Mainstreaming

Health and Physical Education

Central Board of Secondary Education

Preet Vihar, Delhi - 110092

Contents / Index

1. INTRODUCTION / PREAMBLE

1.1. Rationale

1.2. Overall Objectives of Health and Physical Education

1.3. Mainstreaming HPE

2. FOUR STRANDS

2.1. Introduction

2.2. The Objectives

3. GAMES/ SPORTS

3.1. Athletics or Swimming

3.2. Team Games

3.3. Individual Games

3.4. Adventure Sports

4. HEALTH AND FITNESS

5. SEWA (Social Empowerment through Work Education and Action)

5.1 Introduction

5.2 Objective

5.3 The SEWA Philosophy

5.4 Note to Class Teachers

5.5 The learning outcomes expected to be developed and fostered

through participation in SEWA are experiential

5.6 Guidelines for Schools

5.7 Guidelines for Students

5.8 What forms a Social Empowerment Activity

5.9 Activities Complying with SEWA Criteria

5.10 Guidelines for Mentor Teacher for conduct of SEWA

5.11 Procedures

5.12 My SEWA Promise Form – illustrative

5.13 SEWA Hourly Schedule

5.14 SEWA Hour Log (illustrative)

5.15 SEWA Self Appraisal Form (illustrative)

5.16 Flow Chart for Conducting a Project/ Report/ Event

5.17 Assessment and Evaluation

5.18 Exemplar Projects under Social Empowerment sub-strand of SEWA

6. Health and Activity Record

7. Transactional Strategies for the Strands of HPE

8. Assessment for the Strands


CHAPTER 1: INTRODUCTION / PREAMBLE

Curriculum reform is a global issue and drives education policy directives around the world.

The broad framework is usually provided by a national apex body, the narrower focus is

around the syllabi based on the disciplines and the learning outcomes expected at age

appropriate levels.

1.1 RATIONALE

1.1.1 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. Health is often a state of physical, mental, emotional, social and spiritual

well-being and not merely the absence of disease or infirmity.

1.1.2 The aim of Mainstreaming Health and Physical Education is to enable the student to

attain an optimum state of health, by incorporating each of the aforementioned

aspects.

1.1.3 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 need to be developed, the muscles and

nerves trained, the senses cultivated and hygienic and proper dietary habits

inculcated for this purpose.

1.1.4 Therefore, provision has to be made much more systematically than before, in the

school curriculum for Health and Physical Education imbued with Life Skills

1.1.5 Research has demonstrated that there is a positive correlation between brain

development and exercise which also has an impact on cognitive development thus

helping to improve academic grades.

1.1.6 A comprehensive view of Health and Physical Education includes and encompasses

the three areas of Health Education, Physical Education and Yoga as integral to

achieving holistic health (physical, mental, intellectual, emotional, social and

spiritual). Given the interdisciplinary nature of this subject, it needs to be transacted

in innovative ways across the curriculum.

1.1.7 The ubiquitous digital presence can be an added resource for the student, teacher

educator and the teacher. It provides endless possibilities of resorting to online

resources to add value to PE.

1.1.8 At the Secondary level acquisition of the habits of healthy living and participation in

games and sports and athletics for neuromuscular coordination and physical fitness

are the aims which should be taken care of while developing any syllabus of Health

and Physical Education.

1.1.9 While at the Senior Secondary level, through the integrated PE approach, students

will acquire the knowledge, skills, right attitudes and values towards the pursuit of a

lifelong physically active and healthy lifestyle.

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With these aims in mind, the overall and specific objectives for a HPE curriculum are outlined

below:

1.2 Overall Objectives of Health and Physical Education:

1.2.1 To develop awareness regarding the importance of physical fitness in individual and

social life including Life Skills.

1.2.2 To bring the overall awareness of values with regard to personal health and fitness,

and to inculcate among students the desired habits and attitudes towards health to

raise their health status.*

1.2.3 To make the pupils physically, mentally and emotionally fit and to develop such

personal and social qualities that will help them to be good human beings.*

1.2.4 To take action individually and collectively to protect and promote (i) own health

(ii) health of family members: and (iii) health of the surrounding community and

seeking help when required from available community resources.*

1.2.5 To develop interest in exercise, sports and games for self-satisfaction and make it a

part of life;

1.2.6 To enable an individual to enhance inner qualities - self-mastery, discipline,

courage, confidence and efficiency.*

1.2.7 To enable an individual to display a sense of responsibility, patriotism, self-sacrifice

and service to the community *

1.2.8 To develop awareness of the importance of self-defence.*

1.2.9 To create awareness among children about rules of safety in appropriate hazardous

situations to avoid accidents and injuries. To acquaint them with first-aid measures

about common sickness and injuries. *

1.2.10 To help children learn correct postural habits in standing, walking, running, sitting

and other basic movements so as to avoid postural defects and physical

deformities. *

1.2.11 To help children grow as responsible citizens by inculcating in them certain social

and moral values through games, sports, Red Cross, Scouts and Guides etc. *

1.2.12 To inculcate values and skills in children in order to promote self-control,

concentration, peace and relaxation to avoid the ill effects of stress, strain and

fatigue of routine everyday life. *

1.2.13 To address the physical, psycho-social needs of CWSN (Children with Special Needs)

in an integrated fashion. *

1.2.14 To seek in instilling self-worth thus helping students to become confident,

assertive, emotionally stable, independent and self-controlled. *

1.2.15 To help release of emotional stress, anxiety and tension, leading to a reduced risk

of depression. *

1.2.16 To help strengthen peer relationships, social bonding, buddy mentorship and team

camaraderie.

1.2.17 To develop more positive attitude towards challenges, winning and losing, thus

preparing students for life and for the workplace.*

* Values Integrated across HPE

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1.3 Mainstreaming HPE

1.3.1 With the above objectives in mind, the CBSE in consultation with MHRD and Ministry

of Sports, Govt. of India has attempted to integrate and mainstream Health and

Physical Education across the secondary and senior secondary levels. This is to ensure

that the Physical Education component which will continue to be assessed internally,

is taken up as a cross-curricular, interdisciplinary discipline across the four strands.

1.3.2 Mainstreaming would require the coming together of the Class Teacher, PE teacher

and teachers of other disciplines.

1.3.3 The mandatory nature of this discipline needs all students to participate in an

innovative way through the strands detailed hereafter.

1.3.4 It will be mandatory for the school to upload a report of work accomplished across

the strands of grade X and XII in the prescribed manner, for enabling students to sit

for the Board exam.

1.3.5 The stipulation is to ensure all schools take this aspect seriously so as to ensure

lasting and lifelong benefits for their students.

1.3.6 The following subjects of internal assessment are being subsumed in Health and

Physical Education from session 2018-19 onwards:

Class IX-X

i. Work Education (500)

ii. Health and Physical Education (506)

Class XI-XII

i. Work Experience (500)

ii. Physical and Health Education (502)

As the above subjects of internal assessment are being subsumed in Health and

Physical Education, so the schools should not allocate any period to these

above-mentioned subjects from session 2018-19 onwards. The same periods should

be allocated to Health and Physical Education.

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CHAPTER 2: FOUR STRANDS

2.1 Introduction

2.1.1 The new format of HPE envisions that each student will undertake activities

categorized under four strands

2.1.2 The work education aspect of the syllabus is subsumed under this format,

hence there will be no need to take it up as a separate subject

2.1.3 This format is to be compulsorily implemented for classes IX, X, XI and first half

of the year for class XII

2.1.4 This is an essential requirement for writing the Board examination.

2.1.5 Unless schools undertake HPE seriously and are ready with records of all strands

as well as Health and Activity Cards for all students, they will not be allowed to

register their candidates for Board examinations

2.1.6 All schools need to fill in the HPE School Report for the ongoing session before

registering their candidates in classes IX and XI. The report should reflect the

activities undertaken under each strand separately for each class right from

class IX to XII. The format of the HPE School Report is given in the Annexure

2.1.7 No theory classes will be taken as a part of this format

2.1.8 The class teacher shall be responsible for ensuring that each child participates in

all strands

2.1.9 The class teacher shall also guide and facilitate strand 3 and strand 4

2.1.10 In the absence of a sports/games teacher, the class teacher may facilitate

strand 1 and 2 also and ensure that all children participate in the games/sports

of their choice.

2.1.11 Internal assessment is to be jointly done by the class teacher and the

sports/games teacher

2.1.12 From Strand 1, at least one activity is to be taken up by each student as a class

or as an individual. The choice will be left to the students and the class teacher

will facilitate each child to decide, based upon the sports facilities available at

the school. Schools are encouraged to provide more options by adding to the

infrastructure each year

2.1.13 Children are free to choose more than one activity from strand 1, as long as the

school sports infrastructure supports it.

2.1.14 Children are also free to change their choices during the course of a year

2.1.15 A class as a whole could be encouraged to take up any one team game and/or

invasion game, by delineating the role of each student of the class. Roles should

be decided by students among themselves. Roles could include player, captain,

umpire, cheer leaders, commentators, event manager, coach, organizers,

reporters for school magazines, etc.

2.1.16 The Board will be inspecting records for Strand 1 and 2 such as attendance and

participation by all students. Evidences such as Portfolios, Journals, Essays,

Video recordings etc. in case of SEWA may be kept ready for scrutiny by the

CBSE at any time during the year.

2.1.17 Schools are encouraged to place the activities they undertake under various

strands on their own website under the ‘Sports Corner’ which should be

updated at regular intervals.

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2.2 THE OBJECTIVES:

Regular, high quality PE programs should also provide all students with opportunities to

develop:

2.2.1 An inclination towards, and strong motivation for lifelong maintenance of health

and fitness *

2.2.2 Cardiovascular fitness, muscular endurance, muscular strength and flexibility to

meet the demands of everyday life *

2.2.3 Agility, balance, coordination, reaction time, power and speed to be able to

perform a wide range of daily tasks *

2.2.4 The techniques necessary to become a skillful performer and competitor in

different sports and activities *

2.2.5 Such traits of character as self-mastery, discipline, courage, determination and

confidence *

2.2.6 Good sportspersonship, fair play and ability to be an informed spectator *

2.2.7 An ability to perform in different activity – related roles such as attacker,

defender, supporter, supported, referee, leader, captain *

* Values integrated across HPE

STRAND 4

Health & Activity Card

(for record)

STRAND 1

GAMES/SPORTS – At least one of following:

A) Athletics or Swimming

B) Team Games

C) Individual Games

D) Adventure Sports

STRAND 3

SEWA

STRAND 2

Health and

Fitness

Four Strands

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TABLE 1.1

DISTRIBUTION OF MARKS FOR INTERNAL ASSESSMENT

Strand Marks Periods

(Approx)

Levels*

1. GAMES

A) Athletics/ Swimming

B) Team Games

C) Individual Games/ Activity

D) Adventure Sports

50 marks

90 periods

Upto 25 marks: Learning

26-40 marks: Proficiency

41-50 marks: Advanced

2. Health and Fitness 25 Marks 50 periods Upto 12 marks: Learning

13-20 marks: Proficiency

21-25 marks: Advanced

3. SEWA 25 Marks 50 periods Upto 12 marks: Learning

13-20 marks: Proficiency

21-25 marks: Advanced

4. Health and Activity Card No Marks 10 periods -

Total 100 Marks 200 Periods -

*The grades/levels obtained under the first three Stands will be reflected in the report cards.

