8. SUBJECTS OF INTERNAL ASSESSMENT
Evaluation of Work Experience/Pre-vocational education, Art Education and Physical & Health
Education will be done by the schools. CBSE has developed guidlines for internal assessment in
these subjects which the schools are expected to keep in view while organizing teaching and evaluation
of these subjects. Following publications of the Boards are recommended for their use and reference
which give outlines of syllabi and hints for evaluation:
(i) Work Experience in Schools : Guidelines & Syllabus-Revised edition 1991
(ii) Art Education in Schools.
(iii) Physical & Health Education in Schools.
(iv) Guidelines for School based evaluation.
Recommended Book :
“Health” Published by Frank Brothers & Company Publishers Ltd., Darya Ganj, New Delhi
9. PRE-VOCATIONAL EDUCATION
1. In pursuance of the provisions in the National Policy of Education 1986 and recommendations
of various committees, the CBSE has made provision of Pre-Vocational Education in its scheme
of studies with effect from the acdemic session 1995-96 of class IX. The objectives of Pre-
Vocational Education are :
- To impart training in simple marketable skills to students in classes IX & X.
- To develop vocational interests and aptitudes in enhancing productivity and to allow for self
exploration of vocational preferences.
- To facilitate the students in making choice of vocational courses at the higher secondary level.
- To prepare students for participation in work-experience as a desired dimension of academic
education and;
- To inculcate healthy values related to work culture.
2. The main features of the scheme of Pre-Vocational Education are as follows:
i. Pre-Vocational Education may be offered in lieu of Work Experience.
ii. Minimum six periods per week will be allotted for Pre-Vocational Education.
iii. Pre-Vocational Education will be introduced only in the schools where vocational courses
at +2 State are being offered and the regular infrastructure facilities are available for the
chosen Pre-Vocational Course.
iv. After completion of Pre-Vocational at lower secondary stage the pass outs should attain
marketable skills in the course concerned.
v. Pre-Vocational Education is being offered only in selected schools on an experimental
basis. Hence prior approval from the Board is essential before starting a Pre-Vocational
Course.
vi. The scheme of assessment is similar to that of Work Experience. The evaluation in
classes IX and X will be done by the schools. However the grades awarded by the
schools in class X will be reflected in the Board’s Certificates with the title of the course
concerned.
2. The NCT of Delhi and Chandigarh Administration have expressed their willingness to introduce
the following Pre-Vocational Trades in some of their selected schools from the academic session
1995-96.
Trade Code No.
- Basic Office Procedures 507
- Basic Computer Practices 508
- Basic Accountancy Procedures 509
- Fruit & Vegetable Presevation 510
- Basic Bakery 511
- Basic Confectionery 512
- Basic Electronics 513
- Airconditioning & Refrigeration 514
- Repair of Electrical Domestic Appliances 515
- Textile Printing Technology 516
- Textile Silk Screen Printing Technology 517
- Cutting & Tailoring 518
- Skin Care & Beauty Culture 519
- Automobile 520
- Food Preparation & Services 521
These courses being eperimental in nature have been started only in selected schools run by
Directorates of Education, Delhi and Chandigarh Administration. Any school administered by these
Directorates desirous of starting any of these courses should seek permission from their concerned
Directorates and possess necessary infrastructure as recommended for each Pre-Vocational Course.
10. WORK EDUCATION
RATIONALE
In the new curriculum framework (2000) work experience has been termed as work education
and thus makes it an integral component of education. As such it would provide both knowledge and
skills through well-structured and graded programmes, which would help them on their entry into the
world of work. Work education is a distinct curricular area for providing children with opportunities
for participation of social and economic activities inside and outside the classroom, which would
enable them to understand scientific principles and procedures involved in different tyeps of work.
The productive manual work situations were to be drawn from the area of health and hygiene, food,
shelter, clothing, recreation and community service. The competencies to be developed in this field
should include knowldege, understanding, practical skills and values through need based life activities.
Pre-vocational courses should get a prominent place at this stage.
Work edcucation aims at restoring dignity and respect to all types of manual work, promoting
self-reliance in meeting one's daily needs and those of one's family and community, increasing
productivity through the development of proper work skills and values, and promoting commitment to
the welfare of the society through suitable programme of social work or community service.
Objectives
The major objectives of work education at the Secondary stages are:
To help the pupils to develop essential knowledge and understanding in terms of :
- identifying needs of the self, family and community in respect of food, helath and hygiene,
clothing, shelter, recreation and social service.
- acquainting themselves with productive activities in the community;
- understanding facts and scientific principles involved in various forms of work;
- knowing the sources of raw materials and understand the use of tools and equipment in
the production of goods and services; understanding the utility of productive work and
services to the community;
- understanding the needs of a technologically advancing society in terms of productive
processes and skills;
- understanding the processes of planning and organization of productive work;
- conceptualizing their role in productive situations;
- developing abilities for self-evaluation of performance and for entrepreneurship.
1. To help the pupils to develop skills:
- for the selection, procurement, arrangement and use of tools and materials for different
forms of productive work;
- to observe, manipulate and participate in work practice;
- for the application of problem-solving methods in productive work and social service
situtions;
- for greater productive efficiency.
- to enhance their working competence sufficiently so as to enable them to earn while
they learn;
- to use their creative faculties for devising innovative methods and materials.
2. To help the pupils to develop proper attitude and values in terms of:
- respect for manual work and regard for manual workers;
- socially desirable values such as self-reliance, helpfulness, cooperativeness, teamwork,
perseverance, tolerance, etc;
- proper work ethics such as regularity, punctuality, honesty, dedication, discipline, etc;
- self-esteem through achievement in productive work and services;
- a deeper concern for the environment and a sense of belonging, responsibility and
commitment for the society;
- strive for excellence.
