SQAAF – Domain 1: Curriculum, Pedagogy & Assessment

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Self-evaluation · Improvement · Evidence

Curriculum, Pedagogy & Assessment

This domain focuses on the design, delivery, and evaluation of the school curriculum, the quality of pedagogy, and the effectiveness of assessment practices. It ensures schools provide competency-based learning experiences aligned with NEP 2020 and nurture students holistic growth.

Sub-domains: 7 | Standards: 26 | Weightage: 40%

Curriculum, Pedagogy & Assessment

The students achieve excellence through a wide range of inclusive and innovative policies, practices and well-defined outcomes that allow for holistic, cohesive and free learning spaces for learners. The many student friendly systems and operatives that make education a functional and living entity are a part of academic and non-academic processes and products. The teachers’ knowledge of their subjects and how students learn; learning environment and creating positive classrooms, teacher-student interactions; teaching learning methodologies; integration of arts, values, life skills, sports in teaching learning practices, use of interdisciplinary approaches to achieve student learning outcomes, informal assessments to measure students on their developmental continuum; continual upgrade by staff on their knowledge, competencies and skills; inclusivity and building a culture of innovation are some of the descriptors of a strong curricular, pedagogical and assessment policy in place.

Sub Domains & Standards

1.1 Curriculum Planning

1.1.1Principal and teachers are familiar with the spirit and content of NCF and recommendations of NEP.

1.1.1.1 - Level I - Inceptive

School leaders have read the NEP and NCF documents and engaged in discussions School leaders have identified the key recommendations of NEP and NCF.

1.1.1.2 - Level II – Transient

The school organizes orientation programmes and discussions for teachers on NEP and NCF. The school organizes orientation programmes for parents on NEP and NCF.

1.1.1.3 - Level III – Stable

Teachers integrate recommendations of NCF and NEP in their lesson plans. Lesson plans are reviewed regularly in relation to achievement of defined learning outcomes. Classrooms are observed regularly in relation to achievement of defined learning outcomes. Feedback and feedforward is given to the teachers at regular intervals to improve teaching learning process.

1.1.1.4 - Level IV- Dynamic Evolving

School Curricular, Pedagogical and Assessment Policy for each stage as per new curricular and pedagogical structure (5+3+3+4) is available The school has integrated the recommendations of NCF and NEP in the school curriculum. School leaders engage in regular data analysis to assess alignment of school curriculum and teaching learning practices with NEP and NCF. Identified gaps are addressed with appropriate measures.

1.1.2 The School Leaders and Teachers are familiar with the curriculum documents and support material brought out by CBSE.

1.1.2.1 - Level I - Inceptive

All teachers have access to respective syllabi and Manuals/Handbooks developed by the Board.

1.1.2.2 - Level II - Transient

The school organizes orientation programme to familiarize the staff with the key recommendations of the Board.

1.1.2.3 - Level III- Stable

Teachers are regularly engaged in micro discussions/dialogue to understand the impact of integrating the recommendations of the Board on achievement of learning outcomes.

1.1.2.4 - Level IV- Dynamic Evolving

The school has developed a School Curricular, Pedagogical and Assessment Policy for each stage as per new curricular and pedagogical structure (5+3+3+4). Teachers are trained and mentored on a regular basis. Resources prepared by the teachers and their teaching practices are analysed regularly to gauge their understanding. Areas of improvement are identified and action plans made accordingly.

1.1.3 The School Integrated Annual Curriculum and Pedagogical Plan (ACPP) reflects the recommendations of the Board.

1.1.3.1 - Level I – Inceptive

A syllabi bifurcation annual plan for all the classes is available. The monthly syllabi plan is shared with the parents.

1.1.3.2 - Level II – Transient

Orientation programmes are held for teachers of all stages to acquaint them with the curricular and pedagogical and assessment approaches as recommended in NEP and NCF. Discussions are conducted with teachers on the format to be adopted while designing the Integrated Annual Curriculum and Pedagogical Plan keeping the CBSE guidelines in view A draft for the ACPP is prepared subject wise, class wise and unit wise in collaboration with the teachers.

1.1.3.3 - Level III – Stable

The school identifies professional development needs and organises CBPs accordingly. Teachers engage in in-house training programmes to develop a teaching learning model most suited to local/classroom context that promotes 21st century skills. The curriculum plan draws connections among different subjects and disciplines in order to promote interdisciplinary learning. The school Annual Curriculum and Pedagogical Plan reflects enhancement in 21st century skills, Values and Ethics, Health and Physical Education, Visual and Performing Arts, Vocational Skills etc. and is integrated with different aspects of learning. The innovative ACPP is shared with the parents.

1.1.3.4 - Level IV- Dynamic Evolving

The school has developed a School Curricular, Pedagogical and Assessment Policy for each stage as per new curricular and pedagogical structure (5+3+3+4). The curriculum plan details strategies on promoting multilingualism. Integrated Annual Curriculum and Pedagogical Plan reflects Vision and Mission of the school and alignment with recommendations of NCF. The approved Annual Curriculum and Pedagogical Plan is effectively implemented. The school team meets at regular intervals to evaluate the effectiveness of the implementation of ACPP. Data is analysed regularly to identify strengths and areas of improvement and action plans made accordingly to strengthen the system. Teachers are mentored on a regular basis.

1.1.4 1.1.4 Curriculum develops skills and abilities which prepare students for lifelong learning; fosters global citizenship leading to attainment of Sustainable Development Goals (SDGs).

1.1.4.1 - Level I - Inceptive

The school is aware of the recommendations of the NCF and guidelines of the Board. The school leaders have oriented teachers on the learning outcomes.

1.1.4.2 - Level II - Transient

The school identifies the required skills to be enhanced among the students at every stage. The time table and school calendar reflects age appropriate opportunities provided to students to enhance their 21st century skills.

1.1.4.3 - Level III - Stable

School ACPP and Calendar reflects provision of opportunities and other innovative means for students to demonstrate their 21st century skills and abilities towards the attainment of SDGs. Students are given opportunities to participate in intra/inter/district level competitions to enhance their 21st century skills.

1.1.4.4 - Level IV- Dynamic Evolving

The school has developed a School Curricular, Pedagogical and Assessment Policy for each stage as per new curricular and pedagogical structure (5+3+3+4). More than 50% Students participate in competitions which aim at enhancing their problem-solving skills, logical reasoning skills and other 21st century skills. The school creates opportunities for staff and students to interact with other schools or educational institutions at Regional Level, National Level and International Level to exchange and incorporate best practices. The school team meets at regular intervals to evaluate the impact of the activities on learner outcomes. Data is analysed regularly to identify strengths and areas of improvement and action plans made accordingly to strengthen the system. Teachers are mentored on regular basis.

