2.0
E - 0.1
1.0
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@COPYRIGHT BAL BHAVAN PUBLICSCHOOL MAYUR VIHAR
Shows decency and courtesy to teachers inside and outside the
class
Demonstrates positive attitudes towards learning
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
I. TOWARDS TEACHERS SCORE OUT OF 5
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@COPYRIGHT BAL BHAVAN PUBLICSCHOOL MAYUR VIHAR
II. ATTITUDE TOWARDS SCHOOL-MATES Score out of 5
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
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
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@COPYRIGHT BAL BHAVAN PUBLICSCHOOL MAYUR VIHAR
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 VALUES Score o t of 5
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@COPYRIGHT BAL BHAVAN PUBLICSCHOOL MAYUR VIHAR
III. VALUES Score out of 5
i.To abide by the constitution and respect its ideals and institutions, the National Flag and the
National Anthem
a.Is aware of the Directive Principle and FundamentalIs aware of the Directive Principle and
Fundamental Rights enshrined in the Constitution
b. Sings National Anthem and patriotic song with decorum
c. Attends hoisting of National Flag with respect and decorum
d. Understands the meaning of tri colour and the Ashok Chakra
ii. To cherish and follow the noble ideals which inspired freedom struggle
a. Takes interest in the national freedom struggle
b. Displays pride in being an Indian citizen
c. Participates in celebration of Republic Day and Independence Day with enthusiasm
d. Reads biographies of freedom fighters
III VALUES Score out of 5
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@COPYRIGHT BAL BHAVAN PUBLICSCHOOL MAYUR VIHAR
III. VALUES Score out of 5
iii. To uphold and protect the sovereignty, unity and integrity of India
a. Stays alert and raises voice against divisive forces
b. Respects armed forces and paramilitary forces
c. Respects Indian diversity
d. Maintains peace and love
iv. To defend the country and render national service when called upon to do so
a. Shows a proactive and responsible behaviour during crisis
b. Helpful towards disadvantaged section of the society
c. Renders social work enthusiastically
d. Actively participates in community development programmes of the school
III VALUES Score out of 5
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@COPYRIGHT BAL BHAVAN PUBLICSCHOOL MAYUR VIHAR
III. VALUES Score out of 5
v.
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
a. Respects opposite gender
b.Respects teachers from different rel igious and
linguistic communities
c. Takes up issues in case of indignity to women
d. Kind and helpful towards classmates and people of community
vi. To value and preserve the rich heritage of our culture
a. Reads and discusses about the Indian culture and heritage
b. Appreciates diversity of cultures and social practices
c. Treasures the belongings of the school, community and the country with a sense of pride
d. Protects and prevents defacing of national monuments
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@COPYRIGHT BAL BHAVAN PUBLICSCHOOL MAYUR VIHAR
III. VALUES Score out of 5
vii. To protect and improve natural environment
a. Shows compassion for living creatures
b. Takes active interest in maintaining flora, fauna, plants and gardens
c. Participates in movements for protecting endangered animals and green cover
d. Takes care to clean classroom, school and neighbourhood
viii. To develop scientific temper and the spirit of enquiry
a. Experiments to find new solutions
b. Analyzes and critically evaluates events on the basis of data and information
c. Questions and verifies knowledge
d. Explains processes and products logically
S S f
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@COPYRIGHT BAL BHAVAN PUBLICSCHOOL MAYUR VIHAR
III. VALUES Score out of 5
ix. To safeguard public property and to abjure violence
a. Takes care of school furniture and property
b. Resists defacing and decimation of public property
c. Does not fight and harm others
d. Does not affiliate to groups and communities who believe and promote violence
x.To strive towards excellence in all spheres of individual and collective activity which leads to
higher level of performance
a. Makes an effort to improve academic performance in school
b. Makes special efforts to improve in co-scholastic areas
c. Strives to identify potential and actualize with effort
d. Aspires and strives for excellence in education and life
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@COPYRIGHT BAL BHAVAN PUBLICSCHOOL MAYUR VIHAR
5 POINT GRADING:
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CO-CURRICULARACTIVITIES
LITERARY ANDCREATIVE SKILLS
SCIENTIFIC SKILLS
INFORMATIONAND
COMMUNICATIONTECHNOLOGY
ORGANIZATIONALAND LEADERSHIP
SKILLS
5 POINT GRADING:
A - 4.1 5.0
B - 3.1 4.0
C - 2.1 3.0
D - 1.1 2.0
E - 0.1 1.0
@COPYRIGHT BAL BHAVAN PUBLICSCHOOL MAYUR VIHAR
The teacher will record the two activities from the above activities.
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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.
@COPYRIGHT BAL BHAVAN PUBLICSCHOOL MAYUR VIHAR
I LITERARYAND CREATIVE SKILLS SCORE OUT OF 5
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@COPYRIGHT BAL BHAVAN PUBLICSCHOOL MAYUR VIHAR
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
I. LITERARY AND CREATIVE SKILLS SCORE OUT OF 5
II. SCIENTIFIC SKILLS SCORE OUT OF 5
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II.
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
III. INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) SCORE OUT OF 5
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III. INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) SCORE OUT OF 5
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
IV. ORGANIZATIONAL AND LEADERSHIP SKILLS SCORE OUT OF 5
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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
5 POINT GRADING:
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HEALTH AND PHYSICAL
EDUCATION
SPORTS /INDIGENEOUS
SPORTSNCC/NSS
SCOUTINGAND GUIDING
GYMNASTICS YOGA FIRST AIDGARDENING /SHRAMDAAN
A - 4.1 5.0 B - 3.1 4.0
C - 2.1 3.0 D - 1.1 2.0
E - 0.1 1.0
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The teacher will record the two activities from the following:
Proper development of the body is essential for the healthy growth of the mind. It
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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/sheshould 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 andproficiencies 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.
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Health Education needs to be assessed on the basis of:
Basic understanding about healthPhysical 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 guidelinemay be modified accordigly.
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I. HEALTH AND PHYSICAL EDUCATION SCORE OUT OF 5
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
Participation and Performance: Instead of rating the following information should be
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S.NO. ACTIVITIESACTIVITY
DONE
INTER-
CLASS
INTER-
SCHOOL
INTER-
DISTRICT
INTER-
STATE &
1
SPORTS /
INDIGENIOUS
SPORTS
2 NCC/NSS
3SCOUTING &
GUIDING
4 SWIMMING
5 GYMNASTICS
6 YOGA
7 FIRST-AID
8GARDENING /
SHRAMDAAN
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.
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Note:
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, 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.
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Of all those involved in childrens education it is the teachers who feel the most
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Of all those involved in children s 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 emptyvessels 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.
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It is sure that a child learns his first lesson at home. Hence, it becomes moral duty of the
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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
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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.
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