Course Content
The content of work education comprises two parts i.e. 'Essential Activities' for the satisfaction
of day-to day needs of the pupils, their families and communities and an Elective Programme of
productive work and services, which would result in some remuneration in cash or kind. The component
of productive work practice through 'Elective Activities' is most important at this stage and is, therefore,
to be assigned a weightage of 70 percent of the school time-table. However, the actual selection of
activities/projects/prevocational courses by school would depend upon the availability of natural,
physical and human resources in the locality, the socio-economic background of the community and
the needs and interests of the pupils.
Essential Activities
List of activities for the secondary School stage is given below :
- Use of bus, railway, air time-table etc.
- Milking of dairy animals and managing allied activities.
- Help in preparation and distribution of mid-day meal/snacks in composite schools.
- Preparation of toys and other play materials for self and primary classes.
- Helping school authorities in organizing exhibitions, picnics, tours and excusions, school
functions etc., and then presenting report on that.
- First aid activities like counting of pulse, taking of temperature and bandaging of wounds
after cleaning them.
- Helping traffic police in the regulation of traffic.
- Plantation of shady/fuel/ornamental/avenue trees.
- Preparation of family budget and maintenance of daily household accounts.
- Acquaintance with common fertilizers and pesticides and their application with
apppropriate equipment.
- To be able to make efforts to know and procure transport facilities from one point to
another in cooperation with Panchayat.
- Acquaintance with common pests and plant diseases and use of simple chemical and
plant protection equipment.
- Handling farm animals for feeding, washing or general examination.
- Studying the nutrition and health status of people in a village/city/slum/tribal area.
- Helping in community health programmes for enhancing the nutrition, helath and
environmental status of the community through door-to-door contact programmes.
- Participation in adult literacy programme.
- Helping in child-care in creches.
- Volunteer work in hospitals and fairs, during natural disasters and accident etc.
Elective Activities
Work practice at this stage is to take the form of projects with sequential activities in respect
of vocations in the production or service sectors. Intensive projects/prevocational courses in diverse
need and occupational areas, to be pursued over a span of time ranging from a few months to the
entire two-years duration of the Secondary stage, are clearly the answer for this requirement. Such
projects/prevocational courses are intended to lead to intensive skill formation and proficiency in
work which would be conducive to increased productivity and capacity on the part of pupils to
engage in work which enables them to earn while they learn. This emphasis on intensive skill formation
is meant to provide a prevocational base to the work education programme at this stage and also to
serve as ground preparation for the world for those pupils who terminate their studies after Class X.
For those who continue their education at the higher Secondary Stage, these prevocational courses
will serve as preparation for vocational couses at the +2 stage. A tentative list of such projects/
prevocational courses is given below.
- Raising of flowers, vegetables, plant and their seedlings in nurseries.
- Repair and maintenance of equipment for plant protection.
- Prefabrication of irrigation channels.
- Development of plants by vegetative propagation-budding, grafting, cutting, layering etc.
- Raising poultry birds (1) for eggs, (2) for table purposes.
- Making bakery and confectionery products.
- Food preservation-making of jam, jelly, tomato ketchup, pickles.
Projects relating to non-conventional sources of energy-sun, wind, tides, biogas, etc.
- Bee-keeping, bottling and marketing of honey.
- Silk worm rearing for sale or yarn-making.
- Mushroom cultivation for consumption, preservation or sale.
- Cookery skills.
- Fish rearing in small ponds.
- Post-harvest technology and safe storage of food grains.
- Use of bacterial fertilizers.
- Preparation of milk products.
- Plant protection against pest and diseaes.
- Soil testing and reclamation measures.
- Preparation of stationery items such as files, file boards, registers, writing pads, stamping ink, etc.
- Tieing and dyeing and screen printing as commercial ventures.
- Garment making.
- Repair and maintenance of domestic electrical gadgets.
- Peeparing electric extension boards for use in home/school or for sale.
- Photography-commerical.
- Plumbing.
- Preparing paper out of waste paper.
- Preparation of decoration pieces of a more sophisticated nature out of plaster of paris.
- Mat and carpet weaving.
- Doll making.
- Hand embroidery.
- Typewriting with adequate proficiency.
- Stenography.
- Running a cooperative store.
- Running a students bank.
- Running a book bank.
- Caning, carpentry and handling the job of a mason.
- Cycle, scooter repairing.
- Computer operation & maintenance (surfing, accessing internet, e-mail)
- Photocopying.
- Screen-printing.
- PCO (fax).
- Maintenance of farm equipments and machines.
- NCC, NSS, Scouting and Guiding.
Out of the list of Elective Activities suggested above, each pupil is to select one or two
activities/projects from different areas of human needs such as food, health and hygience, clothing, shelter, recreation and community service. The number of elective courses to be selected would depend upon the total number of periods required for their performance which schould not exceed 120.
Syllabus Outlines of Some Activities.
In order to enable the translation of the above activities and projects into concrete action and to ensure proper utilization of the allotted time as also optimum attainment of the intended objectives, some of the Essential and Elective Activities have been specified further. For Essential Activities, the number of periods needed for their performance, the class for which they are suitable and tools and materials required, are indicated. In case of Elective Activities, class wise prevocational courses are presented with details content/ major activities, learning outcomes/specific actvities, teaching/learning methods, tools and materials, time required for performance and linkage with other curricular areas.
Specific activities for the remaining activities/projects/prevocational courses can be worked out in similar manner. Syllabus outlines of some activities are given below.