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CHAPTER 3:

STRAND 1: GAMES / SPORTS

Any one or more games or activity out of Athletics/ Swimming, Team Games, Individual

Games and Adventure Sports must be taken up by each student as an individual, or as a class

team or as a school team.

3.1 Athletics / Swimming

3.1.1 Example Activities (illustrative only): Track and field events that require physical

strength, speed/skill, such as, racing against own best timing and with others over

different distances; relay races; marathons, cross country running, race walking,

throwing for distance and aiming onto/at targets; jumping for height; jumping for

distance; swimming against own best timing and with others, over different

distances.

3.1.2 Inclusion: Allow students to use standing starts or rolling starts if using a wheelchair.

Use visual signs to start race so that students with hearing impairments can

be involved. The students must find unique and creative ways to include CWSN

who are their classmates. Though few of the strategies for inclusion have been

outlined for some games in boxes attached below, if movement is not possible at

all, then aided umpiring or aided cheering should be considered for CWSN. If

some learning is possible, let the CWSN learn about the intricacies of the game. If

they are interested in art work or music, let them create their own version of the

game in art or music or any other form. Students are free to innovate their own

mechanisms for inclusion under the guidance of their class teachers.

3.1.3 Life Skills Imbibed/ Acquired:

· Learning the techniques

· Learning about sports/games through other formats such as fine arts

3.1.4 Outcomes/ Values imbibed:

· Going further, higher, faster

· Being able to set and meet personal targets

· Being able to focus, concentrate and practice to improve

· A commitment to training and an ability to set and meet personal targets

· Learning as a team and from others

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3.2 Team Games

3.2.1 Examples of team games (illustrative only):

· Invasion Games: Basketball, Hockey, Kabaddi, Netball, Gallery, Football, Water Polo,

Judo, Karate/ Self Defence

· Net Games: Lawn Tennis, Table Tennis, Badminton, Squash Volleyball

· Inning Games: Cricket, Kho-Kho, Rounders, Softball, Stoolball

· Target Games: Archery, Boccia, Bowls, Golf

3.2.2 Inclusion: Use bright colours which will help the participation of students with vision

impairment. The teacher has to modify each skill as per the percentage of

impairment of the child. The students must find unique and creative ways to include

CWSN who are their classmates. Though few of the strategies for inclusion have been

outlined for some games in boxes attached below, if movement is not possible at all,

then aided umpiring or aided cheering should be considered for CWSN. If some

learning is possible, let the CWSN learn about the intricacies of the game. If they are

interested in art work or music, let them create their own version of the game in art

or music or any other form. Students are free to innovate their own mechanisms for

inclusion under the guidance of their class teachers.

3.2.3 Life Skills Imbibed/ Acquired:

● Cooperating with others to use individual skills and team strategies to beat the

opposition and win the game (Interpersonal and Intrapersonal Skills)

● Playing individually or with a partner and strategizing to beat the opponent and win

the game (Critical Thinking, Decision Making)

● Using individual skills and team strategies to cooperate with others to score points

and win the game (Creative and Critical Thinking)

● Competing individually or as a team to score the most points (as in archery) or the

least number of points (as in golf) and win the game

● Understanding that including all is more important than winning (Intrapersonal Skills)

● Learning about sports/games through other formats such as fine arts (Creative

Thinking)

3.2.4 Outcomes/ Values Imbibed:

● Team spirit and loyalty

● Sportsmanship

● Communicating with others

● Competing and winning fairly

● Fraternity

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3.3 Individual Games

3.3.1 Example Activities (only illustrative): Gymnastics, Skating, Judo, Wrestling, Boxing,

Fencing, etc.

3.1.1 Inclusion: Efforts should be made that each child participates. Let each child choose a

sport of his/her liking and modify the activity as per his/her requirement. Use visual

signs to start game so that students with hearing impairments can be involved. The

students must find unique and creative ways to include CWSN who are their

classmates. Though few of the strategies for inclusion have been outlined for some

games in boxes attached below, if movement is not possible at all, then aided

umpiring or aided cheering should be considered for CWSN. If some learning is

possible, let the CWSN learn about the intricacies of the game. If they are interested

in art work or music, let them create their own version of the game in art or music or

any other form. Students are free to innovate their own mechanisms for inclusion

under the guidance of their class teachers.

3.1.2 Life Skill Imbibed/ Acquired:

· Learning to Excel, Self-Awareness, Empathy

· Learning about sports/games through other formats such as fine arts

3.1.3 Outcomes/ Values Imbibed:

· Taking responsibility for one’s involvement in activity (Self-Awareness)

· Personal satisfaction, self reliance and self accountability

· Improved self esteem and confidence

· A desire to compete for oneself

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3.4 Adventure Sports

3.4.1 Example Activities (illustrative only): Trekking; Nature Bathing (walking in natural

surroundings, such as forests, mountains, alongside rivers, etc.), wall/rock climbing;

rappelling; camping; rafting; mountain biking; skiing; personal survival and lifesaving,

first-aid, etc.

3.4.2 Inclusion: Provide a buddy to help the Child with Special Needs to do the activity or

to accomplish as much of the given task as possible. Include students by using a

wheel-chair, if required. The students must find unique and creative ways to include

CWSN who are their classmates. If some learning is possible, let the CWSN learn

about the natural surroundings. Teach them survival skills specifically adapted to

them. If they are interested in art work or music, let them create their own version of

the adventure sports in art or music or any other form. Students are free to innovate

their own mechanisms for inclusion under the guidance of their class teachers.

3.4.3 Life Skills Imbibed/ Acquired:

· Solving problems and having the courage to overcome fear/ anxieties in challenging

situations and environments (Problem Solving, Decision Making)

· Team spirit (Interpersonal and Intrapersonal Skills)

· Courage

3.4.4 Outcomes/ Values Imbibed:

● Sense of achievement and satisfaction

● Knowing one’s own limitations and taking risks safely

● Closeness to nature

● Nature bathing

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CHAPTER 4

STRAND 2: HEALTH AND FITNESS

4.1 Exemplar Activities (illustrative only): It should be ensured that all students participate

in Mass P.T. / Yoga. Any other activity, which leads to a connection of the physical body

with the mind and with the inner workings of the body, and also leads to an

improvement in overall health and fitness, can also be taken up, such as Aerobics,

Dance, Calisthenics, Jogging, Cross Country Run, working out using weights/gym

equipment, Tai-Chi etc. Children who are ready for it, may in addition, also participate

in learning the nuances of meditation and its impact on stress management.

4.2 Inclusion: Efforts should be made that each child participates. Modify the activity as

per his/her requirement. Class mates can come up with creative ways for inclusion. If

movement is not possible at all, then aided movement can be considered for CWSN

(Children with Special Needs). If some learning is possible, let the CWSN learn about

the intricacies of the activity. Meditation can be taken up. If they are interested in art

work or music, let them create their own version of the game in art or music or any

other form. Students are free to innovate their own mechanisms for inclusion under

the guidance of their class teachers.

4.3 Life Skills Imbibed/ Acquired:

Exercising regularly and safely for personal well being

4.4 Outcomes/ Values Imbibed:

· A commitment to exercising safely and effectively for the benefit of personal health

and wellness.

· Learning about how body responds to health and fitness interventions.

· An understanding of the connection with the inner workings of the body and how

the body responds to external stimuli

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YOGA

Over a prolonged period of time, too much stress leads to too much cortisol

being released in our bodies, which in turn lowers the immune functions and

metabolism, leading to rapid weight gain, susceptibility of body to pathogens,

osteoporosis, blood pressure imbalance, muscle weakness, etc. It is proven that

long term stress also has links to insomnia, chronic fatigue syndrome,

depression, thyroid disorders, etc. Modern research accepts three aspects of

yoga (Asanas, Pranayama and meditation) as one of the best methods for

moderating the production of cortisol, thereby managing the stress response of

the body. By reducing cortisol levels, yoga therefore raises the immunity levels

of the body. Secondly, when we hold our body in a yoga posture for a few

breaths/counts, our parasympathetic nervous system is stimulated, which in

turn lowers our BP to enable a better post-stress response. Thirdly, exercise in

the gym or outdoors cannot massage our internal organs, which are nothing but

muscles performing a particular function. Yoga keeps these muscles exercised

and active. Fourthly, yoga is able to enhance the body’s natural defense

mechanism against free radicals. There are many more benefits of Yoga, that

students may like to research on themselves.

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CHAPTER 5

STRAND 3: SEWA (Social Empowerment through Work Education and Action)

5.1 Introduction

Several years ago, the noted educationist Paulo Freire pointed out that there is no such thing

as neutral education. Any education, to be meaningful, has to fit into the context of the

society in which it is given and which is relevant to the times. In the context of the

multiplicity and the rapidity of the changes that are taking place, the students need to know

and understand the contexts in which they are living today and the demands that will be

made on them, in the immediate future, to fit into the changing patterns of society.

SEWA aims to develop a whole person in their intellectual, personal, social, emotional and

social growth. Learners engaged in this program are expected to be life-long learners and

through experiential learning develop as active citizens and caring and compassionate

humans. The experiential and constructive modes of learning emphasize the immediate

personal experience of the learner and view learning as a process.

SEWA takes learning beyond the walls of the classroom and sometimes even beyond the

boundaries of the school, building bridges with the authentic and real world in meaningful

and positive ways. The following maybe noted with regard to SEWA:

· SEWA is an integral component of HPE.

· This aspect aims to focus on the mental/emotional and social health of the child

· All students of classes IX to XII (for XII, only till end of the first semester/ term) will

participate in SEWA program around the year.

5.2 Objective:

There is an urgent need to foster strong mental and social health amongst today’s children

so that they can connect with their peers, their elders, the community, the environment, etc.

The main objective of the SEWA projects is to direct children’s mind in constructive activities

with positive outcomes through the facilitation of creative and critical thinking. This would

help them to develop self-confidence and self-esteem.

Another objective of this programme is to underline the significance of the interdependence

of all human beings and our dependence on the environment in this shrinking global village.

Students must acknowledge that they have a responsibility towards the less privileged, the

disadvantaged, the CWSN (Divyang), the society, and the environment. The principle of

giving to society has to become second nature to them.

5.3 The SEWA Philosophy

SEWA is all about social or community service; it can include environmental, civic

responsibilities or democracy or health and fitness related projects, international and other

projects too, as long as the project is able to connect the child to his surroundings or to a

cause, and is able to generate a sense of responsibility towards it (even if it is towards health

and fitness of the class itself). The Social Empowerment component to a large extent inspires

SEWA philosophy, which in the Indian environment refers to the concept of service to the

community.

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5.4 Note to Class Teachers

SEWA has been designed to integrate social awareness into the regular curriculum of the

students. The teacher must be careful in facilitating the child’s activities so as to provide a

suitable learning environment. This in turn would also give a boost to a positive school

environment.

The teachers need to create opportunities for students to engage with learning activities to

develop core competencies such as:

a) Social Awareness, Self Awareness and Empathy

b) Self Management and Leadership Skills

c) Creative and Critical Thinking

d) Interpersonal Skills and Effective Communication Skills

e) Responsible Decision-making through Problem Solving

The teachers need to be open-minded about errors committed by learners while

implementing the SEWA programme. The learners may find themselves in ambiguous

situations and sometimes suffer from moral conflicts. As adults, we need to facilitate the

widening of the scope for the learner so that they find alternative ways of making informed

decisions. Here, one cannot undermine the responsibility of the school as a community.