1.2 Teaching Learning Processes

1.2.1 School follows an optimum number of teaching days and teaching hours as defined by the Appropriate Authority/State/UT Govt.

1.2.1.1 - Level I – Inceptive

The school follows the working days and working hours as per norms. Time table prepared provides sufficient time for the completion of syllabus and student activities.

1.2.1.2 - Level II - Transient

The published Time Table allows time to cover and revise all components of the curriculum along with the completion of published activities in school calendar.

1.2.1.3 - Level III - Stable

Innovative Time Table and School Calendar allocates sufficient time for addressing the needs of all the children. The time table allocates time for better planning; preparation; and learning enhancement programmes and skill building practices to achieve learner outcomes

1.2.1.4 - Level IV- Dynamic Evolving

The school has developed a School Curricular, Pedagogical and Assessment Policy for each stage as per new curricular and pedagogical structure (5+3+3+4). Monitored implementation of time table and school calendar allows for all the students including those with special needs and belonging to diverse socio-economic backgrounds to move forward on their developmental continuum. The time table and school calendar are reviewed at regular intervals and improvement plans made accordingly.

1.2.2 The school follows Teacher Student Ratio as per norms

1.2.2.1 - Level I - Inceptive

The school follows teacher student ratio of 1 teacher for 40 students

1.2.2.2 - Level II - Transient

The school follows the teacher student ratio of 1 teacher for 36-39 students.

1.2.2.3 - Level III- Stable

The school follows the teacher student ratio of 1 teacher for 31-35 students.

1.2.2.4 - Level IV- Dynamic Evolving

The school has developed a School Curricular, Pedagogical and Assessment Policy for each stage as per new curricular and pedagogical structure (5+3+3+4). The school follows the teacher student ratio of 1 teacher for 30 students at lower primary level and 1:35 for upper primary level. For secondary/higher secondary level, the school follows what is prescribed by the Board.

1.2.3 Teachers are empowered to adopt varied teaching learning approaches reflecting their understanding of the needs of the diverse students and create a conducive environment for joyful learning

1.2.3.1 - Level I - Inceptive

Teachers make use of textbooks while teaching. Lessons are planned and implemented with clear learning objectives. Teaching Learning Material (TLM) is available in each class as required. Teachers are able to create nocost/low cost teaching aids/tools. All teachers attend the CBPs as mandated by the Board.

1.2.3.2 - Level II - Transient

Guidelines for preparing integrated lesson plans and varied teaching learning approaches and tools are available. Teachers focus on subject specific skills to meet the learner outcomes by using questioning and dialogue techniques together with whole group work and individual work. Informal assessments are integrated in the lesson plans. Two or more innovative Teaching Learning material is developed by each teacher in each topic. There are regular classroom observations and feedback given to the teachers. Teachers share their learning experiences gained through capacity building programmes with their peers.

1.2.3.3 - Level III- Stable

Teachers make use of innovative,age appropriate and experiential pedagogical approaches to create a joyful learning environment in their classrooms. Teachers facilitate application of knowledge to real life situation and develop critical and creative thinking skills in students. Teachers adopt pedagogical strategies that meet the requirements of divyang, students coming from diverse socio economic groups. There are regular classroom observations and feedforward given to teachers. Teachers are mentored to reflect on their teaching practices and supported to bridge the gaps Students are encouraged to design their own learning plans under the guidance of the teachers. Peer Learning and other collaborative/group work is encouraged. Innovative Teaching Learning material is developed by the teachers in collaboration with students. The experiences gained through the CBPs are reflected in the teaching learning process.

1.2.3.4 - Level IV- Dynamic Evolving

The school has developed a School Curricular, Pedagogical and Assessment Policy for each stage as per new curricular and pedagogical structure (5+3+3+4). Lesson plans are created keeping in view skills that students would need in the future. Teachers use multiple modes of teaching learning strategies and digital and online teaching platforms. Teachers recognize diverse learners with different learning styles. Students design their own learning plans. Teachers support all the students including gifted students by preparing individual education plans and providing interventions in regional languages, if necessary Students are prepared to participate in events and competitions. Teachers and students make extensive use of technology to go beyond the planned school curriculum. Formative assessments are integrated in classroom teaching and used towards remediation and understanding the needs of students. The teaching learning process is closely monitored, gaps identified and action plans made accordingly. Each teacher receives mentorship on making teaching learning process effective, experiential and joyful.

1.2.4 The school uses NCERT defined Learning Outcomes (LOs) for all classes as success criteria.

1.2.4.1 - Level I - Inceptive

The school has displayed Learning Outcomes as defined by NCERT in the school premises. The LOs are shared with the teachers.

1.2.4.2 - Level II - Transient

School has displayed LOs of each subject in each classroom and students are aware about it. Heads of the Departments of different subjects along with the teachers are oriented on the use of LOs. Posters/any other communicative material has been developed by the school to communicate the adopted LOs to the parents Parents are oriented on Learning Outcomes. The Integrated Annual Curriculum and Pedagogical Plan helps in accomplishing the competencies defined in the LOs Each child demonstrates at least 10% enhancement in age appropriate skills/competencies every year.

1.2.4.3 - Level III- Stable

Teachers plan and implement their lessons in the light of the LOs defined by NCERT. Teachers are empowered to practice student centric teaching methods/strategies which are in sync with the identified strategies for achievement of LOs. Assessment of students’ learning is conducted regularly against the defined LOs. Each child demonstrates at least 20% enhancement in age appropriate skills/competencies every year. Achievement of LOs is discussed in PTMs. The Student Holistic Progress Report Card reflects the LOs.

1.2.4.4 - Level IV- Dynamic Evolving

The school has developed a School Curricular, Pedagogical and Assessment Policy for each stage as per new curricular and pedagogical structure (5+3+3+4). The lesson plans reflect an alignment of objectives, tasks and assessments with the LOs. Teachers use innovative and varied modes of assessment which are aligned with the identified LOs and are in sync with the strategies for measuring the achievement of LOs. The classroom practices are regularly monitored in the light of achievement of LOs. Each child demonstrates 30% or more enhancement in age appropriate skills/competencies every year. The school uses the results of NAS/SLAS/third party/CBSE SAFAL assessment (3/5/8/10) to 36 | P a g e improve teaching learning practices for increasing the proficiency level of the students. Changes are made in the strategy/plan of action, if need be to ensure all students achieve the defined LOs.