Essential Activities
Activity 1 : Studying the nutrition and health status of people in a village/city slum/tribal area.
Classes IX or X Period 30
The nutrition and health status of the people reflect and present status and future prospects of a country. Enhancement of the nutrition and health status of the people should, therefore, be the first priority of the national planning for development. Study of the factors responsible for the present status of nutrition and health will lead to acquisition of facts on the basis of which proper planning for the enhancement of their status can be made.
Specific Activities
Adoption of a village/city slum/tribal area.
Preliminary identification of nutritional and health problems of the community.
Preparation of questionnaire/interview schedule to elicit background and information from family such as:
- General information: head of the family, type of family
- Composition of the family
- Meal pattern of the family
- Monthly expenditure pattern on food, clothing, housing, education, medicine, fuel, transport, saving, remittance of debt, recreation, other items.
- Details of monthly food expenditure.
- Food produced at home.
- Food given under speical condition
- Methods of cooking.
- Food items stored in the home
- Food items which are considered "good" and "not-good".
- Commonly occurring health problem:
deficiency disease of children other common ailments of children commonly occurring ailments in the family
- Measures taken to get rid of the ailments
- Environmental sanitation problem:
procedure of disposal of wastes (soild or liquid) source of water supply and mode of water storage at home
- Hygienic habits followed
- Health services available
Conduct of Survey.
Analysis of data and preparation of reports on main findings in respect of :
- Socio-economic conditions;
- environmental sanitation problems;
- commonly prevalent health problems;
- malnutrition problems of children, mothers and the community;
- undesirable nutrition, health and sanitation practices in the community;
- practicable intervention measures to enhance the nutrition and health status;
Helping in community health programmes and enhancing the nutrition, health and environmental status of the community through door-to-door contact programmes.
Activity 2 : Particpating in the community health programme through door-to-door contact
programmes.
Classess IX or X Period 30
Malnutrition and infection are the major causes of the precarious status of health in the
developing world. Malnutrition is not only due to poverty or non availability of food resulting from
social and distributive injustice, but also due to ignorance of nutritional facts and undersiable practices.
Malnutrition problems can be resolved to a great extent if judicious selection of food is made possible
within economic means and the available foods are better utilized. Infectious diseases are caused
mainly by the lingering existence of two fundamental problems of environmental sanitation, mainly
unsafe water supply and unhygienic disposal of waste, specially human excreta. The application of
modern scientific knowledge to environmental sanitation can lead to 80 percent of the diseases being
effectively controlled.
Thus, by developing desirable nutrition, health and environmental sanitation practices in the
communities, health problems can be considerably resolved. This can be achieved through environment
based education for all age groups of population. A door to door contact programme is the most
effective way of environment based education. Without any nutrition, health and sanitation intervention,
the status of nutrition, health and sanitation in the community can be enhanced through functional
edcuation by door to door contanct.
Specific Activities
Organizing a conference, inviting the sarpanch of the village, community health worker,
personnel from the Primary Health Centre, Public Health Engineer and Block Development
Officer and discussing about the community health programmes being implemented in the
adopted community and exploring the possibility of their participation and cooperation in the
contact programme.
Correlating the nutrition, health and sanitation problems in the adopted community identified
from previous survey (Activity 1) with the community health programmes being implemented
and preparing a check-list of specific practices desirable in the community such as :
- Gives supplementary foods of the child from the age of four months.
- Gives milk to the child in katori and not in a bottle.
- Feeds the child several times a day.
- Feeds the child even when sick.
- Immunizes the child.
- Washes vegetables before cutting.
- Makes use of surplus cooking water.
- Uses green leafy vegetables regularly.
- Uses raw vegetables/fruits/sprouted grains regularly.
- Keeps the home surroundings clean.
- Uses waste water for growing plants.
- Throws garbage in a pit
- Keeps teeth clean.
- Keeps nails trimmed and clean
- Keeps hair clean and combed.
- Keeps clothes clean.
- Defecates away from pathways, sources of water and houses.
- Washes after defecation outside and not in pond/tank/stream.
Distributing families among members of the project team for door-to-door contact and preparing a time schedule for door-to-door contact programmes, explaining the importance of desirable practices for better nutrition, health and sanitation and recording the practices present in the family in the checklist of desirable practices.
Discussing the problems encountered by the team members after every 3 contacts, analyzing why a particular desirable practice is not achieved, finding out possible solution to reinforce the programme.
Consolidation the records of desirable practices on the first and last contact programme for the entire community and seeing the impact of the programme on the basis of improvement in practice percentage.
Assessing individual performance of the project team members on the basis of their integrity and honesty and improvement in practice percentage in the families assigned to them.
Activity 3 : First Aid.
First aid is the immediate and temporary care given to the victim of an accident or sudden illness. The main purpose of first aid is to preserve life, assist recovery and prevent aggravation of the condition until the availability of a doctor, or during transport to casualty home or hospital.
Specific Activities
Preparation and use of First Aid Kit.
Dressing of wounds and bandaging.
Management of simple injuries and emergencies :
- bleeding
- shock
- drowning
- burns
- snakebites
- fractures
- poisoning
Activity 4 : Plantation of Shade/Fuel/Ornamental/Avenue trees.
Importance of trees for ecological balance of the environment. Local and exotic trees for
various purposes. Factors affecting normal growth of the plants. Specific problems pertaining to
certain tree species and their solution. Raising seedlings in the nursery, nursery management. Vegetative
propagation of ornamental trees. Planning layout. Planting and after care.