Thus, one can develop and establish a caring community encouraging collaborative learning

activities by weaving Self-empowerment into their daily school activities.

5.5 The learning outcomes expected to be developed and fostered through participation in

SEWA are experiential:

The Learner:

● Develops Life Skills of Self-Awareness and Empathy. *

● Develops Creative and Critical Thinking Skills. *

● Becomes a caring and compassionate individual.*

● Responds as a socially empowered change maker. *

● Acquires the skills to be an active leader and initiator of change.

● Plans, implements and delivers projects connected to the real world.

● Visualizes and participates in a world going beyond the classroom and often/

sometimes beyond the boundaries of the school.

● Formulates strategies to deliver meaningful programs and projects

● Critiques premises as a reflective enquirer.

● Demonstrates fair play and non-judgmental ethical behavior. *

● Actively engages in SEWA activities as an individual and at a team level.

● Participates in various activities in age appropriate ways across disciplines.

● Selects and applies skills, facts and compositional ideas.

● Competes with oneself to improve self-performance and evaluate strategies for

further enhancement. *

● Knows, understand and applies rules.

* Integrated values across HPE

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The integrated SEWA program helps to acquire the following learning skills:

● Plan, initiate and implement activities

● Learn to work in teams and collaborate through organizing activities/events in terms

of skills, interest, motivation and professional growth

● Identify and nurture areas of strength and identify areas requiring further growth

● Engage with issues of social concern in the community, society, state and nation

● Develop new life skills and strategies and become lifelong learners.

5.6 Guidelines for Schools

● School can Design and announce school SEWA policy.

● School can also decide on yearly focus theme for SEWA and class-wise sub themes.

● Each class as a whole can decide to take up one SEWA activity for the entire year

● The choice of activity can be left to the students of the class, with guidance and

facilitation by the class teacher and will depend upon the school policy too.

● Schools are encouraged to allow children to suggest SEWA themes for the year.

● Once a SEWA activity is decided for a particular school/class/year, the class students

themselves will decide upon the role of each student of the class.

● Orient parents about SEWA and seek support from stakeholders.

● Appoint School SEWA Mentor and Class-wise SEWA Mentors, if required. Mentors

could also be from amongst the parents or teachers.

● Arrange administrative support for the activities involving government and outside

agencies.

● Dedicate day/s for SEWA exhibition or presentation day at the end of the year or as

suitable.

● Ensure that each child in a class actively participates in his/her assigned role of SEWA.

● Arrange training and create support structure for all involved as required.

● Ensure 100% dedicated involvement.

5.7 Guidelines for Students

● Discuss how they can improve/impact the community/ environment/ health and

fitness of the students and choose the focus area for the project.

● Brainstorm and create mind-maps on the chosen area

● Identify the causes they want to support and choose one/or more ways of carrying it

forward.

● Outline the objectives of the projects they have chosen and present plans for the

implementation as well as ways of measuring the success of the project.

● Assign roles to each member of the class community by consensus. Ensure each and

every child is included.

● Learn to research on the chosen area of SEWA

● Seek guidance from the teacher when they need it.

● Learn how to plan, implement, review and take responsibility for their decisions.

● Examine the effect of their intervention and support for the causes they have chosen

and present them to the rest of the class/school.

● Capture the hours spent as well as documents as evidence wherever required in the

student Portfolio/dossier

● Share the impact of the SEWA work undertaken as Power Point with the school

community and as part of a special exhibition at the end of the year, clearly

highlighting the role of each student in the class.

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5.8 What forms a Social Empowerment activity?

The activities conducted ‘in school’ as part of Eco-clubs, Sports Club, Literacy Clubs or ‘out of

school’ as community outreach activities etc. can be considered as Social Empowerment

activities. It may range from a small role as ‘volunteer’ and a ‘contributor’ to running an

entire project over the year. Social Empowerment activities are bound to germinate some

thought process in young minds.

The class may decide to take up any innovative social empowerment activity every year;

students may decide the role of each child; at the end of each year the class as a whole may

present its project report.

Even sports activities can be taken up as a SEWA project by the class. Some of the activities

under sports that can be taken up are as follows (illustrative list):

● Organizing sports meet for CWSN (Children with Special Needs)

● Planning, organizing and delivering a League tournament (Basketball, Cricket,

Football)

● Planning and holding a friendly cricket match between alumni and the current grade

XI and XII

● Organizing sports competition for primary school

● Organized Inter-class/ Inter-school sporting activities (basketball, volleyball,

swimming, hockey, netball, squash, cricket and boxing)

● Long distance runs (half and full marathons) for a cause

● Researching on Yoga, Running/Jogging, Dance, Trekking/ Hiking/Biking/Cycling,

Camping, Military training as part of planned projects.

There are multiple other possibilities of projects that can be taken up under SEWA, such as

(illustrative list):

● Organizing a fund raising Musical Extravaganza for school

● Holding an Art Exhibition for fund raising

● Inviting professionals from industry to develop career pathways (App on mobile)

● Running school café with focus on nutrition

● School gardening project

● Collaborating as part of Photography Club and create Exhibitions across the city with

a social message.

● Projects on social awareness or cross curricular themes initiated, planned and

implemented by students with teacher as initiator.

● As volunteer for ‘in school activities’ such as organizing a school-based event based

on Life Skills.

● Participating or volunteering in Youth Parliament or mock UN Sessions

● Activities from ‘Revised School Health Manual (see under Resources)

● Life Skills Activities (Creative and Critical Thinking, Problem Solving and Decision

Making, Effective Communication, Self Awareness and Empathy) (see under

Resources)

● ‘Buddies’ or ‘Peer Mentors’ for Adolescence Education, School Health Program, Life

Skills Program etc.

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● Anti Bullying or Anti Ragging Committee and awareness raising

● As volunteer for charities ‘outside of school’ such as orphanages, old-age homes

● Collecting and distributing used and unused books and clothes to the underprivileged

● Volunteer work with stray animals and organizations connected with the same cause

● Helping to raise funds for beneficiaries involving natural disasters (flood, earthquake

victims)

● Adopting an old age home for interactive activities

● Adopting an orphanage for conducting joyful activities

● Online volunteering for counseling peers for raising awareness regarding career

pathways.

● Enrichment Activities of different Ministries can be taken up in project mode, such as

Swachhta Abhiyan for neighbouring community, Ek Bharat Shrestha Bharat (upto

Oct 2018), Paryatan Parv – creating awareness about historical sites and tourist

spots in your city, etc.

● Organising and volunteering for various ‘in-school activities‘ and Language Club,

Theatre and Dramatics Club, Social Science Club, Dance club, Science Club, Science

Fairs, Heritage Club, Nature Clubs.

5.9 Activities complying with SEWA Criteria

SEWA activities require involvement and interaction. When students assume a passive role

and no contributory service is performed, it cannot be defined as a SEWA activity/project.

Activities which do NOT fall under SEWA:

● An activity through which a student attains financial or some other type of benefit

(unless this benefit is passed on in full to a worthy cause).

● Getting involved in effortless, monotonous, and repetitive work – like returning

library books to the shelves.

● Work experience that only benefits an individual student.

● Activities that cause division among different groups in the community.

● Activities with a bias to any religion or cultural sector which may hurt the sentiment

of any other person in any form.

● Regular recreational or community activities of a temporary nature - like a visit to a

museum, the theatre, concert, or sports event unless it clearly inspires work in a

related activity in which a student is already engaged.

● Any unsupervised or recorded activity where there is no guide or responsible adult

onsite to evaluate and confirm student performance and evaluate accordingly.

5.10 Guidelines for Class Teacher/Mentor for conduct of SEWA

● Support students in identification and selection of the causes they want to support

and take up as projects, brainstorm and create mind-maps.

● Provide supervision, consultation, guidance to students and create support structures

required whenever they need it including for research.

● Intervene positively to ensure participation of each and every child in the class,

including CWSN

● Guide students on how to plan, implement, review and take responsibility for their

decisions.

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● Guide students on upkeep of Portfolio/dossier, making a report, analyzing data,

creating presentations, video films, channels on social media, websites.

● Plan and prepare SEWA exhibition or presentation day at the end of the year.

5.11 Procedures

1. Fill out a My SEWA promise form. The description of the activity needs to be in

complete simple sentences and describe the SEWA activity intended to be taken up

by the class.

2. Each student in consultation with the teacher and parents decide and create an

hourly schedule of activities in accordance with role assigned. This form must be

signed by a parent and submitted before the activity begins to the school's SEWA

Mentor.

3. Fill out 'Reflective Musings' at the end of every 4 hours given to the project and keep

attaching it to the SEWA dossier. (The time is given in hours and not in periods with

the intention that if the child does any additional work outside school hours, it can be

reflected here).

4. SEWA hours will be accounted for both in school as well as out of school activities,

provided they are agreed upon by the mentor.

5. It is expected from a SEWA volunteer that they would be honest in recording their

activities.

6. Complete your SEWA classes/periods before the last date.

7. All the forms must be completed and signed and attached with relevant evidences,

together with a Self-Appraisal Form for classes IX-XII and a summary list of the SEWA

projects/hours as items of SEWA dossier/scrapbook.

8. The visual evidence (photographs, videos, etc.), testimonials and certifications must

be there to support the project.

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5.12

My SEWA Promise Form (illustrative)

5.13 SEWA Hourly Schedule (illustrative)

Hour Count Date and Day Proposed Activity Plan

Hour 1

Hour 2

Hour 3

Hour 4

Hour 5

Hour 6

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5.14

SEWA Hour Log (illustrative)

STUDENT NAME: ___________________________________________

PROJECT: _______________________________________________

Date Activity Hours Mentor’s

Signature

53

54

5.15 SEWA Self Appraisal Form (illustrative)

The following questions should be addressed at the end of each activity/project. These

are guiding questions. Candidates can either answer on this form or write a reflective,

continuous text incorporating responses to these questions.

My Name______________________________________________________

My Activity / Project_____________________________________________

My Commitment Towards the Project/ Activity

_____________________________________________________________

_____________________________________________________________

This Activity/ Project has been a great learning experience because

_____________________________________________________________

_____________________________________________________________

I initially felt that the project could not have achieved its outcomes because

______________________________________________________________

______________________________________________________________

The project has definitely changed me as a person in terms of behaviour, attitude and life

skills because

______________________________________________________________

______________________________________________________________

The details of beneficiary(ies). Any significant comment received from them; please quote

____________________________________________________________

____________________________________________________________

The challenges I faced and the things I might do differently next time so as to improve?

____________________________________________________________

____________________________________________________________

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5.16 Illustrative Flow Chart for Conducting a Project/Report/ Event

(Can be Quarterly/ Bi-Annual / Annual)

5.17 Assessment and Evaluation

The following strategies may be taken up for assessing the individual/ group projects. In case

of group, they all get marked the same way.

Tools, Techniques and Strategies:

1. For activities being done, a portfolio or dossier may be maintained individually by

each student.

2. Report at the end of the project may be assessed through a rubric developed by

teachers and students.

3. Rubric for assessing will depend on the project/ activity being taken up.

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5.18 Exemplar Projects under Social Empowerment sub-strand of SEWA

(These may be taken up in age-appropriate ways across IX - XII)

The projects given here are only exemplar projects and are illustrative/

suggestive in nature. These are given so that the child/class may able to

understand the topic/ activity. This will help the child/class to plan the activity /

project accordingly. The child/class may take/ choose any other project/

activity which has a positive impact on the environment, community, society,

the disadvantaged, etc.