1.3 – Student Enrichment, Skill Based/Vocational Education Programmes embedded in the Annual Curriculum and Pedagogical Plan

1.3.1The school provides ample opportunities for Art Education.

1.3.1.1 - Level I - Inceptive

The school provides for an art, music and dance period in the time table All students of classes I to X undertake an art integrated project work under EBSB. Teachers undergo CBPs on Art Education.

1.3.1.2 - Level II - Transient

The school provides opportunities for participation in different art forms. School encourages promotion of local art and craft. The school maintains records of student participation. The school premises display a range of age appropriate students’ work. Orientation programmes are organised to create awareness among the parents/guardians,school management about the importance of studying Art Education.

1.3.1.3 - Level III - Stable

All the four streams of arts i.e. music, dance, visual arts and theatre are a part of arts curriculum offered by the school. Art activities are embedded in the Annual Curriculum and Pedagogical Plan of various subjects. Culinary Art is a part of the curriculum in grades 6-8 Through the implementation of arts curriculum, students are introduced to the rich and varied artistic and aesthetic traditions of the country. Students participate in art activities at the intra/inter/ district/state level.

1.3.1.4 - Level IV- Dynamic Evolving

The school has developed a School Curricular, Pedagogical and Assessment Policy for each stage as per new curricular and pedagogical structure (5+3+3+4). Resources and opportunities are provided to nurture artistic capabilities of the students. Students are empowered to become the Resource Persons for building the skills of their peers and juniors in visual and performing arts. The school culture and environment reflects appreciation of art forms. Students participate in art activities at National and International Levels There is a mechanism to mentor, monitor and review the practices to ensure the efficacy of the program.

1.3.2 The School Vocational Education Programme develops entrepreneurial and employability skills and provides opportunities for internship and apprenticeships at local industry.

1.3.2.1 - Level I - Inceptive

School offers vocational courses in classes 9-12. Career Fairs are organized for students of classes 9-12. School offers bagless days on regular basis. Teachers are empowered to implement vocational education programme in the school.

1.3.2.2 - Level II - Transient

Awareness on the importance of Vocational Education is generated among students and parents. School conducts workshops/expert talks to enable students to meet industry leaders/experts from time to time. Vocational courses on new and emerging skill demands of the industry such as AI, Data Science, Machine Learning, Robotics and other allied subjects are offered to the students. School collaborates with the local industry to provide internship to the students of secondary classes in the courses taken by them. School offers pre-vocational exposure/education during the bagless days to students of classes 6-8 through in house resources.

1.3.2.3 - Level III- Stable

Students are allowed to mix and match academic subjects with skill education. Apart from new and emerging skill courses, school provides hands on experience of important vocational crafts, such as carpentry, electric work, metal work, gardening, pottery making, etc. through yearlong fun based activities using local trades and crafts persons to the students of grades 6-12. Teachers integrate the aspect of career guidance with the teaching of academic subjects as well. Parental participation in the Vocational Education Programme of the students is evidenced. Career Counselling Sessions are organized for students of classes 9-12. At least 30% students are provided with internship/entrepreneurship opportunities.

1.3.2.4 - Level IV- Dynamic Evolving

The school has developed a School Curricular, Pedagogical and Assessment Policy for each stage as per new curricular and pedagogical structure (5+3+3+4). The School has guidelines on Vocational Education, and for provision of developing age appropriate entrepreneurial and employability skills across all classes. Skill Based Aptitude Testing for students from class 8 onwards to provide guidance to students for making informed career choices. Every child who passes out of grade 12 has learnt atleast one vocation. At least 50% students are provided with internship/entrepreneurship opportunities. The School Vocational Education Programme is reviewed at regular intervals in the light of the needs of the students and evolving industry trends. The Programme is monitored regularly for achieving the desired student learning outcomes. The gaps in the system are identified and addressed accordingly.

1.3.3 The school provides facilities to the students to participate in activities which enhance Literary and Reading Skills, Creative and Critical Thinking Skills, Scientific Skills, Communication Skills, Leadership Skills, and ensures mandatory Digital, Financial, Citizenship, Information & Media, Environmental and Health Literacy.

1.3.3.1 - Level I - Inceptive

Students participate in common school events like Annual Day, Sports Day. The school provides for different activity clubs The school maintains records of activity clubs. Teachers have access to digital, financial, environmental, citizenship, information & media, health literacy manuals/guidelines developed/referred by the Board/State. Students participate in different enrichment activities organised/referred by the Board.

1.3.3.2 - Level II - Transient

Each student is encouraged to participate in class/school/ interschool level activity to ensure that ‘No Child is Left Behind’. Records of their participation and achievements are maintained. At least 30% students participate in Intra School/Inter school events and other events organised by the school to enhance different skills essential for 21st century learner. Students are exposed to futuristic technologies such as Artificial Intelligence, Machine Learning, 3-D Printing, IOT, Data Analytics, Space Technology, Business Intelligence, Augmented Reality/Virtual Reality, Cyber Security, Data Science, Robotics, etc. Students are engaged in age appropriate activities that foster scientific temper and curiosity

1.3.3.3 - Level III - Stable

Teachers integrate age appropriate activities in the domains of digital, financial, scientific, environmental, citizenship, information & media, health literacy for the holistic skill development of students in their lesson plans. At least 50% students participate in Intra school/Interschool events which focus on enhancing different skills essential for 21st century learner. Students are encouraged to participate in different activities/competitions at National and International Levels The projects, clubs and subject enrichment activities focus on enhancing different skills and competencies of the students. Opportunities are provided to students to demonstrate their skills and abilities and records are maintained.

1.3.3.4 - Level IV- Dynamic Evolving

The school has developed a School Curricular, Pedagogical and Assessment Policy for each stage as per new curricular and pedagogical structure (5+3+3+4). Teachers have clear guidelines for planning and executing skill based learning for the students. Regular feedback and feedforward is provided to parents on the degree of participation and levels of achievement of their wards. Parents are encouraged to contribute in the skill building programme. The skill building programme is integrated into the institutional planning as a cohesive, wellstructured and age appropriate programme. The students are engaged in providing innovative solutions to problems related to self, school and the community. There is a structured mechanism to track, analyse and evaluate the performance of each student. Every year at least 5% students participate at District/ State/ National/ International level events/programmes which focus on enhancing their skills for the future. The Policy is effectively implemented, monitored and reviewed at regular intervals to assess its impact on students. Gaps in the system are identified and action plans made accordingly.