Specific Activities
Identification of shade/fuel/ornamental/avenue trees.
Preparation of herbaria of various trees.
Phenological observations on vegetative growth, emergence of new shoots/leaves, flowering, fruiting, etc.
Identification of seeds, seed treatment before sowing in the nursery.
Preparation of nursery beds for sowing the seeds.
Raising seedlings in the nursery and nursery management.
Vegetative propagation by cuttings, layerage.
Layout for planting
Digging pits for planting.
Preparation of soil-manure mixture for filling the pits.
Transfer of seedlings for plantation.
Planting with the help of planting board or rope.
Providing tree-guards/fencing for protection (made of iron bars/empty old drums/throny twigs/ bricks/ barbed wire/live fence, etc.)
After care of the plants; watering, weeding mulching, hoeing, protection against disease, pests, animals, adverse weather conditions, etc.
Activity 5 : Acquaintance with Common Fertilizers and pesticides and their Application with Appropriate Equipment.
Elements of plant nutrition, Common fertilizers nitrogenous, phosphatic. Concept of biofertilizers, micronutrients, Common insecticides, fungicides, weedicides. Calculation of doses.
Plant protection equipment; various types of sprayers and dusters. Use and maintenance of PP equipment. Methods of fertilizers application soil and foliar application.
Specific Activities:
Identification of various fertilizers, fungicides, insecticides, Weedicides, bio-fertilizers.
Identification of various parts of sprayers and dusters.
Calibration of PP equipment.
Calculation of doses of fertilizers, pesticides, etc. for specific purpose.
Preparation of working solution of PP chemicals.
Use of PP equipment.
Fertilizer application through basal dressing, top dressing and foliar spraying.
Use of bio-fertilizers for legume crops.
Band placement of fertilizers in horticultural crops.
General observations of crops/plants/after application of fertilizers/pesticides and their comparison with the untreated ones.
Activity 6 : Acquaintance with Common Pests and Diseases of Plants and Use of Simple Chemicals and Plant Protection Equipment.
Significance of pests and diseases in agriculture. Their control measures. General idea about biological and integrated control measures. Common insecticides, fungicides, weedicides. Common
plant protection equipment, their construction details, simple repairs and maintenance. Precautions while using PP chemicals. Common pests of important field crops, vegetable and fruit crops. Common diseases of important field crops, vegetable and fruit crops.
Specific Acitivies
Collection and preservation of insects, their larvae, pupae, eggs.
Collection and preservation of diseases affected plant parts.
Identification and description of pests and diseases of crops.
Identification of plant protection chemicals.
Estimation of crops damage due to pests and diseases.
Cleaning, maintenance and simple repairs of PP equipment.
Operation of PP equipment.
Preparation of working solutions of PP chemicals.
Observation of plant after application of PP chemicals.
Comparison between the treated and untreated plants.
Seed treatment with fungicides.
Activity 7 : Preparation of Family Budget and Maintenance of Daily Household Accounts.
Specific Activities
Identifying importance of house hold accounts.
Learning the procedure of recording transactions.
Keeping records of expenses, vouchers, receipts, bill, etc.
Preparing simple receipts and payment account in the register systematically and neatly.
Comparing past receipts and payments with present receipts and payments.
Specific Activities
Discriminating between necessities, comforts and luxuries of different families.
Preparing a list of consumble articles of the family.
Collecting comparative prices for the required consumable articles.
Allocating the family income on various heads.
Preparing family budget.
Making a comparative study of the budget of families from lower class, lower middle and middle class.
Activity 8 : Use of Bus and Railway Time Table and Other Information Sources.
Specific Activities
Appreciating the importance of bus, railway and other time-tables.
Collecting bus time-table from bus stand and railway time-table from railway station.
Studying various parts of time-tables.
Learning procedures of consulting bus and railway time-table.
Planning bus and railway journey for different purposes and different destinations and routes.
Activity 9 : Helping School Authorities in Oragnizing
(a) picnics, tours, excursions, functions.
(b) exhibitions.
Specific Activities
Helping school authorities in the organization of picnics, tours, excursions and school functions:
- Planning the programme;
- forming groups for different fucntions such as conveyance, food, games and entertainment, collection of funds and maintenance of accounts;
- making arrangements/preparation of each activity;
- organizing/performing activities on the day of the picnic, tour/excursion, function;
- evaluation of the success of the programme/effectiveness of the activity undertaken.
Helping school authorities in organizing exhibitions:
- planning the programme;
- collecting/making exhibits and keeping them safely;
- collecting suitable tables, boards, etc. for display;
- cleaning and decorating the exhibition hall or ground;
- displaying the exhibits on proper spots according to plan;
- doing reception duty on the day of the exhibition;
- explaining exhibits to the visitors;
- collecting the exhibits after the exhibition and restoring them to their owners/the school authorities;
- putting back the furniture, etc. in its proper place.
Activity 10 : Participation in Adult-Literacy Programmes.
Specific Activities
Survey to the neighbourhood and identification of adult illiterates.
Making door-to-door visits and persuading them to join literacy classes.
Grouping the illiterates according to their age, occupation and interests.
Grouping students on the basis of their known capabilities and interests.
Selecting literacy materials with the guidance and help of the teacher.
Making spatial and physical arragements for conducting the programme.
Making adequate preparation for teaching, including the selection of teaching aids.
Teaching adults in groups.
Getting together in class and reviewing the progress of work and problems, if any
Correcting the teaching methods and procedures in the light of experience.
Evaluting the progress of adult literacy and maintaining records.
Materials, Tools and Equipment Required : Charts, maps, register, almirah, etc.