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Project-1: ‘Swachcha Vidyalaya Swachcha Bharat’

Project Focus- Cleanliness and Sanitation

Duration- Term/Annual

Key Objectives:

Learner will:

● identify clean and dirty places.

● bring attitudinal change towards cleanliness and sanitation.

● be able to distinguish between benefits of cleanliness and the disadvantages of

uncleanliness, including the health hazards.

● make the community aware of the result of not practising cleanliness.

● know the importance of cleanliness in neighbourhoods, parks, market places, roads

and cities.

● know how to appeal for clean places.

● be aware of unclean and unhealthy surroundings as breeding ground of epidemics

and diseases.

● be able to highlight cleanliness as an important value in day-to-day life.

● Develop a creative methodology to create awareness in community and test it

SE Component

● To be able to take care of personal hygiene and being organized with belongings.

● To learn to keep household items and personal belongings in proper place (before

and after photos).

● To be able to live life of cleanliness through word and example.

● To learn the art of proper waste disposal and be able to sensitize other people

about it.

“We must get obsessed about the cleanliness of our city."

Role of Mentor/ Teacher:

● Initiate a project in consultation with students

● Act as an initiator and motivate learners to be ever vigilant in maintaining cleanliness

at all public places such as markets, parks, gardens, bus stands, railway stations,

movie halls, and malls, etc., as well as while using public transport, public utilities.

● Focus on the tidiness of Class Room, Library, Assembly Hall and Computer Room.

● Respect National property.

● Generate awareness of health and hygiene amongst the slum dwellers.

Project Process:

Prepare:

• Brainstorming and discussion sessions to be organised for students.

• Identify the area to focus on and prepare a road map to achieve targets.

The following ideas can be further explored (illustrative only):

a) Disposal of human waste properly and safely

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b) Creating sensitization amongst community members about personal hygiene

c) Spreading awareness about sanitized and clean toilets and contribution required

to maintain public utilities

d) Proper garbage disposal

e) School Sanitation

f) Personal Hygiene

g) Drinking Water Testing

h) Green and Blue Bins

i) Recycling

j) Water Conservation

k) Water Table

l) Interacting with City Sanitary Workers

m) Spending a day with sanitary workers

n) Visiting a city water works

o) Adopt a Park/ Lake/ Pond

Collect the above data and read prepared report of the class, then segregate the areas

where 'Mission Cleanliness' can be accomplished. Reflect and form groups and get the

project rolling.

Suggestions: (May be done in groups under the supervision of a Mentor/ Adult/ Peer

Mentor)

Organize Cleanliness Month:

● For cleanliness drive arrange advertisement competition for students’ in schools.

● Identify surroundings or a locality which need assistance by doing a field survey of

the surrounding community area.

● Create awareness and take up projects to ensure cleanliness of water sources like

lakes, rivers, ponds and other such bodies that are getting polluted due to

insensitivity of human beings.

● Segregate groups who can provide solutions to most aspects of cleanliness through

researching articles, TV programmes, and video on YouTube or by speaking to the

authorities and residents.

● Students can prepare Street Plays and present them to community members, using

creative medium like-posters, placards for slogan march to generate awareness.

● Project on ‘Cleanliness Drive’ of a nearby public place may be taken up in groups.

● Don't miss to click the photographs of the area before the cleanliness drive and after

that.

Reflective Musings:

● Discussions will be held in class on the activities of the project. The students will

think, talk and write about what they have learned and observed.

● Questions will be discussed in class about their experiences and response of the

community; e.g.,

o Describe what have you learned and felt about your project?

o How far was the activity beneficial for you?

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o What have you learned about yourself and your surroundings from this

project?

o How do you think we can solve problem of cleanliness and sanitation?

Where did you find maximum dirt and squalor?

o How can we make the project more effective?

● The students will be given a Proforma to fill in (Self Assessment) so that they can

assess their own learning from the project.

● Share and Celebrate

● An assembly can be arranged to award all participants.

● The students will display the charts and models on school notice-board.

● Certificates can be awarded to students.

● The students can make future plans about continuing the activities/projects by taking

them to the community.

● The class room can also be decorated with charts and models.

● The students can also keep imparting information regarding cleanliness through

practical demonstration to other students.

● The report of the project may be published in the newspapers and the school's

magazine.

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Activity Report for Cleanliness/ Sanitation Drive (illustrative only):

S. No. Identified

Locality

Steps taken for

cleaning up

Awareness

generated

Solutions

recommended

Student to write and update their activity report:

Date Activity Learning Experience Outcome

Students to give details of their learning experience:

Learning Outcomes

Learner will:

● learn that they must keep their surrounding areas and themselves clean.

● raise awareness among other students and their community members about

personal hygiene and keeping their surrounding environment clean.

● become aware citizens and will be able to spread awareness amongst the people

around them.

● go through the process of initiating, planning and implementing a project based

on cleanliness and sanitation.

Key Messages

● Share your knowledge, experience and skills with others.

● Take utmost care of both personal hygiene and environmental hygiene.

● Do not throw garbage or litter at public places.

● Keep your surrounding areas clean in order to make your environment pleasant.

Assessment

Rubric may be developed in consultation with teachers

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Project - 2: "Dignity of Labour”

Project Focus – Empathy and Compassion

Target Point- As individuals we should encourage students to respect all jobs and

understand the value and dignity of work. Sweepers, shoe makers, laborers and launderers

contribute to comfortable living.

We should respect people for their perseverance, hard work and effort. If we have to accord

dignity to labour, social services must be commended and community has to be sensitive to

individuals and learn to understand and respect them.

Key Objectives:

Learner will:

● understand the value of toil.

● understand the importance of different occupations in our social system – such

as, ice-cream lorry, balloon man, chai stall, kite seller, bangle seller, knife

sharpener, food lorry, etc.

● learn to respect people from different vocations of life. *

● understand and value of Human Rights.

● be empathetic and compassionate. *

● respect people despite nature of work involved in their vocations. *

● instill love for labour. *

* values integrated across SEWA

Role of mentor teacher / Peer Mentor:

● Initiate and brainstorm a collaborative project.

● Deducing inferences from comparative study of life situations.

● Discussing consequences of disliking a type of work and attitudinal problems

related to it.

● Suggest remedies.

● Instill respect for all types of work.

● Be able to support discussions with anecdotes and examples from the life of great

people (M.K. Gandhi, Abraham Lincoln, Martin Luther King, Lal Bahabhur Shastri),

who believed in dignity of labour and practised it as well.

Project Process:

● Divide students in groups of around ten.

● Organise brainstorming sessions with the students.

● Collect quotations and quips.

● Collect Newspaper cuttings indicating both - respect for Human Rights and

violation of Human Rights.

● Share stories and anecdotes highlighting the theme.

● Prepare an action plan and roadmap to achieve it.

● Analyze the action plan.

● Collect views of elders/parents/other adults.

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● Organise outing in specific area to identify and correlate the project.

Suggestive Activities:

● One group could contribute to community work by regularizing and facilitating

the job of people from different walks of life in their respective areas/ apartment

complexes by making them aware of hygiene, etc.

● Collect funds in cash / kind to recognize and reward the contribution of helpers

on special occasions like New Year / Labour Day. Keep proper records of this

collection.

● Organise a discussion in class where people were victimised due to their

profession and how Human Rights were violated in such situations.

● Celebrate World Human Rights Day (10th December) and Labour Day (1st May).

● Address the issue through creative arts, perform street plays, interviews of the

school helpers (getting to know them better).

● Understand the importance of knowing how to work with the hand.

Reflective Musings:

● Discussion sessions will be organized to have a better understanding of Human

Rights.

● Students can discuss about the importance of different vocations in a social

structure.

o Why must a human being be seen and treated beyond his/her

occupation.

o Basic courtesies that should be extended to one and all.

o How do they need to change their attitude and behaviour to be more

humane compassionate and empathetic.

o What are the social or mental problems that arise from lack of respect

for labour in different categories?

o How can we appreciate the contribution of helpers?

o Develop a code of personal behaviour consistent with the social and

physical aspects.

o In a Journal explore the life skills you have developed in the process.

● Elucidate the ideas you have gathered from your preparation on the value of

'Dignity of Labour’.

"It is dignity for a man to labor in his vocation.”

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Interview Questionnaires

● Understand the problems of ten different community helpers.

● Share experiences in class discussion and dissect problems and threats.

S.

No.

Name and address

Occupational

problems and

threats

Assistance

required

Suggestions

Activity reports (to be updated by students):

Date Name and address Activity Outcome/s Change in

attitude

Assessment

Rubric may be developed in consultation with teachers

64

Project - 3: "Empathy”

Project Focus- Facilitating inclusivity

Target Point- The concern about the fate of others, the ability to realize another person’s

insecurities and fears and ability to put oneself in their shoes and willingness to extend a

supportive hand makes for empathy.

Individuals, communities, countries will not be able to get socially empowered without

EMPATHY.

It is also ability to appreciate, understand and accept other person's emotions. It improves

inter-personal relations especially with people of different abilities, backgrounds, regions

and nationalities.

Key Outcomes:

Learner will:

● be sensitive to the needs of others

● support inclusivity and develop a positive attitude

● develop compassion and value human life

● support and help people in distress

● develop a humane outlook

● express love, care and compassion towards the disadvantaged and CWSN (Divyang)

● be able to communicate the value of empathy

● understand the importance of inclusivity and support it

● sensitize peers as well as community members about inclusivity and help prepare a

conducive environment for the same

● develop skills of self awareness and critical thinking towards the under privileged

Role of Mentor/ Teacher:

The mentor/teacher should:

● help students understand implications of life situations -discrete difference between

sympathy and empathy;

● guide students to communicate value of empathy through examples;

● organize rotation mentoring of CWSN (Divyang)

● support and create conducive environment for promoting inclusivity.

● Initiate, brainstorm, plan, organize and collaborate with students.

Project Process

Prepare: (Suggestive ideas)

● Organise brainstorming sessions with the students

● Discuss the scope of project and prepare a road map

● Draft an action plan

● Make 'who needs my help' worksheet

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● Participate in prayer services. Express feelings in form of poem/ story.

● Write letters to sick or distressed or visit old age homes / orphanages (read to them

or play with them)

● Role-play, creating situations which call for a manifestation of empathy.

● Identify or compose a poem on the subject and read it to the class.

● Ask them to work on 'who needs my help' worksheets prepared during the 'Prepare'

phase. They can depict it through words or drawing thinking about the needs of

others and provide assistance without being asked. (Show the writings and pictures)

● Discuss how we can help CWSN, fighting with terminal diseases like Cancer, belong to

disadvantaged groups.

● Plan their interaction, on rotation, with CWSN.

Reflective Musings:

● Talk about empathy with students, ask them to discuss it within their peer group and

family.

● Discussions will be held in class on the activities of the project. The students will

think, talk and write about what they have learned and observed.

● Questions will be discussed in class about their experiences and response of the

community; e.g.

"I believe empathy is the most essential quality of civilization."

o Describe what have you learned and felt about your project?

o How far was the activity beneficial for you?

o What have you learned about inclusivity from this project?

● The students will be given a Proforma to fill in so that they can assess their own

learning from the project.

● The teacher will also fill the Proforma to assess and rate the performance of the

students.

Share and Celebrate

● Students share awards and certificates for practicing the value after relating

situations and elaborating on them.