1.3.4 The school has a Life Skills Development Program focussing on Thinking, Social and Emotional Skills.

1.3.4.1 - Level I - Inceptive

All Teachers undergo Capacity Building Programmes on Life Skills. All Teachers have access to CBSE Life Skills Manuals. School Counselor and class teachers are responsible for imparting Life Skills Education.

1.3.4.2 - Level II - Transient

The Life Skills Programme is planned and implemented through student enrichment activities. Life Skills Manuals are used by teachers to conduct different activities. Selective students of classes IX and XI participate in CBSE Adolescent Peer Educators’ Programme on Life Skills and Well-being.

1.3.4.3 - Level III- Stable

Guidelines for implementing Life Skills Education Programme across all the classes is in place. There is an ongoing capacity building programme on Life Skills development for teachers and students. Life Skills curriculum focusing on enhancing knowledge, skills and attitudes is planned, integrated and imparted for all the classes through regular class room teaching and other skill building, values education and vocational education programmes. Student learning outcomes are visible in the 50% students (as reflected in the narrative anecdotal records,student portfolios and day to day observation and interaction by teachers). Parents are oriented on regular basis on the need for Life Skills Programme and are invited to participate in the same. The students trained under CBSE Adolescent Peer Educators’ Programme in Life Skills and Well Being are used as a resource to act as Peer Educators for the physical, intellectual, social, emotional wellbeing of their peers and juniors.

1.3.4.4 - Level IV- Dynamic Evolving

The school has developed a School Curricular, Pedagogical and Assessment Policy for each stage as per new curricular and pedagogical structure (5+3+3+4) which includes School Health and Wellness Guidelines. Teachers, students and parents contribute in creating resources for enhancing Life Skills curriculum. The Programme is well integrated with cross-curricular links. Parents are encouraged to contribute in the skill building programme. The school tracks the abilities of students for adaptive and positive behaviour that enable them to deal effectively with the demands and challenges of everyday life. Preventive and corrective measures are taken at appropriate time. The students trained under CBSE Adolescent Peer Educators’Programme in Life Skills and Well Being are used as a resource to act as Peer Educators for the physical, intellectual, social, emotional wellbeing of their parents and the community. The Programme is effectively implemented, monitored and reviewed at regular intervals to measure its impact on students’ thinking, social and emotional skills. The gaps in the system are identified and improvement plans made accordingly.

1.4 Mainstreaming Physical Education and Sports

1.4.11 School has a Policy and a strong leadership for promoting Health and Physical Education in Students.

1.4.1.1 - Level I - Inceptive

The school has a regular and qualified PE Teacher. School has guidelines for organising Annual Sports Day. School Leader ensures all teachers have access to CBSE Health Manuals. The school leader has studied/read the CBSE Manual on PE and sports integration and all teachers are aware of the same. School has a provision of sports/PE period for all classes in the school time table. Teachers are trained on ensuring health and wellbeing of students. School Leader ensures Health check-ups - height, weight, etc. of all the students at least once a year and records are maintained. The record of immunisation of all the students is maintained by the school.

1.4.1.2 - Level II - Transient

School Leader organises advocacy programmes for stakeholders for ensuring health and wellbeing of students. Teachers are trained on delivering quality PE activities and in the use of the Health Manuals to promote preventive health care measures and make healthy lifestyle choices. Appropriate activities for the age and stage of each student are planned. Provision of guidelines to ensure inclusivity in all PE activities are available. Major physical/sports events are a part of school calendar. School Leader ensures Health check-ups - height, weight, etc. of all the students at least twice a year and maintenance of records. Students are encouraged and prepared to participate in the CBSE Sports and Games Competition and Fit India Programmes.

1.4.1.3 - Level III- Stable

PE and Sports plan prepared collaboratively by School Leader and Teachers is shared with the students and parents. School Leader is an active member of the School Health and Well-being Club established to cater to the needs of the students School has a provision for before and after school sports activities for students. School Leader aids teachers in understanding and implementing appropriate practices for physical activity by students. Students are given responsibility to organise Health and Wellness Programmes at regular intervals. Students are provided with opportunities at regular intervals to participate in games and sports competitions both within and outside the school. Alumni and Parents contribute as resource persons in the Health and Wellness Programme of the school.

1.4.1.4 - Level IV- Dynamic Evolving

The school has developed a School Curricular, Pedagogical and Assessment Policy for each stage as per new curricular and pedagogical structure (5+3+3+4) which includes School Health and Wellness Guidelines. School Leader ensures periodical assessment of fitness of students and staff and regularly monitors the same. PE and sports are integrated in the school development plan and curriculum. The School Calendar prepared in collaboration with stakeholders reflects ongoing health related programs for all stakeholders. School Leader establishes links with Public Sports Complex(es) and other local organisations that promote physical activity of students. School participates in all the Health and Fitness (Fit India and Khelo India) programmes initiated by the Government of India. The Policy is monitored and reviewed regularly at periodic intervals and changes made in accordance with the Health Standards. Records and data are maintained to identify measurable indicators.

1.4.2 Teaching and Learning of PE, Sports, Yoga and other Fitness Activities is rich and engaging

1.4.2.1 - Level I - Inceptive

All Students participate in activities around MPE for atleast one hour every day of the week (four to six hours in a week). Students play and practice Sports, Yoga and Fitness activities in the designated period. Teachers are qualified and trained in imparting Health Education.

1.4.2.2 - Level II - Transient

Yoga is evidenced in the school time table. School celebrates Yoga Day every year involving students and other stakeholders (teachers, parents and other community members). Students are provided with opportunities to explore their talent and build skills. Students participate regularly in sports, PE, Yoga and other Fitness activities at District/State/National Level events. Teachers are trained in enhancing the basic fitness skills of all students.

1.4.2.3 - Level III- Stable

Staff uses innovative strategies to generate interest in students in leading a healthy life style. Involvement of all teachers in promoting Health and Physical Education in students within their own subjects is evidenced. Teachers plan their lessons incorporating a wide range of physical activities. PE activities are carried out with a cross curricular approach. School celebrates 4 to 6 days in a week every year to promote a healthy and active lifestyle by indulging in various activities such as debates, quiz, essay writing, poster-making competitions, yoga and meditation, pledge of fitness, indigenous sports etc. Yoga is taught scientifically and in an engaging manner in the school.