Activity 11 : Material for Classroom Use.
Specific Activities
Identification of the concept/topic/lession for which teaching aids are to be prepared.
Identification of the teaching aids to be prepared-flashcards, chart, model, scrapbook, flannelboard, improvised apparatus, etc.
Making a plan/working drawing of the teaching aid as also a list of tools and materials required.
Collecting materials needed for making it.
Preparing the teaching aid under the guidance of the teacher.
Using the teaching aid on a smaple of students to find out its effectiveness and defects.
Correcting the defects.
Submitting it to the school authorities for use.
11. ART EDUCATION
RATIONALE
Art education constitutes an important area of curricular activity for the development of the wholesome personality of the learners. Art is a process of fulfilment running through every aspect of life and it goes on in a creative, productive and joyful manner. Art education helps to explore various means of communication (verbal and non-verbal). It encourages to develop creative expression and sharpens senses through keen observation of the environment. It helps to discover preferences through exposition to variety of material and identify the personal form and style of expression. It develops awareness of various art forms in and around the environment and locality and develops skills in the use of various tools, instruments and other art materials in the process of experimentation and exploration. In the process of discovering space, organization, colours, forms, lines, texture, movement, sound etc., learners develop a sense of organization and a sense of design which inclucates in them a sense of order with regard to their personal appearance, home, school and community. It also develops aesthetic sensibilities and respect for social values and cultural heritage.
The idea of creative art involves all the elements of commonly known art forms-visual, performing and language arts, namely music, dance, drama, drawing and painting, modelling and sculpture, or construction work, pottery and creamic work, poetry and creative writing and other art connected craft forms.
OBJECTIVES
The objectives of art education are to :
help the student to consolidate past experiences and knowledge;
introduce the student to new media and techniques and their use for creative expression and for making objects of common use;
provide opportunities for the development of awareness about folk arts, local specific arts and other cultural components leading to an awareness and appreciation of national heritage;
hlep the sudent to use artistic and aesthetic sensibility in day-to-day life situation;
help the student to achieve a balanced growth as a social being in tune with our culture through projects on natural and cultural heritage etc;
get acquinted with the life and work of the local artists/artistes;
develop creative expression through locally available material with the help of the community;
refine the sense of appreciation of the beauty of nautre and the basic elements of art forms;
APPROACH TO ART ACTIVITIES
At the secondary stage, art education is closer to the local folk art and craft and folk theatre.
Art is not only to always blindly copy the old masters or copying the teacher's work in a rigid manner
but to help learners express themselves in creative and imaginative ways. Creative arts cannot be a
subtitute of Work Education under which a few artistic activities may be conducted but the approach
and product would be different.
In the interest of the learner, as far as possible, all the media of creative arts may be placed
before the sudents for their choice of selection in one form of art or in a combination of art forms.
These are :
VISUAL ARTS
Two-diamensional or Pictorial
- Drawing and Painting
- Collage Making
- Printing Making
- Photography
- Computer graphics (Wherever possible)
Three-dimensional
- Clay modelling and pottery
- Carving and sculpture
- Construction
PERFORMING ARTS
Music (Vocal, Instrumental)
Movement and Dance
Creative Drama and Puppetry
Creative Writing and Poetry
SOURCES FOR ART TEACHING
The arts programme in schools must reflect the ethos of the region. Artistic expression in music, poetry, dance threatre and in the creation of forms have been part of human life from the very beginning. It is not something new and strange - it is an integral part of human existence. Exposure to the local environment and arts in an esential activity of the school art programme.
Besides individual expression, the arts provide an opportunity to study and appreciate the contributions made in the past and present. By learning to appreciate music, painting, dance and theatre, one develops aesthetic sensibility and sensitivity to a better understanding of people belonging to other cultures. We can build a harmonious society, a productive nation or world itself with a deep sense of appreciation. For this, it would be necessary that the arts programme in school makes the child familiar with the tradition of arts of the region. From the strength and confidence gained from the familiar, it will be possible for him/her to respect and appreciate the culture and contribution made
by others.
It is not always the sophisticated materials and expertise resources which matter for some sort of creative programme in schools—it is the understanding of the approach to the creative arts (for which the skills develop automatically) and the satisfaction of working and playing with children are of utmost importance. Locally available material can be used for creative expression. Help of the experts from the community can be taken.
SYLLABUS
A. VISUAL ARTS
When the school(s) can provide art teachers in different media the following syllabus may be adopted. Activities in Terms of Materials/Media and Techniques
Two-dimensional or Pictorial Activities
Study of visual resources and means of creative expression
- Study of lines, strokes, colours, shades, tones, textures, etc, while organizing two dimensional space with two dimensional and three dimensional shapes and forms.
- Sketching from nature and surrounding.
- Creative use of colours to show space, atmostphere, subjective moods
- Creative use of perspective in spatial relationship.
- Study of calligraphic strokes of Devnagari and Roman alphabet (Scripts)
- Use of contrast as an expressive element of art.
- Study and use of various media and techniques to the extent of their availability.
- Pencil, charcoal, water colour, crayon, oil colours, poster colour and gouache, acrylic colour and other unconventional sources of colours such as vermillion, yellow and red earth, rice flour, and tools like painting brushes for water colours and oil colours, Painting surfaces such as papers of various kinds and quality, like smooth, rough, thick, thin, etc,
canvas, hardboard, simple marking cloth pasted on paper, etc.,
- Collage and mosaic work with a variety of coloured papers and coloured printed pictures/ photographs from magazines and newspapers.
- Print Making : Mono printing, Printing with wood-cut blocks, lino-cut and metal foil :
serigraphy (silk screen), self-made stencil etc.