● An assembly can be arranged to award the outstanding students.

● The report of the project may be published in the newspapers and the school's

magazine.

Assessment

Rubric may be developed in consultation with teachers

66

Project - 4: Care for Homeless Children

Project Focus- Child Rights

Target Point- Groups as community volunteers participate in a programme to give happiness

to children living in shelters. This would also increase awareness about the issue of

homelessness. This SE project will also focus on every child's right for special protection and

care. Children have the right to an adequate standard of living, health care, education and

services, and to play and recreation.

Learning Outcomes:

Learner

● understands and appreciates every child's right to an optional standard of living,

health care, education and services, and to play and recreation. These also include

a balanced diet, a warm bed to sleep in, and access to schooling.

● is aware about issues of homelessness.

● develops empathy for other children who may be less privileged than them but not

less creative or talented.

● expands their horizon of society and develop an understanding of child rights.

● assesses impact of one's work.

● supports underprivileged children.

● helps create a social environment that supports and respects every child's rights.

● develops deep insight into the living conditions of underprivileged children.

Role of mentor/ teacher:

The teacher/ Mentor/Initiator

● help students develop an action plan.

● provide them with an understanding of Child Rights.

● help them with all support in terms of logistics.

● facilitate the process and provide them all scaffolding required.

Project Process:

● help students in identifying a shelter for children.

● guide students to understand the complexities involved by a few pre-project

activities.

● brainstorm and ask what they think their objective is.

● coordinate with the authorities concerned and complete any official formalities

required in the school and in the shelter.

Suggestive activities

● Plan to clean a shelter. The improved aesthetics will add cheer to the House.

● Identify needs of various Shelters in the community (Read the concept and complete

the Survey Form). Look up which Shelter has the direst need to be painted. Steps

for painting the Shelter:

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a) A group of students may go and take measurement of the area to be paintedthe

rooms, the compound wall and the outside wall.

b) Discuss the budget that will be involved in purchasing the paints and discuss

how to arrange for any donation from the community.

c) Organise a donation drive.

d) Meet the local authorities.

e) Get budget allocated for cleaning

Reflective Musings:

● Discussions will be held in the class on the activities of the project. The students will

think, talk and write about what they have learned and observed.

● Questions will be discussed in class about their experiences and response of the

community; e.g.:

i. Describe what you have learned and felt about your project.

ii. How far was the activity beneficial for you?

iii. What have you learned about child rights from this project?

● What can be your future plans about continuing to support such children in terms of

their other basic requirements?

Share and Celebrate

● An assembly can be arranged to award the outstanding students.

● The students may display activity pictures (before and after) on school notice-board.

● Certificates can be awarded to all students.

● The report of the project be published in the newspapers and the school's magazine.

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Survey Form - Suggestive

1. Please read the following concept and complete the survey:

A group of students from _____________(School's name) are interested in giving a

makeover to a House like yours. These children have decided to bring happiness to a group

of their friends by adding colour to their life and be friends with them. However, as the

resource is limited, they are interested to find out which of the Shelters have the urgent

need for it.

Survey form to identify Shelter for Makeover

i) Select how you feel about the qualities of your Shelter:

Quality/Scale Low______________ High 1, 2, 3, 4, 5

Maintenance of rooms

Maintenance of bathrooms

Number of games played

Colour of your room-wall

Classes conducted

ii) After reading the above service description, how interested would you be in using the

described service?

• Not at all interested

• Not very interested

• Neither interested nor uninterested

• Somewhat interested

• Extremely interested

iii) Which features are the most valuable in the above description?

____________________________________________________________

_______________________________________________________________

____________________________________________________________

____________________________________________________________

______________________________________________________________

___________________________________________________________

______________________________________________________________

_____________________________________________________________

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iv) Do you find anything unappealing in the concept? Please Write.

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

v) How often do you get such opportunities from other community groups?

● Once in a year

● Once in two years

● Less often

● Never seen

vi) Do you want us to do anything more for you in addition to what we offering? List any

three in order of you preference.

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

Alternate Suggestive Activities:

● Celebration of festivals with children in Orphanages.

● Adopting an Orphanage/Slum/Village and help to skill children (Communicative Skills,

Etiquette, Exploring viable job opportunities)

Assessment

Rubric may be developed in consultation with teachers

70

Project - 5: Being Safe and Responsible

Project Focus - First Aid/ Health Club; Disaster Prevention and Mitigation

Target Point - To bring awareness in the society about safety concern, reactions to different

types of dangers and how to give first aid during emergencies.

Learning Outcomes:

Learner will

● understand importance of being safe and responsible.

● understand the importance of first aid, dealing with cuts and bruises, heat exhaustion

and heat stroke, breathing difficulties, cuts nosebleeds, choking, basic sports

injuries

● practice first aid skills in order to empower them to help people in emergencies.

● learn to prepare a first aid kit.

Cross-Curricular Linkages

● The students will learn basics of first aid.

● The students will be trained practically about first aid skills.

Project Process

● The students will be provided tips for facing danger.

● Informative lecture-demonstration sessions will be arranged with doctors from

different hospitals including a dentist.

● The students will be provided first aid boxes.

● The students will be divided into four groups for conducting the project. A project

manager from within the group will check the progress of the students for their

field work. The project manager will bring a camera to make video of first aid

provision to others.

● After collecting data about the topic, the students will discuss various dangers in the

classroom and will come up with life saving and precautionary reactions. They will

be asked the following questions:

o What is your very first response to danger?

o Why is first aid not a common practice?

o How can it be made common practice among people of the

community?

o Can you explain different situations in which first aid is required?

o What can be your first reaction towards an injured person?

o What will you do, if you see an unconscious person lying in a pool of

blood?

o What can be done to make first aid a common practice?

● The students will go to the hospitals in order to attend lectures of the doctors about

first aid. Each group of students will visit 3 doctors. The students will also make

videos of the sessions held with the doctors. ‘First aid’ videos will be shown to

students.

● Practice of first aid will be done in the classroom.

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● The students will learn how to check temperature and blood pressure of a person.

● Charts and models will be prepared by students.

● The students will perform first aid in real life. They will treat the injured students and

their community members. They will keep a record of those who will be treated.

● The students will teach students of lower class about different first aid techniques.

Reflective Musings:

● Students will share their experience of working on the project with their teachers and

class fellows.

● Students will be asked the following questions about their project and present it in

the form of a report:

○ What did you learn aSer conducTng this project?

○ Did you feel that this project made a difference to your life and the lives of

others?

○ What problems did you face during the project?

○ Do you think that the project was successful?

● The students will develop a proforma to fill in, so that they can assess and judge their

performance.

● The teacher will also develop a proforma to assess and rate the performance of the

students.

● Each student will present a Report.

Share and Celebrate:

● Health Mela: A Health Mela can be organised to sensitize people about the

importance of first aid. Demonstrations and lectures on administering first-aid can

be presented.

● Exhibition: An exhibition will be held during the Mela. Charts and models made by

the students can be displayed in the exhibition.

● Speeches: Speeches/ Lecture-demonstrations can be done by the students to spread

awareness about first aid.

● Publicity: The report of the project may be published in the school's magazine and

newspapers.

Assessment

Rubric may be developed in consultation with teachers

72

Project - 6: Environment Conscious Citizens as Part of Eco Clubs

Project Rationale -

Our world is changing, and changing fast. Our environment is pressured due to overexploitation

of our finite natural resources, climate change, and rapidly changing economic

and social situations. This is leading to us leaving behind a complicated and difficult mess for

our future generations to deal with. Unless the young generation does not build an

appreciation for nature and see value in its preservation, we will continue to deplete our

natural resources, causing irreparable damage to our planet.

Our education systems must ensure our children develop an understanding of the

environmental systems and learn new skills and new ways of living sustainably with respect

for themselves, each other, their communities and their surrounding environment.

Education has been globally recognized as a key solution to achieving sustainability in

development and current lifestyle approaches. To achieve this, it is important to target all

the stakeholders by empowering them to take conservation action. Classes IX to XII are the

most crucial years of laying foundation for professional life, thus an intervention at this stage

is most impactful in shaping the society.

Project Focus-

This is a leadership building exercise and will help the students to become a thinking and

environmentally conscious individual. It is a journey of self-evaluation and personal and

professional growth.

Target Point-

The following activities that the senior secondary school (Classes IX to XII) students of all the

CBSE schools, can undertake through its Social Empowerment through Work Education and

Action (SEWA) programme. You can choose 1 activity from each section.

6.1. SELF HELP

6.1.1 Learning Outcomes:

Students will –

1. Connect with nature

2. Adopt practices that will benefit the environment

3. Prepare a plan and suggest steps your family can take to become a sustainable

household.

4. Manage domestic waste produced in their homes

6.1.2 Activities –

Did you know that nature has a therapeutic effect on us? It has been scientifically proven

that, being in the proximity of nature encourages physical activity, reduces negative

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emotions, enhances recovery from illness and eventually has positive effects on physical and

mental health. Nature can be an individual’s first step to achieving holistic well being.

6.1.2.1 Connecting with Nature

a) Go on a walk in a park/garden/forest nearby. Choose a time when there is a likelihood

of minimum disturbance.

b) Take a deep breath and feel the air (warm/cool).

c) Visit regularly and observe different kinds of trees that grow there.

d) Compare their size, kinds of leaves, flowers, seeds, bark, canopy etc.

e) Observe different kinds of birds, insects any other animal that you see on the walk.

f) Look closely at the birds and insects having an affinity to a particular kind of tree. Find

out if there is a symbiotic relationship.

g) Choose a plant and observe it closely to find some additional information about the

tree such as flowers, fruits, seeds, bark, trunk, any special adaptation, size, kind of soil it

grows on etc.

h) Find the name of the tree, its importance in nature and for humans.

i) Collect or draw pictures of its leaves, fruit, flower and other prominent parts.

j) Create herbariums with fallen leaves, flowers and twigs of the tree.

k) Look for a special feature that helps the plant adapt in the climate of your region.

l) Make a list of books and publications that you referred for additional information on

the tree.

m) Prepare a portfolio for the tree capturing detailed information about the tree.

n) Read National/International publications and websites on environmental themes

regularly.

- Refer to field guides on the Indian Landscape on Birds, Mammals, Reptiles, Trees and

Marine life

6.1.2.2 Set up a small kitchen/herb garden at your school. This can be your first step to

healthier living while conserving resources. If possible, take help from a gardener or a visit

a nursery nearby.

a) Identify a space in your school, where you can start your kitchen garden. You can grow

vegetables/herbs in pots as well.

b) Ensure that it gets enough sunlight.

c) Analyze the space available and decide upon the herbs/vegetables you can grow.

d) Choose the herbs/vegetables that are easy to grow and are seasonal.

e) Procure the seeds, soil, pots (optional), manure and basic gardening tools.

f) Water your garden regularly.

g) Consult a gardener on the steps to be taken to care for the plants.

h) Harvest the vegetables/herbs and cook your favourite dishes with them.

i) Involve others in looking after the garden.

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6.1.2.3 Prepare a plan to make the households of all students and teachers of a class more

efficient and sustainably functioning unit.

a) Prepare a chart to evaluate the monthly household expenditure on various items used

by your family and the waste generated. Talk to your parents and other family members to

collect the information.

Items

Monthly

Expenditure

List of waste generated

Groceries INR

Packaging material- Plastic bags, tetra

packs, cartons, plastic bottles etc.