1.4.2.4 - Level IV- Dynamic Evolving

The school has developed a School Curricular, Pedagogical and Assessment Policy for each stage as per new curricular and pedagogical structure (5+3+3+4) which includes School Health and Wellness Guidelines. Teachers plan for such PE activities that are structured for maximum participation of students. Students experiment with diverse PE activities. Students are exposed to professional and passionate sports persons in order to encourage them to pursue a healthy life style. SEWA, Games and Sports, Adventure and Health and Fitness-all strands are interwoven in the curriculum and opportunities provided to each student to participate in these activities. A planned program of coordinating the diet, the mental health and physical well - being is evidenced. The activities are monitored, and reviewed for their impact on student learning outcomes. Gap areas in the system are identified and improvement plans made accordingly.

1.4.3 Inclusive PE and Sports is an important aspect of school.

1.4.3.1 - Level I - Inceptive

All students, regardless of ability, are involved in daily physical activity without any risk of injury to themselves or others.

1.4.3.2 - Level II – Transient

PE Teachers are trained in conducting different types of physical activities for ensuring the fitness of all students. All students, regardless of ability enjoy weekly physical activities together in a safe and secure environment. Consent is taken from Parents while involving all students in physical activity/activities.

1.4.3.3 - Level III - Stable

Planned Programme for ensuring physical fitness of all students is evidenced. The school focuses on creating and providing equal opportunities to all children in the school, without any bias. Innovative PE programmes are organised in collaboration with parents and students. Teachers engage students in varied and age appropriate activities to maintain their interest regardless of their abilities.

1.4.3.4 - Level IV- Dynamic Evolving

The school has developed a School Curricular, Pedagogical and Assessment Policy for each stage as per new curricular and pedagogical structure (5+3+3+4) which includes Inclusive School Health and Wellness Guidelines. Parents contribute regularly in the inclusive PE and Sports Programme. Students with special abilities are enabled to participate and compete in age appropriate physical activities. Students are empowered to take on leadership roles and train teams, regardless of any bias, to participate and compete in different events. Teaching strategies, equipment,environments, and assessments have been adapted to meet the needs of all students. Mentoring, Monitoring and Reviewing practices are in place and improvement plans made in the light of the needs of the students.

1.5 Values and Ethos

1.5.1 The school nurtures values through a climate of care, compassion, and respect; welcomes diversity and creates a culture of pride for the school amongst the stakeholders.

1.5.1.1 - Level I - Inceptive

School has CBSE Values Education Kit, Life Skills Manuals, Health Manuals, Gender Sensitivity Manual and Cards, Handbook on Inclusive Practices, Guidelines for Mainstreaming of Health and Physical Education. Teachers are oriented on these resources. The school celebrates special events / occasions.

1.5.1.2 - Level II - Transient

Values are imbibed through different co-curricular activities. Guidelines for acceptable behaviour and relationships within the school are available. The students take up SEWA Projects. The school welcomes students and teachers of different backgrounds and perspectives The school celebrates the progress and achievements of school, groups and individuals together.

1.5.1.3 - Level III - Stable

The school clearly spells out the values that the institution believes in and those are reflected in every practice and process. Guidelines for behaviour and relationships within the school are inclusive, respectful, ethical and compassionate and prepared in collaboration with students. Guidelines to address discrimination, inequity, bullying and disrespect are in place and prepared in collaboration with students. Teachers design activities and projects in their lesson plans to enable students to demonstrate the intended values. Students engage with, and learn from each other. The Projects, SEWA Programme and Student Enrichment Activities enable students to develop a global perspective.

1.5.1.4 - Level IV- Dynamic Evolving

The school has developed a School Curricular, Pedagogical and Assessment Policy for each stage as per new curricular and pedagogical structure (5+3+3+4) which includes Inclusive School Health and Wellness Guidelines The school creates a conducive environment to promote values through a well-structured experiential learning programme. The students, staff, school leaders, parents, and the community foster a culture of respect, compassion, care and inclusivity through a collaborative stakeholder involvement programme. Students learning outcomes are visible in the narrative anecdotal records, student portfolios and day to day observation and interactions. The school practices are well supported by data and reflect a moral and ethical code of equity and dignity, and are in the best interest of students The Values Education Programme is effectively implemented, monitored and reviewed regularly. Gaps in the programme are identified and action plans made accordingly.

1.5.2 The school inculcates pride towards Indian heritage and civilization and encourages students to be conscious of their duties towards society, living beings and nature.

1.5.2.1 - Level I - Inceptive

The school provides opportunities to students to become aware of Constitutional values, Fundamental duties, cultural heritage, citizenship skills. All students of classes I to X undertake an art integrated project work under EBSB. School organizes at least 1-2 different activities in a year as suggested by the Board under ‘Ek Bharat Shrestha Bharat’ Programme during theyear.

1.5.2.2 - Level II - Transient

School integrates Constitutional values, Fundamental duties, cultural heritage and citizenship skills in subject specific lesson plans. Organize at least 3-4 different activities in a year as suggested by the Board under ‘Ek Bharat Shrestha Bharat’ Programme during the year. Students undertake SEWA Projects that make them conscious of their duties towards society, living beings and the nature.

1.5.2.3 - Level III - Stable

All students organise and participate in age appropriate fun and indigenous activities related to Constitutional values, Fundamental duties, cultural heritage and citizenship skills and also which encourages them to be conscious of their duties towards society, living beings and nature. Teachers make use of such stories, arts, toys, games, sports, examples, videos of inspirational luminaries of India, ancient and modern, in science and beyond etc. which are rooted in the Indian and local geographic context. School integrates EBSB activities in the annual academic calendar of the school, by linking each activity to a life skill/ learning skill/ media skill. All students undertake age appropriate SEWA Projects that make them conscious of their duties towards society, living beings and the nature.

1.5.2.4 - Level IV- Dynamic Evolving

The school has developed a SchoolCurricular, Pedagogical and Assessment Policy for each stage as per new curricular and pedagogical structure (5+3+3+4) which includes Inclusive School Health and Wellness Guidelines. School integrates Constitutional Values,Fundamental duties, cultural heritage and citizenship skills in subject specific lesson plans of all classes. Students participate in the cultural exchange programmes within the country. Students learning outcomes are visible in the narrative anecdotal records, student portfolios and day to day observations and interactions. The programme is effectively implemented, monitored and reviewed regularly. There is an ongoing effort to identify and bridge the gaps.

1.6 - Student Performance, Assessment of Learning Outcomes and Feedback and Learning Enhancement Programme

1.6.1The school ensures 75% attendance of its students and reduces drop outs.

1.6.1.1 - Level I - Inceptive

The school maintains student registry and attendance records of the students.

