Implementation of the instructions of the CBSE with regard to de-stressing learning at the primary level

� Among the many initiatives that CBSE took during the last year, one of the most important was the strengthening of intenral assessment at secondary level. In the subject of Social Science internal 

� Year 2006 had been an exciting period of hectic activity and major developments in school education. NCERT brought out new curriculum package on the basis of the National Curriculum Framework 2005. CBSE had designed the syllabi in different subjects accordingly and schools were asked to implement them in classes I, III, VI, IX and XI during the 2006-07 session. Information about the new NCERT textbooks for these classes was also provided to all the schools. The salient features of the new syllabi and textbooks included the constructivist approach and greater importance to hands-on experience and activity-oriented learning for students. The NCERT conducted a series of teleconferences for teachers to familiarize them with NCF-2005 and the new textbooks. Teachers must understand the pedagogical orientation to the course materials and organize the children’s classroom experiences in a manner that permits them to construct knowledge on their own. There is a great thrust to distinguish knowledge from information and to perceive teaching as a professional activity, not as coaching for memorization or as transmission of facts. Schools have to make every attempt to empower the teachers accordingly so that the curriculum transaction truly reflects the shift in educational paradigm as envisaged in NCF­2005. Simultaneously schools will have to prepare themselves for implementing new syllabi and textbooks for classes II, IV VII, X and XII during 2007-08.

assessment for 20% was implemented at class X Board examination in March 2006. The aim of this scheme is to integrate the principle of Continuous and Comprehensive Evaluation with the Board examination and to widen the scope of assessment by the inclusion of multiple techniques of evaluation such as projects, interviews, questionnaires, checklist etc. Detailed guidelines for carrying out the internal assessment were circulated to all schools. A revised list of suggested projects for classes IX & X for 2006-07 has also been made available to all the schools. It is reiterated that schools should seriously follow the laid down guidelines in evaluating different aspects of intemal assessment such as term/ unittests, assignments and project work and maintain proper assignment record. The Board has reposed great trust in schools as its partners in the evaluation process and only by carrying out the assessment in a credible and reliable manner can this trust be maintained.

� The scheme of intental assessment for 20% in Mathematics will come into effect from March 2007 class X examination. The Board has published a document titled ‘Guidelines for Mathematics Laboratory in Schools for Class X’ which includes all the activities to be done by a student during the year as well as suggested project work. The Board has also sent detailed circulars giving relevant information about the scheme of assessment. Schools are required to maintain proper record of assessment which may be inspected by the Board, if necessary. Mathmatics Laboratory must be made a compulsory component of mathematics learning and it should be vibrant, innovative and attractive. Mathematics Laboratory is the reflection of the creativity of mathematics teachers in the schools.

� Another major change is the restructured Science Practicals at class X which will be effective from March 2007 examination. Besides a document titled ‘Assessment of Practical Skills in Science and Technology Class X’, the Board has also made available a specimen of the ICR/OCR answer sheet that will be used in one and a half hour written examination on practical skills. Schools may take photocopies of the ICR/OCR answer sheet and give one copy to each class X student. Teachers should also familiarize the students with the answer sheet and train them in filling it as per instructions. Simultaneously schools should make arrangements for conducting practical examination and assess students’ performance internally for 20 marks.

� In order to prepare the students for greater weightage given to practical skills in Science at secondary level the Board has developed a handbook titled ‘Learning by Doing’ for class VI. It contains a number of activities and experiments which can be performed by students and teachers using inexpensive apparatus and material to gain an insight into various scientific concepts dealt with in class VI Science textbook. Next year the Board will bring out a similar publication for Class VII. Teachers should read the book and organize demonstration of experiments for students as part of the regular classroom teaching.

� Many of the schools have successfully implemented CCE with five point grading scale and no pass/fail criterion upto class V. During the current year the Board has instructed schools to extend it to classes VI-VIII with a seven point grading scale. Teachers should be adequately equipped to implement the assessment scheme in its true spirit. Achievements of students in differcnt areas like art, dance, music, sports and games etc. should be suitably reflected in the achievement records at least in primary classes.

� By now a number of enrichment activities and training programmes conducted by the Board have been institutionalized. Science Exhibition, Mathematics and Informatics Olympiad, Heritage India quiz, Induction Prograrnmes for teachers and Strategic Leadership Programmes for principals have all become regular features of the Board’s annual calendar. Schedule and information on these activities are available on the Board’s website. Schools should make an attempt to include them in their own calendar of activities in order to ensure larger participation of students in the activities meant for them and more opportunities for training of teachers and empowerment of principals. More and more students must be encouraged to participate in activities like Physics Olympiad, Chemistry Olympiad, Biology Olympiad etc.

� It is seen that many schools are not evincing interest for implementing the cross-curricular and integrated curricular components developed by the Board such as Education in Life Skills and Alternatives to Homework. The rigid mindset of preparing students with the examination in view should change. It is very important that students acquire life skills in their formative period of life in order to realize their potential, to become entrepreneurial and lead a safe and responsible adult life. Similarly alternatives to homework play the important role of providing an outlet for the creativity of children. Heads of schools should study these documents themselves and discuss them with their teachers to develop proper perspectives. It is hoped that more schools would implement these curricular components with greater enthusiasm in the coming years.

�  Reading habit is crucial to develop the thinking skills and emotional health of children. Libraries play a crucial role in making children develop an interest in books and love for reading. The Board has brought out a book titled ‘Organizing School Libraries Guidelines’. It has useul information for upgrading school libraries and making them more functional. Principals should read the book and discuss it with the librarian and teachers so that there is a real transformation in the library facilities at school level. Also efforts may be made to develop class libraries at least in primary classes.

� The other programmes launched by the Board include Comprehensive School Health Programme and Adolescence Education Progmmme. Schools should create a Health Club and use it as a platform for carrying out different activities to promote the physical, emotional and mental health of children. The special needs of adolescents also have to be addressed through curricular and co-curricular interventions. Principals are requested to send identified teachers for advocacy and teacher training programmes conducted by the Board.