- Basic knowledge of computer graphics (wherever possible)
Three-dimensional or sculptural activities
Study of basic forms in clay
- Study of various materials such as clay, plaster of paris, soft-stone, wood. (blocks, twigs and branches, roots, etc.,) metal scraps, plastic sheets, wire thread, papers and cardboards, vegetables and other throw-away available materials.
- Study of natural and man-made forms, human figures, birds, animals, vegetation and other objects like household items, buildings or as desired by the students.
- Objects of day-to-day use in groups and in different settings and arrangements;
Assignments
Assignments in two and three-dimensional subjective forms and utility and functional art and craft forms in different media and techniques. Painting, murals, graphics, clay modelling, woodcarving, soft-stone, plaster of paris, block of brick constructions, collage mobiles, applique, pottery and ceramics, masks, and puppets, textile designing (including tie-dye and batik, and block printing) poster designing, lay-out illustrations and photography etc.,
Correlating Art Activities with Other School Activities
Construction of puppets and then costumes and improvised puppet stage or theatre, correlation with Home Science and Arts (Drama) subjects;
Aesthetic organization of the physical environment by enchancing the surrounding land i.e. landscaping including plantation of trees and other flowering plants and vegetables, etc. correlating with Agriculture, Home Science and Environment Studies activities.
Constructing stage setting props such as curtain, backdrops, stage lighting improvised furniture sets, etc., designing utility (crafts) items; correlating with Work Education activities.
Designing the school magazine and bulletin boards, making posters for school functions, and greeting/invitation cards, stage scenes for music, dance, drama performances, etc., correlating with applied Art activities.
Note : These activities and other group activities may emerge in project form at individual levels also.
Group Activities
Organization, display and exhibitions of students' periodical and sessional work.
Organizing inter school art exhibitions to widen their interaction and horizon.
Planning and organizing festivals and celebrations of the community, cultural evenings, musical
concerts, film shows and other performances including regional and folk (traditional art forms).
Participating in study visits to museums, botanical gardens, zoological garden, and art galleries
and art institutions, etc., for greater awareness of the environment and cultural variations.
Theoretical Understanding of Art and Culture
Short notes on important aspects of Indian art and culture based on social studies. Such
writing may be based on reproductions of art work printed in Textbooks.
Contribution made by any one contemporary artist.
Knowledge of terms : Contour, texture, graphic, form, volume, space, tone, printmaking, collage, amature, modelling in relief, mobil construction, applique, calligraphy, layout, poster and composition.
B. PERFORMING ART
Music (Vocal)
Theory
- Knowledge of the terms: Sangeet, Nad, Swar, Shudh, Komal, Teevra, Saptak, Mandra, Madhya Tar, Aroha Avaroha, Raga, Laya, Matra, Tal, Avartan, Sam Tal.
- Knowledge of notations systems as laid down by Pt. Vishnu Digamber Paluskar, Pt. Vishnu Narain Bhatkhande and Purandar Dasa.
- Outline history of music.
Practical Activities
- National Anthem
- Fifteen songs for community signing
- Five folk or tribal songs of different regions, indicating time of the year, occasion and the function with which they are related. Writing down the same with its meaning and knowledge of its rhythm.
- Five devotional songs, Bhajans from the saint-poets of India.
- Three songs in regional languages other than mother tongue, including one Tagore song.
- Three patriotic songs or on the theme of universal love and amity.
To create proper sense of swara and laya through Talabadh and Alankaras.
Introduction to the structure of any four of the following ragas with details : Yaman, Kafi, Khamaj, Bhopali, Nattai, Kalyani, Saveri, Todi (accompainment of Tanpura and Tabla or Mrudang). The Teacher should communicate the characteristic features of the raga and its swaras patterned in such a way that the students will be able to recognize the qualities of the raga and the part played by different swaras.
The following tals and their thekas-kaharva, Dadra, Trital, Jhaptal, Choutal, Alankar Talas.
Project Work
To collect photographs of great musicians, with a write-up on their introduction, and all types of musical instruments (photographs/illustrations) and the artists who play them. (To be pasted in the scrap-book).
To listen to music programme on Radio or T.V. and to write short description of the performances
(To be written in the scrap-book).
Music (Melodic Instrument)
Theory
- Knowledge of the terms : Sangeet, Dhwani, Nad, Swar, (Shudha, Komal, Teevra) Saptak (Mandra, Madhya, Tar) Aroha, Avaroha, Raga, Gat, Laya Matra, Tal, Avartan, Sam Tal, Khali, Laghu Dhrutham, Anu Dhrutham.
- Knowledge of notations system as laid down by Pt. Vishnu Narain Bhatkhande, Pt. Vishnu Digambar Paluskar and Purandar Dasa.
- Short notes on at least for musical instruments, their main components and the characterics of the sound (music) they produce.
Practical Activities
- Tuning and playing of any one of the following instruments: Sitar, Sarod, Violin, Dilruba or Esraj, Flute, Jaltarang, Mandolin, Guitar (accompaniment of Tabla).
The candidates playing musical instruments may be allowed to opt for community singing or for instrumental assemble based either on the ragas from the syllabus or light and folk dhun (Melodies).
To create proper sense of swaras and layas through Talabadh Alankaras.
The following ragas with descriptive details : Yaman, Khamaj, Kafi, Bhopali, Nattai, Kalyani, Todi, Saveri (acompainment of Tanpura and Tabla).
The following five talas and their thekas : Kaharva, Dadra, Trital, Jhaptal, Choutal.