Fruits & Vegetables INR Food waste

Clothing (monthly

average)

INR

Old clothes, buttons, bed sheets, old shoes

etc.

Electricity INR

Transport INR

Cooking Gas INR

Water Litres Waste water from kitchen, laundry etc.

b) A sustainable household should have minimal impact on the environment. For this, it

should use minimal resources and generate as less waste as possible. To ensure this, suggest

ways in which use of resources and generation of household waste can be minimized.

c) Reuse grey water or waste water from the kitchen and laundry for gardening or floor

cleaning.

d) Repair, Reuse and Recycle household waste as much as possible.

e) Reduce the use of electricity and cooking gas

f) Use eco friendly means of transport such as public transport or CNG vehicles.

g) Practice the above ways and review the chart to measure the extent to which your

household has become low cost and sustainable.

6.1.2.4 Segregation and proper disposal of waste in every household will help combat the

issue of waste management in out towns and cities by reducing the burden on its landfills.

It is important to segregate waste at source itself. Sensitize family members of households

and start segregating waste at each selected home.

a) Keep separate containers for dry and wet waste in the kitchen.

b) Keep two bags for dry waste collection- paper and plastic, for the rest of the household

waste

c) Keep plastic from the kitchen clean and dry and drop into the dry waste bin. Keep

glass/plastic containers rinsed of food matter. Give away the recyclable waste items to the

kabadiwala/junk dealers or rag pickers.

d) Send kitchen waste to the community compost pits. You may sensitize and encourage

your community to start composting wet waste from the kitchen.

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6.2 COMMUNITY OUTREACH ACTIVITIES

6.2.1 Learning Outcomes:

Students will –

1. Conduct awareness campaigns in School and neighbourhood community.

2. Conduct survey on utilization of resources, quality of soil, water, air and sanitary

conditions

3. Prepare a report based on the survey and inform the local authorities about the issues.

4. Adopt a neighbourhood community for greening and cleanliness.

5. Suggest innovative solutions for sensitization of the community and dealing with local

environmental issues.

6.2.2 Activities –

6.2.2.1 Start a Birding club in your school

a) Find a group of nature enthusiasts (conservation leaders) in your school who volunteer to

be the core working committee for the Birding club. Give an interesting name to your club.

b) Organize the Birding club core committee meeting to plan the activities of the club.

Arrange for some binoculars, if possible.

- Conduct regular nature walks especially during winters.

- To start with looking at some common birds.

- Be attentive to the different kinds of bird calls you hear during the walk.

- Observe their size, colour of feathers, colour of the eyes and beak and claws if possible.

- Try to find out the different kinds of nests birds make.

- Follow some basic rules during birding walks such as, maintaining a distance from nests

and nesting colonies to ensure that there is no stress caused to the birds.

- Learn some interesting facts and stories about birds and share them among your

birding community members.

- Refer to books

- Conduct regular meetings for the core committee to share knowledge and gain from

each other’s experience.

- Conduct presentations for others in the school to sensitize them about issues

concerning the birds.

6.2.2.2 In the 21st century, it has become utmost essential for the schools to become green

entities and undertake activities that will empower their students and teachers to take

conservation action and become leaders for nature conservation. Prepare an annual

calendar of activities that will offer them opportunities to explore, learn and practice

sustainable living. Student committees can be formulated to undertake following activities

during the year.

- Publish quarterly e-newsletter on Sustainability and Conservation of environment,

“The Green Gene”. Students will design e-newsletter. The following are the suggested

sections; however, students may use their own creativity to design it. –

i. Editor’s Column

ii. News Alert

iii. New species discovered

iv. People for the Planet (Conservationists, scientists, authors for nature etc.)

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v. Sustainable practices – Try at Home

vi. Activity section (Crossword, Quiz, picture quiz, puzzles etc.)

vii. Reader’s Column (Nature art, posters, stories, poems, photographs etc.

contributed by the readers)

viii. Circulate the newsletter to all the stakeholders.

- Suggest methods to reuse of greywater in school. Share the ideas with the school

authorities and support them in the implementation.

- Track journey of waste in your school from source to destination

- Segregate waste in your classroom and prepare a plan to dispose each kind of waste

sustainable. Attempt to become a zero waste classroom and showcase your classroom as a

model classroom for others to follow.

6.2.2.3 Survey your local community to find out the environmental issues. Prepare a set of

questions that you will need to ask to collect relevant information on sanitary conditions,

quality of air, soil and practices that have a negative impact on the environmental health.

Prepare a report on the above with respect to your school/community highlighting the

issues and its impact on them. Draft a letter to the school/local authorities informing them

about the issue and send the letter to them along with the report.

6.2.2.4 Make a School Compost pit- Organic waste constitutes 35-40% of the municipal

solid waste generated in India. This waste can be recycled by the method of composting.

Composting ensures that this waste is not carelessly thrown or left to rot but nutrients are

recycled and returned to the soil.

a) A group of students may conduct a survey on the kind of waste produced in the school.

b) Identify a cool, shady corner in your school compound or garden where a pit can be

dug. Cover the pit with a net or mesh to keep away flies and birds.

c) Start a waste segregation project in the school. Install two dustbins in the school for

biodegradable and non-biodegradable waste.

d) Put a layer of biodegradable waste (Bits of paper, leaves, twigs, fruit peels, leftover

food etc.) into the pit and cover it with a thin layer of soil or dried leaves to prevent bad

odour.

e) Turn the waste over and over once every three days. In about 45 days, the pure, rich

and organic waste will be ready to be used in the school’s garden.

6.2.2.5 Plan an awareness campaign for water conservation/plastic free

school/neighbourhood in your school and execute it.

a) Create a poster to dissuade the local community members from using plastic bag or

waste water and display the posters in public places.

b) Write slogans against use of plastic bags/water wastage/pollution.

d) Have these community members take pledge to avoid using plastic bags/ prevent water

wastage.

6.2.2.6 Form groups of volunteers in your neighbourhood for making it greener and

cleaner. Undertake any of the following activities in the localitya)

Conduct cleanliness drives in the locality

b) Carry out plantation drive in the locality

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c) Install dustbins in the area

d) Write a letter to the local authorities to ban plastics

e) Run anti fire cracker campaigns in the locality.

f) Encourage community households to segregate waste and educate them about proper

disposal of waste.

6.3 PRE VOCATIONAL AND SKILL DEVELOPMENT ACTIVITIES

6.3.1 Learning Outcomes:

Students will –

1. Prepare a plan to start a small scale eco-friendly business (Entrepreneurship)

2. Set up Vermicompost pits/compost bins, Upcycle (Paper, Glass bottles, plastic),

installing vertical gardens for earning profits.

6.3.2 Activities –

6.3.2.1 As more consumers demand that companies behave in a socially responsible way,

it's becoming more common for businesses to implement environment friendly practices.

You can take this initiative one step further by starting an eco friendly business and scale

it.

- Prepare a mind- map of desirable and sustainable future in local community or

neighbourhood. For example, following is the map for describing environmental issues-

- List the changes needed in the local community to ensure that the business does not harm

or degrade the environment in any way. Each required change is a business opportunity.

- The business can be service/product based.

- Fix upon a business based on your knowledge and skills.

- Describe your business idea. (What to sell? How to sell? Where to sell? Who will buy?

Why will he buy?)

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- Find the investment on the basis of operational and human resource costs. Fix the pricing.

- Plan a fundraising activity (refer to next activity).

- Analyze the risks & threats. Prepare a strategy to overcome it.

- Analyze strengths and opportunities and plan to use them for running your business.

- Build your network. Promote your product/service (Make a poster advertisement for your

product/service).

- Few eco friendly businesses are- Selling upcycled (paper bags, cloth bags etc.) or

energy efficient products, garden products, nursery, environmental radio programme etc.

6.3.3. Fund- Raising for Eco Friendly businesses-

- Explain who you are, what you are all about and why someone should support you in 15

seconds.

- Remember fundraising is not just about raising money, it’s also about building relationships

with your community for the longer term.

- Tell the prospective supporters following things.

- Share a report of expenditure with your donors/supporters to ensure transparency and

credibility in your efforts.

6.3.4. Environmental consciousness and sustainability should infuse in every aspect of our

living. This will require every individual to develop certain skills that will enable them to

manage their resources more efficiently.

a) Make a list of skills that are required to manage resources in a more sustainable way such

as vermicomposting, paper recycling, gardening, rainwater harvesting etc.

b) Find an expert and invite him/her to conduct a workshop.

c) Organize the workshop in the school.

d) Have students form groups and undertake the project.

e) Organize an exhibition to display the projects.

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Project - 7: Reduce, Recycle, Reuse (most important 3R's) and Now Respect

Project Focus – Conservation, Caring for the Planet, Segregation of garbage

Target Area - It enables children to learn about the original source of material and also which

materials can be recycled.

Every living organism is important in this world, be it an elephant, a banyan tree, a rabbit, an

insect, a mustard plant, or inanimate resources such as water, air or soil. They are members

of one or the other food chain and are dependent on one another. Every food chain starts

from a plant source and man is the last consumer in almost all the food chains. But with

increasing population the resources are depleting. We need to establish a balance between

human populations and available resources so that renewable sources find sufficient time to

renew themselves and others can be recycled and reused.

Learning Outcomes:

Learners-

● learn about the original source of material goods such as glass, aluminium, iron,

paper, plastic, petroleum, coal.

● learn the importance of segregating garbage.

● learn which materials can be recycled. .

● learn to coordinate between plan and action, within the volunteer group as well as

with the target group.

● find new ways of cooperating with each other.

● learn social skills and ability to solve problems in a group.

● understand the importance of conserving resources.

● explore and internalize the importance of Reduce, Recycle, Reuse.

● learn to use resources judiciously.

Project Process: Prepare:

● Students will make a rough layout and plan the activities to practically implement the

project.

● Conduct a class discussion. Discuss the meaning of recycling. (The teacher may tell a

story with a message - "There is enough for everyone's need but not for their greed)".

● Students will make a list of things that can be recycled at home or at school.

● Discuss the reasons for recycling. Ask students if they know what the source of the

original material is.

● Many students do not know the actual origin of materials and how material is

recycled. Prepare and use the resource sheets to sequence the steps from original

product to recycling for each material.

● Draw story boards about where materials come from. Display stories.

● Identify locality or target area for the execution of the project.

● Form groups of 10 to 12 students and elect a group leader for each group. The

students in each group should preferably be from the same residential area to make

it practically easy for them to target their project area.

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● Divide larger areas into smaller target areas, and allot them to each group

accordingly.

● Do a door to door survey to find out things that are needed to be recycled by the

people living in the neighbourhood and collect data to fill in the provided survey

sheet.

● Talk to the local area welfare society and arrange a presentation.

● Conduct a survey an environmental hygiene of your school (classroom, corridors,

washroom, public spaces) and suggest solutions.

● Prepare a presentation to :-

o spread awareness about Reuse and Recycling.

o sensitize people about conservation of nature by recycling.

o make residents aware about the benefits of segregating the trash.

o tell them about the various benefits of understanding the origin of

various goods so that recycling becomes easy for them..

● Ask students to prepare two lists by following the steps given below:

o Make a list of all man-made things around them.

o Try to find out where they come from.

o The materials, about which they have a doubt (its origin), will be

marked in the list.

o The teacher will help them find the origins of these materials.

