CCE Teachers Manual on Manual Assessment of Communicative Part 1

FORMATIVE

ASSESSMENT

ENGLISH COURSE

Communicative

Language & Literature

CLASS IX

THE CONSTITUTION OF INDIA PREAMBLE

WE, THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a 1 SOVEREIGN

SOCIALIST SECULAR DEMOCRATIC REPUBLIC and to secure to all its citizens :

JUSTICE, social, economic and political;

LIBERTY of thought, expression, belief, faith and worship;

EQUALITY of status and of opportunity; and to promote among them all

FRATERNITYassuring the dignity of the individual and the 2 [unity and integrity of the Nation];

IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November, 1949, do HEREBY TO OURSELVES THIS CONSTITUTION.

THE CONSTITUTION OF INDIA

Chapter IV A

Fundamental Duties

ARTICLE 51A

Fundamental Duties - It shall be the duty of every citizen of India-

(a) to abide by the Constitution and respect its ideals and institutions, the National Flag and the National Anthem;

(b) to cherish and follow the noble ideals which inspired our national struggle for freedom;

(c) to uphold and protect the sovereignty, unity and integrity of India;

(d) to defend the country and render national service when called upon to do so;

(e) To promote harmony and the spirit of common brotherhood amongst all the people of India transcending religious, linguistic and regional or sectional diversities; to renounce practices derogatory to the dignity of women;

(f) to value and preserve the rich heritage of our composite culture;

(g) to protect and improve the natural environment including forests, lakes, rivers, wild life and to have compassion for living creatures;

(h) to develop the scientific temper, humanism and the spirit of inquiry and reform;

(i) to safeguard public property and to abjure violence;

(j) to strive towards excellence in all spheres of individual and collective activity so that the nation constantly rises to higher levels of endeavour and achievement.

Language & Literature

Suggested Annual Planner

Beehive

Unit 1 - The Fun They Had 

Unit 1 - The Road Not Taken 

Unit 2 - The sound of music wind Wind 

Unit 3 - The Little Girl Rain on the Roof 

Unit 4 - A Truly Beautiful Mind The Lake Isle of Innisfree 

Unit 5 - The Snake and the Mirror A Legend of Northland 

Unit 6 - My Childhood No Men are Foreign 

Unit 7 - Packing 

Unit 8 - Reach for the Top The Snake Trying 

Unit 9 - The Bond of Love A slumber did my spirit seal 

Unit 10 - Kathmandu 

Unit 11 - If I were you 

Moments

Unit 1 - The Lost Child 

Unit 2 - The Adventure of ToTo 

Unit 3 - Ishwaram the story teller 

Unit 4 - The Kingdom of Fools 

Unit 5 - The Happy Prince 

Unit 6 - Weathering the storm in Erasma 

Unit 7 - The Last Leaf 

Unit 8 - A House is not a Home 

Unit 9 - The Accidental Tourist 

Unit 10 - The Beggar

Continuous and Comprehensive Evaluation

Education aims at making children capable of becoming responsible, productive and useful members of a society. Knowledge, skills and attitudes are built through learning experiences and opportunities created for learners in school. It is in the classroom that learners can analyse and evaluate their experiences, learn to doubt, to question, to investigate and to think independently. The aim of education simultaneously reflects the current needs and aspirations of a society as well as its lasting values and human ideals. At any given time and place they can be called the contemporary and contextual articulations of broad and lasting human aspirations and values.

An understanding of learners, educational aims, the nature of knowledge, and the nature of the school as a social space can help us arrive at principles to guide classroom practices. Conceptual development is thus a continuous process of deepening and enriching connections and acquiring new layers of meaning. Alongside is the development of theories that children have about the natural and social worlds, including themselves in relation to others, which provide them with explanations for why things are the way they are and the relationshi  between cause and effect. Attitudes, emotions and values are thus an integral part of cognitive development, and are linked to the development of language, mental representations, concepts and reasoning. As children's metacognitive capabilities develop, they become more aware of their own beliefs and capable of regulating their own learning.

Characteristics of learning

1.All children are naturally motivated to learn and are capable of learning.

2.Understanding and developing the capacity for abstract thinking, reflection and work are the most important aspects of learning. 

3.Children learn in a variety of ways-through experience, making and doing things,experimentation, reading, discussion, asking, listening, thinking and reflecting, and expressing themselves in speech or writing-both individually and with others. They require opportunities of all these kinds in the course of their development.

4.Teaching something before the child is cognitively ready takes away real learning. Children may 'remember' many facts but they may not understand them or be able to relate them to the world around them.

5.Learning takes place both within school and outside school. Learning is enriched if the two arenas interact with each other. Art and work provide opportunities for holistic learning that is rich in tacit and aesthetic components. Such experiences are essentially to be learnt through direct experience and integrated into life.

6.Learning must be paced so that it allows learners to engage with concepts and deepen understanding rather than remembering only to forget after examinations. At the same time learning must provide variety and challenge, and be interesting and engaging. Boredom is a sign that the task may have become mechanically repetitive for the child and of little cognitive value.

7.Learning can take place with or without mediation. In the case of the latter, the social context and interactions, especially with those who are capable, provide avenues for learners to work at cognitive levels above their own.


Please refer to attached file for CCE Teachers Manual on Manual Assessment of Communicative Part 1

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