1.6.1.2 - Level II - Transient 1

The Principal and teachers have identified students who are regularly absent. Parents are informed about students who are regularly absent. The Principal, teachers and other stakeholders have informed interactions of the student’s regular absenteeism

1.6.1.3 - Level III - Stable

Teachers are trained as first aid counsellors to cater to the socio emotional needs of the students. School identifies the reason for student drop out. Strategies are in place to bring back the drop outs back in school. All student drop outs are tracked and brought back to the classroom in collaboration with the parents. Regular communication, counselling and follow ups are done to encourage attendance and reduce drop outs. The school ensures 75% attendance of its students.

1.6.1.4 - Level IV- Dynamic Evolving

The School Policy on Health and Wellness is in place. The Principal, teachers and other stakeholders create joint plans to improve student attendance. Students at risk (girl child, students belonging to diverse socio economic disadvantaged groups and divyang) are supported and encouraged to complete their schooling. The school allocates funds for student welfare. The school ensures 90% attendance of its students every year. School ensures Zero drop out, 100% transition and retention. Monitoring and Reviewing Practices of the system are in place. Gaps are identified and action plans made accordingly.

1.6.2 Teachers use multiple modes of assessment to assess the performance of the students - Assessment of Learning.

1.6.1.1 - Level I - Inceptive

School assesses the achievement of learning outcomes at classes 3, 5 and 8. Assessment practices adopted are in alignment with CBSE recommendations.

1.6.2.2 - Level II - Transient

Teachers attend capacity building programmes on designing outcome driven tasks. Teachers integrate assessment of learning in their lesson plans. Teachers prepare the question papers and more than two outcome driven tasks to assess students’performance.

1.6.2.3 - Level III- Stable

There is an ongoing capacity building of teachers on assessments. Assessment practices are in alignment with NEP and CBSE recommendations. There is an Annual Calendar for conducting assessments. Modes of assessment include research work, writing journals, making of portfolio, presentations and other project work involving experiential learning for all the classes. Both individual and group work is assessed. Defined rubric with criteria, levels and descriptors is used by staff. ICT is integrated in the assessment practices.

1.6.2.4 - Level IV- Dynamic Evolving

The school has developed a School Curricular, Pedagogical and Assessment Policy for each stage as per new curricular and pedagogical structure (5+3+3+4). There is a well-defined blue print for framing different kinds of questions using multiple modes. Teachers are mentored and enabled to design varied assessment tasks. Peer evaluation is done to determine validity, reliability and authenticity of the designed assessment tasks. Student inputs are taken to design outcome driven tasks. School assesses the achievement of LOs of all the students in all the classes. Teachers reflect after every assessment of learning and design improvement plans in their teaching learning practices. The assessment practices are regularly reviewed in the light of achievement of Learner Outcomes. Gaps are identified and action plans made accordingly

1.6.3The school has defined procedures and criteria to regularly assess the students' performance; adopts varied assessment tools and techniques to assess the performance of the students – Assessment for Learning and As Learning.

1.6.3.1 - Level I - Inceptive

Guidelines for assessments and evaluation are available with Heads of Departments and teachers. Assessments include pen and paper tests to assess the performance of students. Assessments are regular and periodic.

1.6.3.2 - Level II - Transient

Teachers are trained in the development of competency focused assessment tasks. Assignments, worksheets, projects and other competency focused tasks are used to assess the performance of students. Teachers assess students on the basis of predefined criteria. Feedback about the students’ performance is communicated to parents at regular intervals.

1.6.3.3 - Level III - Stable

Teachers conduct and employ different types of assessment tools and techniques into their teaching practices which enable them to assess the higher order thinking skills of students. Teachers consult students in defining assessment criteria. Teachers hold discussions with parents to communicate assessment criteria. Teachers use data for the purpose of remediation and performance enhancement. Students reflect on and monitor their own progress and make efforts to improve their performance. School provides opportunities for students to improve on their performance.

1.6.3.4 - Level IV-Dynamic Evolving

The school has developed a School Curricular,Pedagogical and Assessment Policy for each stage as per new curricular and pedagogical structure (5+3+3+4). Teachers periodically design and use different formative assessment tools and techniques as per the needs of the students. Teachers and students co-construct learning, assessment and learning progress map. Tasks contribute to the construction of other learning activities, line of inquiry and generation of other questions. There is a process for effective data collection and its analysis. Individual Education Plans are made and effectively monitored to assess the achievement of learner outcomes. Teachers use assessment data to improve their own teaching learning practices. School provides opportunities to students to improve on their performance and their improved performance is recorded. There are evidences to show how far each student has progressed on her/his developmental continuum. The gaps in the system are identified and action plans made accordingly.

1.6.4 Assessment of skills and competencies (visual and performing arts, life skills, values and ethos, vocational skills, health and physical education, scientific skills, computational skills, literacy skills, digital skills, reading skills and other skills) is done on the basis of Learning Outcomes and the criteria given in the Holistic Progress Card (HPC).

1.6.4.1 - Level I - Inceptive

Guidelines for assessment and evaluation are available with the Heads of the Departments and teachers. School has adopted the prototype of HPC developed by the Board for recording of students’ performance. Assessment of different skills and competencies is done and recorded by the class teacher.

1.6.4.2 - Level II - Transien

Teachers are trained in the use of HPC and assessment standards. Assessment of skills and competencies is done by more than two teachers. Assessment of skills and competencies is done on the basis of performance of students in different projects, quizzes, role plays, group work, portfolios and other outcome driven tasks. Records are maintained, updated and tracked regularly Students show atleast 10% progress on their developmental continuum in age appropriate skills/competencies every year.

1.6.4.3 - Level III - Stable

Most staff are competent in the use of assessment standards. Assessment of skills and competencies is done in collaboration with teachers from different streams. Self-Assessment and Peer Assessment practices are evident. Digital Records are maintained. Students show atleast 20% progress on their developmental continuum in age appropriate skills/competencies every year. The progress of students on different skills and competencies is discussed with parents during the PTMs.Feedback from Parents is recorded.

1.6.4.4 - Level IV- Dynamic Evolving

The school has developed a School Curricular, Pedagogical and Assessment Policy for each stage as per new curricular and pedagogical structure (5+3+3+4). All Staff is competent in assessing cognitive, affective, psychomotor domains of the learners as per HPC framework. Assessment of skills and competencies is ongoing and comprehensive. The Holistic Progress Card reflects self, peer, teacher and parent assessment of skills/competencies acquired by the child. School is using AI based software to track the growth of their students. The data is shared with students and their parents depicting their strengths, areas of interest and areas to be focused upon. School uses the data for bringing in quality interventions for enhanced LOs. Students show atleast 30% progress on their developmental continuum in age appropriate skills/competencies every year. There is a mechanism for mentoring, monitoring and reviewing the assessment practices to ensure learners achieve their individual and group developmental goals. Action plans are made as per the gaps identified in the system.