● Share the list prepared by you with the residents and prepare a consent list of those

who would agree to segregate the trash in order to facilitate the garbage disposal.

● Prepare an evaluation sheet after monitoring and taking feedback from the residents

to make a record of people to know how they have benefitted from the project.

Reflective Musings:

● After the collection of the data from survey, ask students to assemble all the

collected data at one place.

We have to start caring about our planet. That is why we should recycle. "Why

should we recycle? To talk is good, to act is better."

● Guide students to research and prepare two lists- one with the materials that can be

recycled and another one with the materials that cannot be recycled.

● Guide students to prepare a presentation highlighting the following:

o Meaning of Recycling.

o The need for reuse.

o Does it help in easy disposal if the garbage is segregated?

o Why do some materials need to be recycled while others cannot?

o Why does man need to control greed and utilise Mother Earth's

resources thoughtfully?

o Why do we need to respect the resources provided by nature?

o What should be reduced and why?

● Discussions will be held in class on the activities of the project. The students will

think, talk and write about what they have learned and observed.

● Questions will be discussed in class about their experiences and response of the

community; e.g.,

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o Describe what you have learned and felt about your project:

o How far was the activity beneficial for you?

o What have you learned about yourself and your surroundings from

this project?

o How do you think we can sensitize people about conserving and

respecting resources?

o How can we make the project more effective?

● The students will be given a Performa to fill in so that they can assess their own

learning from the project.

Share and Celebrate:

● An assembly can be arranged to award the outstanding students.

● The students will display the charts and models on school notice-board.

● Certificates can be awarded to all students.

● The classroom can also be decorated with charts and models.

● The students can also keep imparting information regarding cleanliness through a

practical demonstration to other students.

● The report of the project may be published in the newspapers and the school's

magazine.

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Survey Sheet

SN Name Residenti

al

Address

People who

started segregating

garbage

People who did not

start segregating

garbage

People who

were benefitted

(Those who

Changed)

Student Evaluation Sheet to be filled by the Mentor after the completion of each activity:-

Scheduled

Activity

Proposed

Date

Suggested

number of

hours

Hours

invested

Date of

completion

of the activity

Learning

Outcomes

achieved

Skills

developed

Self Assessment

1. The experience was a great learning experience because

_____________________________________________________________

_____________________________________________________________

2. The next time, i will ensure

____________________________________________________________

_____________________________________________________________

3. The community needs that were fulfilled

_________________________________________________________________

_________________________________________________________________

4. The community needs that were not addressed include

________________________________________________________________

______________________________________________________________

5. The things that i would do differently next time include

______________________________________________________________

_____________________________________________________________

6. I think we can be better equipped for future involvement in the community by

_____________________________________________________________

_____________________________________________________________

Overall Assessment

Rubric may be developed in consultation with teachers

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Activities under SEWA?

Activities leading to ‘Physical Fitness’ as an outcome and contributing to a healthy lifestyle

will fall under SEWA.

The assessment criteria will be evidence based taking the readings from Health Card

(Fitnometer, Actometer and Nutrometer). These will be used as scientific evidence towards

fulfilling the weighting assigned to this component. These activities need to be taken up in

larger groups and organized as a motivational and aspirational tool of outreach to the

community.

The illustrative list of activities suggested under this theme are as under:

● Being part of adventure camps either at school or as part of collaboration with

uniformed services, this is in addition to the ‘adventure’ activities under the strand

● Part of ‘Swachh Bharat’ activities such as cleaning and clearing fields and other

initiatives of Ministries.

● Creating leagues of Sporting activities (basketball, volleyball, swimming, hockey,

netball, squash, cricket and boxing) as interclass, school, city, district or even at

national levels

● Long distance runs (half and full marathons). ‘Fun runs’ for a cause

● Yoga, Running/ Jogging with fitness trackers with a goal in mind at the end of the

year.

● Dance and choreography in groups

● Trekking/ Hiking/ Biking/ Cycling as meaningful fitness activities with a goal in mind at

the end of the year.

● Camping, Military training with a goal in mind at the end of the year.

● Gardening and creating herb gardens/medicinal gardens/vegetable garden

● Disciplined and responsible dietary habits as outcome-based fitness projects

Managing Sport Events: An Exemplar Activity:

All participation in any of the above activities or those under scheme of games and sports

must be consistent and on a daily basis. The by-product and outcome of these will be health

and wellness and overall fitness. Physical fitness also leads to choosing good dietary

practices, thus ensuring good nutrition habits.

Organizing and managing sport events are complex. It includes integration of modern

management skills like budgeting, sponsorship management, venue management logistic

management, facility management are required.

Learning outcomes:

The learner:

● Creates court/ground marking as per specifications

● Learns to use equipment for marking such as nails, ropes, pegs, hammer, measuring

tape, chalk powder

● Prepares fixtures as per the specifications:

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● Maintains props and equipment as per the requirement e.g. pressure for various

balls, plans budgets, organizes venue, logistics

● Implements to make it a positive learning experience

● Marks restricted area around the field servings, area, pitch, scorers table

● Uses chalk powder to make a 5 cm line as per the dimension of the field depending

on the game.

● Understands cross curricular linkages through concept of dimensions (Length,

breadth, depth on height), radius, diameter

● Understands the methods of conducting a league and implements them

League Format

League is a way of conducting a tournament where each team plays against all the teams or

within a group. In league format, teams play all the pre-fixed matches and get the advantage

to recover even if the team losses the first or second match.

For example, in a tournament, if 4 groups are made and each group has 4 teams in each

group, one team may play against 3 other teams.

Likewise, the champion of all 4 groups move to the next level. In the next level, the group

champion teams may play against each other (all the teams) and the winner is decided based

on the maximum number of wins. This method is known as league-cum-league.

The other method is league-cum-knockout where in the champion team of a group plays

with the other group champion and the winners play the final.

The method of league or league-cum-knockout solely depends on the organizers. Organizers

decide on the basis of time availability, no. grounds available, funds and no. of teams.

In a league format, the total no. of matches is calculated as n (n-1)/2

‘n’ is the total number of teams.

Each group has 4 teams. So the total no. of matches in each group will be

n(n-1)/2

4(4-1)/ 2 = 6 matches

Total no. of matches including all the groups will be 24 only (6 matches per group X 4

groups).

Post group league, it may continue as league format or knockout format.

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Knockout Format

Knockout is another way of conducting a tournament where in the teams get knocked out

on losing. The winning teams keep moving to the next level and finally 2 teams compete for

the championship.

The above fixture is applicable only if the total no. of teams is exponential power of 2 that

means 22 =2 x 2 = 4, 23 = 2 x 2 x 2 = 8 and so on (16, 32, 64 .........).

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87

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Maintaining the Props and Equipment?

Check the pressure carefully. Pressures for various balls are:

Football - 0.6 – 1.1 atmosphere (600 – 1,100 g/cm2) at sea level

Basketball – 3.17 – 4.0 atmosphere (3170 – 4000 g/cm2) at sea level

Volleyball - 0.30 - 0.325 atmosphere (300 – 325 g/cm2) at sea level

Before using balls:

1. Inflate balls to correct pressures.

2. Before you inflate the balls, moisten the needle.

3. To inflate balls, squeeze balls while gradually adding a small amount of air at a time.

4. Inflating balls with too much air at once will damage the inner tube/ bladder.

5. Avoid inflating balls with machines as it may over inflate resulting in bursting.

After using balls:

1. Deflate little air after use. If the same air pressure remains in balls after use, balls

may expand or deform.

2. Wipe the surface with a soft cloth.

3. If you are unable to remove dirt easily, wipe balls with a moistened cloth.

4. If you are unable to remove dirt with water, wipe balls with a cloth moistened with

water-diluted mild detergent.

5. If you use mild detergent to clean balls, thoroughly wipe off any remaining detergent

to ensure that it does not remain on the ball surface. (Detergent may cause stain).

6. If you use water to clean balls, wipe the ball afterwards with a dry cloth.

7. Dry balls out of direct sunlight in a well-ventilated place.

8. If the ball has been soaked by rain, wipe away moisture and dirt using a cloth. Dry the

ball out of direct sunlight in a well-ventilated place.

To store balls:

1. Avoid leaving balls in a place that is exposed to direct sunlight.

2. Avoid storing balls in hot or damp places.

3. Store balls in a well-ventilated place.

4. Inflate balls regularly, in a well-ventilated place out of direct sunlight.

To maintain props and equipment:

1. After the activity, use a dry cloth to wipe the props/ equipment and store in a wellventilated

place out of direct sunlight.

2. Check the condition of the props/ equipment regularly to avoid any unobserved

crack/ breakage.

3. Do not leave the props/ equipment in direct sunlight for the whole day. It would

reduce the life of props/ equipment.

4. Do not store the props and equipment made of iron/ metal in a damp place. The

moisture may lead to rusting.

5. The equipment which has not been in use for long duration (posts, flags, poles,

hurdles etc.) needs special care.

6. Wrap it properly and store it in a well-ventilated place out of direct sunlight. Such

equipment should be checked at least once in a year to ensure the good condition.

7. Do not apply water in any leather props and equipment. Always use dry cloth to

clean.

89

Project/ Activity 8: Studying the nutrition and health status of people in a

peer group/ village/city slum/ tribal area/ neighbourhood

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 or even peer group/neighbourhood

● 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 special condition

- Methods of cooking.

- Food items stored in the home

- Food items which are considered "good" and "not-good".

- Commonly occurring health problems:

● deficiency / diseases 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 (Students in groups may develop a questionnaire for the 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;

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● Helping in community health programmes and enhancing the nutrition, health and

environmental status of the community through door-to-door contact programmes.

● Presentation through feedback videos/posters/pamphlets

Process

1. May be done individually, in pairs or in groups

2. Form may be developed for data collection

3. Online data analysis and graphical presentation of findings

Assessment

Rubric may be developed in consultation with teachers

Project/ Activity 9: Participating in the community health programme through

door-to-door contact programmes.

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

undesirable 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 education by door to door contact.

Process

● May be done in groups

● Developing a checklist to collect data

● Analyze data and prepare a graph

● Record the findings in the report

Specific Activities

● Correlating the nutrition, health and sanitation problems in the adopted community.

With the community health programmes being implemented and preparing a checklist

of specific practices desirable in the community such as:

- Gives supplementary foods to 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.

91

- 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.

- Uses clean toilet facilities

● 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

solutions to reinforce the programme.

Process:

- May be done in groups

- Developing a checklist to collect data

- Analyze data and prepare graphs

- Record the findings in the report

Reporting and Consolidation

● Consolidating 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.

Assessment:

● 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.

Project / Activity 10: First Aid: Awareness raising and demonstration

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 a

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

92

- drowning

- burns

- snakebites

- fractures

- poisoning

Activity 11: Plantation of Shade/ Fuel/ Ornamental/ Avenue trees

● Writing a play and enacting the procedures

● Showing a video film

● Making a video film

● 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.

Project/ Activity 12: Acquaintance with common fertilizers and pesticides and

their application with appropriate equipment.

● Elements of plant nutrition, Common fertilizers nitrogenous, phosphates.

● Concept of bio-fertilizers, micronutrients, Common insecticides, fungicides,

weedicides.

● Calculation of doses.

● Plant protection equipments; various types of sprayers and dusters.

● Use and maintenance of plant protection equipments.

● Methods of fertilizers application soil and foliar application.

93

Specific Activities:

● Identification of various fertilizers, fungicides, insecticides, weedicides, bio-fertilizers.