Creative Drama
This is the stage at which young people are to be introduced to theatre and related crafts to
broaden their understanding of drama through literature. Their previous experience of creative drama
will help in exploring the area as under:
Theory
- Knowledge of the terms: Mime, playscript, movement, characterization, stage, stage props, stage costumes, stage movements, stage lighting, one-act play, etc.
Practical Activities
- Warming-up freeing activity in rhythmic movement and pantomime.
- Exercises in characterization.
- Exercises in speech dialogue delivery.
- Excercises in creation of plot and conflict based on: (i) episodes and happenings in dayto- day life situations: (ii) episodes from stories from textbooks or story books; (iii) short scenes from classical dramas.
- Stage Craft : planning a stage with props and lighting placement, movement of character of a given play in drawing form or model form : designing of costumes for the characters of the play.
- Play-writing:
unscripted play to be written down in the form of a script to be acted.
Note : Formal performance before an audience can be an incentive to good work at this stage.
Hints for the Teachers
Students should be encouraged to work individually as well as in small groups, with girls and boys working together.
Learners should be encourgaed to enquire about the technique, procedures and the work of master artists/artistes.
Students should be encouraged and helped in handling new media and tools and meeting the new challenges in various problem-solving situations encountered by them.
Students should be encouraged to take the inititative and to critically evaluate their work.
Since the adolescent child is prone to adult influence, adult activities and methods working, he starts imitating and idealizing the adult approach and attitude to his work. The teacher, at this stage, should try to make the adolescent child aware of the originality and uniqueness of his/ her own work and encourage him/her to develop his/her own methods and style of working as there exists a large variety and divergence in adults' work.
The teacher should develop friendly and sympathetic relations with his students and should encourage them to know about the artistic activities of the local community.
The teacher should organize studio/art room/theatre/stage with the help of students.
The teacher should organize visits of museums, historical places, exhibitions, botanical and zoological gardens, theatre and local drama activities, music and dance concerts, film shows, etc.
The teacher should help children in the planning and organization of display and exhibitions, musical and other performances of master artists/artistes.
The teacher should develop projects correlating art activities with other subjects with the cooperation of other subject teachers.
The teacher should encourage the use of improvised instruments and tools by the students locally available.
The teaching approach should be inductive and students should be encouraged to mobilize their own resources to solve their problems. Direct instructions in the techniques should be avoided. They should be encouraged to develop techniques and styles of their own through exploration of discovery of materials, media, tools and techniques.
12. PHYSICAL AND HEALTH EDUCATION
RATIONALE
Health and Physical education is concerned with total health of the learner and the community. Besides physical health, it includes mental and emotional health of the learners. WHO defines health as a state of physical, mental and social well-being and not merely the absence of disease or infirmity. The aim of Health and Physical Education is to enable the student to attain such a state of health that, it becomes an education for the total human being.
In this respect, it is a truism to say that the practice of healthy living will serve as the foundation for physical education. It is envisaged that any effort to promote aesthetic values at the school level will include a natural esteem for physical well-being. The mastery of the body, its powers and qualities, requires knowledge, methodical training and exercise. The skills and capacities developed, the muscles and nerves trained, the senses cultivated and hygienic and proper dietary habits inculcated. Therefore, provision has to be made much more systematically than before, in the school curriculum for Health and Physical Education. At the Secondary level acquisition of the habits of healthy living and participation
in games and sports and athletics for the neuro muscular coordination and physical fitness are the aims which should be taken care of while developing any syllabus of health and physical education.
The objectives of Physical and Health Education are :
to bring the overall awareness of values and to inculcate among students the desired habits and attitudes towards health and to raise their health status;
to make the pupils physically, mentally and emotionally fit and to develop their personal and social qualites that will help them to be good human beings;
to develop a scientific point of view regarding health and physical education;
to identify personal, family and community health problems and acquire relevant scientific knowledge and information to prevent and control these problems to stay healthy;
to take action individually and collectively to protect and promote (i) their own health (ii) health of their family members: and (iii) health of those around them in the community, seeking help when required from available community resources;
to promote improved preventive and promotive self-care behaviour in the families and in the community;
to develop awareness of HIV, AIDS and drug abuse in the community;
to develop an awareness regarding the importance of physical fitness and organic efficiency in individual and social life;
to develop awareness regarding transfer of fundamental processes to physical activities of one's choice;
to develop interest in exercise, sports and games for self-satisfaction and making it a part of life;
to enable an individual to enhance inner qualities - as self-mastery, discipline, courage, confidence and efficiency;
to enable an individual to display a sense of responsibility, patriotism, self-sacrifice and service to the community in a better way;
to develop awareness of the importance of self-defense and self-dependence;
to develop awareness of good posture so that one may strive to maintain a good posture;
to enable an individual to lead an enthusiatic and active life;
to enable an individual to practice socially acceptable behavior patterns in an impressive maner.
Learning Outcomes
The syllabus in Physical and Health Education at this stage aims at realising the following :
(I) Learning outcomes in Physical Education :
The learners develop organic fitness, formal sense organs and efficient organic systems.
They cultivate habits of engaging in appropriate exercises so that immediate and future health needs will be met.
They develop neuro-muscular skills that promote the ability to perform work with ease and grace.
They develop attitudes of cooperation, good sportsmanship and fair-play.
They cultivate such traits of character as self-mastery, discipline, courage and confidence.
They develop a sense of patriotism, self-sacrifice, self-reliance and a desire to serve.
They prepare themselves for making a worthy use of leisure time by acquiring knowledge of sports for the purpose of participation or observing, appreciating and enjoying them.