1.6.5 The school uses the results of NAS/SLAS/Third Party Assessment/CBSE SAFAL assessment to ensure all students progress on their developmental continuum

1.6.5.1 - Level I - Inceptive

School participates in NAS/SLAS/Third Party Assessment/CBSE SAFAL assessment (3/5/8/10).

11.6.5.2 - Level II - Transient

Teachers have access to NAS/SLAS/Third Party Assessment/CBSE SAFAL assessment results. The school organises discussions on the analysis of the data of NAS/SLAS/Third Party Assessment/CBSE SAFAL assessment. Teachers design interventions keeping in mind learning outcomes to be achieved.

1.6.5.3 - Level III- Stable

Teachers undergo capacity building programmes on inclusive practices and skill/competency focused teaching learning and assessment practices Teachers identify the each students’ location on their developmental continuum on different skills Teachers tailor the teaching learning practices as per each student’s needs. School keeps a track of the students’ progress on their developmental continuum.

1.6.5.4 - Level IV- Dynamic Evolving

The school has developed a School Curricular, Pedagogical and Assessment Policy for each stage as per new curricular and pedagogical structure (5+3+3+4). Teachers undergo ongoing capacity building programmes on inclusive practices and skill/competency focused teaching learning and assessment practices. Teachers enable students to use self-assessment techniques to assist them in monitoring their own growth and achievement. Teachers and students co-construct learning, assessment and learning progress map. Achievement levels of students at different levels and in different subjects/domains surpass the national average at those levels and subjects/domains as per NAS/SLAS/Third Party Assessment/CBSE SAFAL assessment results. Students’ achievement against defined LOs is monitored regularly and improvement plans prepared accordingly.

1.7 Early Childhood Care and Education and Foundational Literacy and Numeracy

1.7.1 The school organises content and teaching learning material based on defined Learning Outcomes, principles and guidelines given in NCF for Foundational Stage along with considerations for the local context.

1.7.1.1 - Level I - Inceptive

Teachers are aware of the NCF for Foundational Stage and Learning Outcomes defined for this stage. School focuses on the use of mother tongue / local/ home language as a medium of instruction. Teachers make use of textbooks, stories and poems to achieve LOs. The content selected/ developed/ adopted / adapted by the school focuses more on the cognitive and physical development of the students. School focuses on teaching students about personal and public hygiene. School has an annual calendar for the foundational stage classes.

1.7.1.2 - Level II - Transient

Teachers are oriented on implementation of the recommendations of the NCFFS. Teachers make use of worksheets, workbooks,activity sheets, flash cards and other audio visual material to achieve LOs. At least 50% students at this stage have access to teaching learning material in their local language. Apart from the mother tongue/local/ home language, students are also exposed to one or two more languages. School has good collection of pictorial and textual children’s literature in its library. The concept of reading and writing is initially developed through the mother tongue/local/home language of the students. The students imbibe values through specially designed experiential activities.

1.7.1.3 - Level III - Stable

Teachers attend capacity building programmes. Teachers prepare teaching learning material using local resources. The teachers co relate content with real life experiences of the child. The school accommodates the needs and interests of all the students by using diverse and inclusive content and teaching learning material. Environmental awareness is integrated in the curriculum. From simple toys for play to specific manipulatives, a variety of TLM is used by the school to cater to the diverse needs of the students. At least 75% students at this stage have access to teaching learning material in their local language. At least 50% students are using mother tongue/local/home language in reading and writing. School has separate children’s library and has books available in the home language/local language/mother tongue of the students. The school focuses on developing Foundation Literacy and Numeracy skills among students.

1.7.1.4 - Level IV- Dynamic Evolving

The school has developed a School Curricular, Pedagogical and Assessment Policy for each stage as per new curricular and pedagogical structure (5+3+3+4). Teachers are engaged in ongoing capacity building programmes. School has adopted an inclusive approach that is engaging, contextual and experiential approach to deliver the content for learning. Local traditions, songs, poems, games, art are a part of the curriculum at this stage. Children make simple TLMs as part of their art and craft which is used by the teachers in their classrooms. 100% students in foundational years ave access to teaching learning material in their mother tongue/local/home language. 100% students are using mother tongue/local/home language in reading and writing. Teachers have created literacy and numeracy corners in the classroom itself to promote reading, writing and numeracy skills among the students School has an attractive display of books in the classroom/library to capture the attention of the students which is changed periodically. Audio books are also available to cater to the diverse needs of the students. Monitoring and reviewing practices are evidenced to strengthen the system. Improvement plans are made in the light of achievement of LOs.

1.7.2 The school adopts an inclusive approach to pedagogy that is play based, engaging, contextual and experiential.

1.7.2.1 - Level I - Inceptive

Teachers are aware of the NCF for Foundational Stage and Learning Outcomes defined for this stage. The Annual Curriculum Plan gives an overview of the activities to be undertaken throughout the year for the Foundational Stage Classes. Teaching plans are made in the light of the Learning Outcomes to be achieved. Teachers make use of stories, music, art and craft activities to provide learning experiences to the students. Outdoor games are a part of the teaching strategy. School focuses on the use of mother tongue / local /home language as a medium of instruction.

1.7.2.2 - Level II - Transient

Teachers undergo capacity building programmes on developmental milestones and pedagogical approaches. Teachers plan for their teaching as per the guidelines given in the NCFFS. Teachers make use of worksheets/activity sheets, workbooks, reading cards, flash cards and other supplementary graded teaching learning material. Teachers make use of toy based/game based pedagogy, sports integrated learning to provide experiential learning opportunities to the students. Students are engaged in joyful learning experiences like conversations, listening, playing with toys, games, painting, drawing, singing, dancing and other such activities.

1.7.2.3 - Level III- Stable

Learning experiences are designed to build on children’s previous knowledge and understanding. Teachers design structured, playful and experiential activities for the students to achieve the defined LOs. Puzzles, Board games, field trips ludo, clay activities are used to provide joyful learning experiences to students. Students are given opportunities to spend time in and with nature and learn through their senses. Children are encouraged to express themselves as much as possible in the language in which they are comfortable. Opportunities are provided to all the students to participate in the classroom activities in ways that suit each child best. Classrooms are clean, cheerful, well lit learning spaces. The classroom rules are based on positive behavioural outcomes. Parents are equal partners in helping students to achieve their learning outcomes. Teachers locate their students on their developmental continuum and keep a track of their progress.

1.7.2.4 - Level IV- Dynamic Evolving

The school has developed a School Curricular, Pedagogical and Assessment Policy for each stage as per new curricular and pedagogical structure (5+3+3+4). Teachers undergo ongoing capacity building programmes on developmental milestones and pedagogical approaches. Teachers collaborate within the school and learn from each other. The best practices are benchmarked and integrated into the teaching learning practices. Plans for differentiated instruction are prepared by teachers to address the individual needs of the students. Classroom rules are made by the teachers in collaboration with the students. The activities pertaining to physical development, socio-emotional and ethical development, cognitive development, aesthetic and cultural development are regularly monitored and feedback and feedforward given to teachers on how to improve their teaching learning practices. Improvement plans are made keeping in view the needs of the students.

1.7.3 The school designs and conducts age appropriate, regular and ongoing assessments that check for the achievement of the defined Learning Outcomes.

1.7.3.1 - Level I - Inceptive

Teachers are aware of the NCF for Foundational Stage and Learning Outcomes defined for this stage. Guidelines for assessment and evaluation are available with the Heads of the Departments and teachers. School has adopted the prototype of HPC developed by the Board for recording of students’ performance. School makes use of observation and worksheets/activity sheets as tools of assessment. Feedback about the student’s progress is given to the parents.

1.7.3.2 - Level II - Transient

Teachers attend capacity building programmes on assessments and HPC. Parents are oriented about the Learning Outcomes to be achieved during the academic session along with the type of assessments to be undertaken throughout the year. Assessments are a part of the teaching learning process and designed in the light of the defined Learning Outcome(s). Most of the assessments are observation based and recorded in the anecdotal record on a regular basis. Checklists are used by the teachers to record observations. Observation of performance of the students in class and out of class activities is done. Teachers use formative tasks to assess students’ skills and competencies and record of the same is maintained.

1.7.3.3 - Level III- Stable

Teachers attend capacity building programmes on designing and creating skill based formative assessment tasks. The artefacts created by the students during the teaching learning process are maintained by the teachers. Teachers maintain portfolios of each child in their class which contains the worksheets, artefacts created by the students to mark the child’s progress against the defined competencies. HPC contains not just the assessments done by the Teacher but also include simple self-assessments by the children themselves. Feedback and feedforward about the child’s progress is given at least thrice a year to the parents. Parents are partners in helping the child to grow on her/his developmental continuum.

1.7.3.4 - Level IV- Dynamic Evolving

The school has developed a School Curricular, Pedagogical and Assessment Policy for each stage as per new curricular and pedagogical structure (5+3+3+4). Teachers are trained to design and implement multiple modes of assessment to assess the achievement of the same Learning Outcome in order to cater to differential needs in the classroom. Teachers have the autonomy to choose appropriate tool for assessment and the periodicity of assessing. Teachers keep track of the rate of progression over a period of time for each student. Teachers make use of event sampling to record their observations about the students. Teachers make use of multiple sources of information before making conclusions about a student’s learning. Students’ progress is analysed through systematic collection of evidences at regular intervals and individual education plans designed accordingly. Parents’ feedback, observations and comments about their child’s performance is recorded in the Child’s Holistic Progress Card. Feedback about the child’s progress is given at regular intervals throughout the year to the parents. The assessment practices are monitored at regular intervals; gaps identified and improvement plans made accordingly to strengthen the system.

1.7.4The school has created a suitable ecosystem for attaining Foundational Literacy and Numeracy (FLN) targets for all children.

1.7.4.1 - Level I - Inceptive

School has recruited trained and appropriate number of teachers to teach students at this level. School has separate classrooms for students at this level. Teachers are aware of the NIPUN Bharat Guidelines. Teachers are aware of stage wise targets to be achieved at this level. School focuses on the use of mother tongue / local / home language as a medium of instruction. School maintains the appropriate Pupil Teacher Ratio as recommended by the Board/NCFFS. School conducts regular health check-ups and records of 100% immunisation of each child are maintained. Health cards are issued to the students to monitor the same.

1.7.4.2 - Level II - Transient

3 month play based ‘School Preparation Module’ developed by NCERT for Grade 1 Students is administered in the beginning of class I to bolster the child’s pre-literacy, pre-numeracy, cognitive and social skills. School has safe outdoor spaces and/or small gardens for children to play. School has functional classroom boards, material for arts/crafts, range of children’s literature. School makes use of the school building as a teaching aid.. School has accessible annual plan calendar detailing all the important events/activities to be organised at this level The plan is shared with all the parents and is available at the school website. At least 30% students have acquired grade level competencies in Literacy and Numeracy as evidenced in HPC.

1.7.4.3 - Level III- Stable

Teachers are engaged in professional development activities through a variety of means. Teachers design age appropriate activities in alignment with the LOs to enhance literacy, numeracy and artistic competencies of the students. The walls and corridors display a colourful, cheerful and vibrant atmosphere. Teachers are provided with resource rich environment to plan, design and create joyful learning environment for the students. At least 50% students have acquired grade level competencies in Literacy and Numeracy as evidenced in HPC. The progress of each student’s learning is monitored and tracked. Parents are oriented on health related needs of children. Parents are kept updated on the student’s progress and improvement plans made in collaboration.

1.7.4.4 - Level IV- Dynamic Evolving

The school has developed a School Curricular, Pedagogical and Assessment Policy for each stage as per new curricular and pedagogical structure (5+3+3+4). All the teachers teaching at this stage have completed FLN-NISTHA Modules. All teachers have access to quality resources for achieving the set targets of FLN. Teachers have created safe learning spaces with appropriate displays at the eye level of the students in the classroom itself to enhance literacy, numeracy competencies esp. reading, writing, counting, arithmetic and mathematical thinking skills among the students. Teachers are mentored and provided support to achieve the learning outcomes. Teachers make individualised education plans for each student to achieve the intended learning outcomes. Platforms for peer learning are available for students under the guided supervision of the teachers. School invites volunteers from both local community and beyond to achieve the set targets of FLN. More than 80% students have acquired grade level competencies in Literacy and Numeracy as evidenced in HPC. Monitoring and reviewing practices are in place to assess the efficacy of the ecosystem created for attaining Foundational Literacy and Numeracy programme. Learning gaps identified with their probable reasons and various strategies/improvement plans initiated keeping in view the needs of the students.

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