(II) Suggestive Activities :
Dance
Sports and Games (including training/coaching)
Yoga
Athletics
Gymnastics
Swimming
Combative / Martial Arts
(III) Learning outcomes in Health Education
The learners develop a scientific point of view of health and physical education.
They identify personal, family and community health problems and are able to prevent and control these problems to stay healthy.
They take action individually and collectively to protect and promote their own health, health of family and of the people around them in the community.
They are always ready to promote improved preventive and promotive self-care behaviour in the family and in the community.
(IV)Suggestive Areas :
Meaning and Nature of Health
Environment and Health
Major accidents, which can be fatal in rural and urban areas. First Aid.
Nutrition.
Health hazards of modernization:drug abuse, HIV and AIDS.
Communicable and non-communicable diseases. Approved systems of medicine being practiced
in our country.
Importance of International Health.
Physical Education activities are depedent upon the facilities abailable in and around the school.
Therefore the teacher should develop programmes taking into consideration the facilities available in the school and in the community.
PHYSICAL EDUCATION
CLASSES - IX & X
1. Athletics
(a) Running Events-Sprints (including hurdles) and middle and long distance events.
Emphasis is to be laid on correct starting and finishing techniques, running action including foot plantation and body carriage.
(b) Jumping Events-Consolidation of long jump and high jump techniques and introduction of basic fundamentals of triple jump and pole valut.
(c) Throwing Events- Consolidation of shot put and discus throw techniques and introduction of baisc fundamentals of javelin and hammer throws.
(d) Participation in exercise schedules for improving different motor components namely speed, strength, endurance, flexibility and coordinative abilities.
Note (i) At this stage the student has to aim for his performance attainment and hence he should select one event for specialization. More than one event be chosen only if logical relation exists between them.
(ii) Introduction of basic rules related to the evenets.
2. Gymnastics
A. Boys
(a) Repetition of previously learnt skills
(b) Skills (Floor Exercises)
- Head Spring
- Round off
(c) Vaulting Horse
- Straddle vault on broad horse
- Hand spring on broad horse
- Take off and sitting on the long horse
- Straddle from the standing position on long horse
(d) Parallel Bars
- Different kinds of mounts and dismounts
- One bar roll
- Shoulder stand
- 'L' position hold
(e) Horizontal Bar
- Different types of grips
- Back turn over
- One leg circle forward
- Simple swing
B. Girls
(a) Repetition of skills learnt in the previous class
(b) Skills (Floor Exercises)
- One hand cartwheel
- Round off
(c) Balancing Beam
- Dancing movements
- Turning movements
- Front roll and back roll
- Different balances
(d) Vaulting Horse
- Straddle vault on broad horse
- Wolf vault (side vault)
- Cat spring and jump on long horse
C. Conditioning exercises of different types for developing motor components essential for
gymanastics.
3. Yoga
- Dhanurasana
- Kukutasana
- Mayurasana
- Suptavajrasana
- Vakasana
- Gaumukhasana
- Supt - pawan Muktasana
- Halasana
- Shalabhasana
- Naukasana
- Shirshasana
- Surya Namaskar
4. Major Games
(Any two to be chosen from the following)
(a) Cricket
(b) Football
(c) Hockey
(d) Basketball
(e) Volleyball
(f) Handball
(g) Kho-Kho
(h) Kabaddi
(i) Table Tennis
(j) Badminton
(k) Wrestling
(l) Judo
Emphasis is to be laid on consolidation of technique and learning of basis tactical patterns. These games be played in full size fields, if available. In case only small play area is available, these games by played in modified form.
Participation in exercise schedules for improving different motor components namely speed. strength, endurance, flexibility and coordinative abilities. Introduction of basic rules related to the games.
5. Swimming
(a) Emphasis is to be laid on the consolidation of techniques of all strokes and learning of basic tactical patterns, using competitive distances.
(b) Participation in exercise schedules for improving different motor components related to swimming.
(c) Consolidation of water polo skills and dives
(d) Introduction to basic rules of swimming, water polo and diving
Note : At this stage the student has to aim for high performance attainment and hence he should select one event for specialization. More than one event be chosen only if logical relation exists between them.
HEALTH EDUCATION
CLASS IX
Meaning and nature of health, ecological concept of health, interdependence of physical, mental, emotional and social dimensions of health, factors and conditions influencing health, impoartance of health, meaning, purpose, principles and methods of health education; role of media in Health Education.
Environmental conditions in villages, towns and slums in relation to the health status of people, waste disposal practices, measures to prevent pollution, compost pits, soakage pits, sanitary latrines, sources of safe drinking water, municipal water supply system, housing.
Relationship of personal and environmental health practices with prevention of diseases and health promotion, cultural practices and health.
Major accidents which cause deaths in rural and urban areas, factors responsible for accidents, general principles for prevention of common accidents, safety rules related to making fires, using stoves/cooking gas, using electricity, climbing stairs, crossing roads, boarding means of transport, cycling, swimming, playing, storing medicines and poisonous chemicals, practicing crafts, working in laboratories and using electrical and mechanical gadgets and machines,
measures to remove accident hazards.
First-aid measures for cuts, wounds, sprains, strains, continuous bleeding, fractures, bites and stings, drowning, fainting, shock, burns: Principles of first-aid, home nursing and skills in dealing with specific situations.
Factors and conditions affecting nutritional status of an individual, nutritional needs of the body in terms of calories and nutrients, low-cost, locally available sources of food rich in these nutrients, nutritive values of commonly used foodstuff, balanced diet-its importance and requirements accroding to age, sex, occupation, pregnancy and geographical location, principles of diet planning, deficiency diseases and their prevention.