● Identification of various parts of sprayers and dusters.

● Calibration of plant protection equipments.

● Calculation of doses of fertilizers, pesticides, etc. for specific purpose.

● Preparation of working solution of plant protection chemicals.

● Use of plant protection equipments.

● 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 observation of crops/plants/after application of fertilizers/pesticides and

their comparison with the untreated ones.

Assessment:

Data Collection, analysis and their reporting through graphs, presentations and written

reports, rubric for assessment may be developed

Project/ Activity 13: Acquaintance with Common Pests and Diseases of Plants

and Use of Simple Chemicals and Plant Protection Equipment

● Significance of pests and diseases in agriculture.

● General idea about biological and integrated control measures.

● Common insecticides, fungicides, weedicides.

● Common plant protection equipments, their construction details, simple repairs and

maintenance.

● Precautions while using plant protection chemicals.

● Common pests of important field crops, vegetable and fruit crops.

● Common diseases of important field crops, vegetables and fruit crops.

Specific Activities

● 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 crop's damage due to pests and diseases.

● Cleaning, maintenance and simple repairs of plant protection equipments.

● Operation of plant protection equipments.

● Preparation of working solutions of plant protection chemicals.

● Observation of plant after application of plant protection chemicals.

● Comparison between the treated and untreated plants.

● Seed treatment with fungicides.

Assessment:

Data Collection, analysis and their reporting through graphs, presentations and written

reports, rubric for assessment may be developed

94

Project / Activity 14: Preparation of Family Budget and Maintenance of Daily

Household Accounts.

Specific Activities

● Identifying importance of household accounts.

● Learning the procedure of recording transactions.

● Keeping records of expenses, vouchers, receipts, bill, etc.

● Preparing simple receipts & payment account in the register systematically & neatly.

● Comparing past receipts and payments with present receipts and payments.

● Discriminating between necessities, comforts and luxuries of different families.

● Preparing a list of consumable 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.

Assessment:

Data Collection, analysis and their reporting through graphs, presentations and written

reports, rubric for assessment may be developed

Project / Activity 15: Helping school authorities in oragnizing

(a) picnics, tours, excursions, functions

(b) exhibitions.

Specific Activities

● Helping school authorities in organizing picnics, tours, excursions and school functions:

- planning the programme;

- forming groups for different functions 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.

Assessment:

Writing a report and making an audio visual film on the entire process including the planning

stage.

95

Project / Activity 16: Participation in Adult-Literacy Programmes

Specific Activities

● Survey of 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 arrangements 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

● Modifying the teaching methods and procedures in the light of experience.

● Evaluating the progress of adult literacy and maintaining records.

● Materials, Tools and Equipment Required : Charts, maps, register, almirah, etc.

Procedure:

- Develop a survey form and conduct the same

- Develop a pre test and post test and administrator

- Conducting an end of the project assessment for the adult learners

- Compare the results of pre and post test and analyze the data

Project/ Activity 17: Resources for Classroom Use and School Use

Specific Activities

● Identification of the concept/topic/lesson for which teaching aids are to be prepared.

● Identification of the teaching aids to be prepared-flashcards, chart, model,

scrapbook, flannel board,

● 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 sample of students to find out its effectiveness and

defects.

● Submitting it to the school authorities for use.

Procedure

- Brainstorm with the concerned subject teacher an develop a mind map

- Identify resources to be developed according to the subject

- Work in groups of 3-5 to develop resources, aids for a particular subject

- Pilot them in class in age-appropriate ways, modify if required

Assessment

- In groups, write a report based on the template developed

- As peer educator/ mentor / buddy, teach a lower class level using the resources

developed

- Video film a lesson you are teaching using the resources developed and share it with

other groups

96

CHAPTER 6

STRAND 4: HEALTH AND ACTIVITY RECORD

Note:

· The schools will maintain record of children in the formats given in next pages. This is

only for the purpose of maintaining record and communication with parents, or if any

information is required to be shared. It is for encouraging the child to attain health

and wellness.

· No weightage of Health Record is to be given in result.

· This information of the students written in Health Record should not be shared with

any third party/ agency in any case. Privacy must be ensured.

97

HEALTH AND ACTIVITY RECORD

GENERAL INFORMATION

Aadhar Card no. of Student (optional)___________________________

NAME: .

ADMISSION NO.: DATE OF BIRTH: .

M F T _____ BLOOD GROUP: .

MOTHER’S NAME: .

YOB WEIGHT HEIGHT _______ BLOOD GROUP_____

AADHAR CARD NO. (optional) _____________________

FATHER’S NAME: .

YOB WEIGHT HEIGHT _______ BLOOD GROUP_____

AADHAR CARD NO. (optional) _____________________

FAMILY MONTHLY INCOME .

ADDRESS ___________________________________ ___________

.

PHONE NO. (M): .

CWSN, SPECIFY ______________________________________.

SIGNATURE OF PARENTS/ GUARDIAN DATE:

CBSE

Logo

School

Logo

98

Fitness

Components

Fitness Parameters Test Name What does it measure Age 15+ Yrs

Body

Composition

BMI Body Mass Index for specific

Age and Gender

Height, Weight

Core Partial

Curl Up

Abdominal Muscular

Endurance

Muscular 60 seconds

Strength

Upper

Body

Flexed/

Bent Arm

Hang

Muscular

endurance/functional

strength

Yes

Flexibility Sit and

Reach

Measures the flexibility of the

lower back and hamstring

muscles

Yes

Endurance 600 Mt

Run

Cardiovascular Fitness/

Cardiovascular Endurance

Yes

Health

Components

Balance Static

Balance

Flamingo

Balance

Test

Ability to balance successfully

on a single leg

Yes

Agility Shuttle

Run

Test of speed and agility 6 x 10 Meters

Shuttle Run

Speed

Sprint/

Dash

Determines acceleration and

speed

50 Meter Dash

Power Standing

Vertical

Jump

Measures the Leg Muscle

Power

Yes

Skill

Components

Coordination

Plate

Tapping

Tests speed and co-ordination

of limb movement

-

Alternativ

e Hand

Wall Toss

Test

Measures hand-eye

coordination

Yes

99

Test Details are:

Test

Name

What does it measure How to Peform Equipment

Required

Scoring

BMI Body Mass Index for

specific Age and Gender

BMI is calculated from body mass (M) and

height(H). BMI = M / (H x H), where M = body

mass in kilograms and H = height in meters.

The higher the score usually indicating higher

levels of body fat.

Scales and

stadiometer as for

weight and height.

Height and

Weight as per

the WHO for

each Age and

Gender

Partial

Curl Up The curl up test measures

abdominal muscular

strength and endurance of

the abdominals and hipflexors,

important in back

support and core stability.

The subject lies on a cushioned, flat, clean

surface with knees flexed, usually at 90

degrees, with hands straight on the sides

(palms facing downwards) closer to the

ground, parallel to the body.

The subject raises the trunk in a smooth

motion, keeping the arms in position, curling

up the desired amount (at least 6 inches

above ground). The trunk is lowered back to

the floor so that the shoulder blades or upper

back touch the floor.

Flat, clean,

cushioned surface,

stopwatch,

recording sheets,

pen

Record the

maximum

number of sit

ups in a certain

time period,

such as 30

seconds (Age 9-

14 years) or 1

Minute (Age

15+)

Flexed/

Bent

Arm

Hang

Upper body functional

strength and muscular

endurance

The subject is assisted into position, the body

lifted to a height so that the chin is level with

the horizontal bar. The bar is grasped using

an overhand grip (palms are facing away from

body), with the hands shoulder width apart.

The timing starts when the subject is

released. They should attempt to hold this

position for as long as possible. Timing stops

when the person's chin falls below the level

of the bar or the head is tilted backward to

enable the chin to stay level with the bar.

Stopwatch, an

elevated horizontal

bar

The total time

is seconds is

recorded.

Sit and

Reach

Common measure of

flexibility, and specifically

measures the flexibility of

the lower back and

hamstring muscles. This

test is important as

because tightness in this

area is implicated in

lumbar lordosis, forward

pelvic tilt and lower back

pain

This test involves sitting on the floor with legs

stretched out straight ahead. Shoes should be

removed. The soles of the feet are placed flat

against the Sit and Reach box. Both knees

should be locked and pressed flat to the floor

- the tester may assist by holding them down.

With the palms facing downwards, and the

hands on top of each other or side by side,

the subject reaches forward along the

measuring line as far as possible.

Ensure that the hands remain at the same

level, not one reaching further forward than

the other. After some practice reaches, the

subject reaches out and holds that position

for at one-two seconds while the distance is

recorded. Make sure there are no jerky

movements.

Sit and Reach box

with the following

dimensions:

12" x 12" (sides)

12" x 10" (front

and back)

12" x 21" (top)

Inscribe the top

panel with

centimeter/mm

gradations. It is

crucial that the

vertical plane

against which the

subject's feet will

be placed is exactly

at the 23 cm mark.

The score is

recorded to the

nearest

centimeter as

the distance

reached by the

hand

600 Mt

Run

Cardiovascular Fitness/

Cardiovascular Endurance

Participants are instructed to run 600 mts. in

the fastest possible pace. The participants

begin on signal, “ready, start” as they cross

Stopwatch,

whistle, marker

cone, lime powder,

Time taken for

completion

(Run or Walk)

100

the finish line elapsed time should be

announced to the participants. Walking is

permitted but the objective is to cover the

distance in theshortest possible time.

measuring tape

Flamingo

Balance

Test

Ability to balance

successfully on a single

leg. This single leg balance

test assesses the strength

of the leg, pelvic, and

trunk muscle as well as

dynamic balance.

Stand on the beam/line with shoes removed.

Keep balance by holding the instructor's

hand. While balancing on the preferred leg,

the free leg is flexed at the knee and the foot

of this leg held close to the buttocks. Start

the watch as the instructor lets go. Stop the

stopwatch each time the person loses

balance (either by falling off the beam or

letting go of the foot being held).

Stopwatch, can be

done on just

standing on one

leg on a thin line

(Age Group: 5-8

years) or a beam

locally procured

(Age Groups: 9-14,

15+ years)

Total time till

the subject

loses balance.

Shuttle

Run

Test of speed and agility Marker cones and/or lines are placed 10

meters apart. Start with a foot at one marker.

When instructed by the timer, the subject

runs to the opposite marker, turns and

returns to the starting line.

This is repeated four times without stopping

(covering 40 meters total) for Age 9-14 years

OR repeated five times without stopping

(covering 50 meters total) for Age 15+ years.

At each marker both feet must fully cross the

line.

stopwatch,

measuring tape,

marker cones, a

flat non-slip

surface

Record the

total time

taken to

complete the

40 mt/50 m

course.

Sprint/

Dash

Determines acceleration

and speed The test involves running a single maximum

sprint over 20 meters (Age 5-8 years)/30 mts

(Age 9-14 years)/50 Mts (Age 15+), with the

time recorded.

A thorough warm up should be given,

including some practice starts and

accelerations. Start from a stationary

position, with one foot in front of the other.

The front foot must be on or behind the

starting line. This starting position should be

static (dead start). The tester should provide

hints for maximizing speed (such as keeping

low, driving hard with the arms and legs) and

encouraged to continue running hard

through the finish line.

Measuring tape or

marked track,

stopwatch, cone

markers, flat and

clear surface of at

least 60 meters.

Time taken for

completion

Standing

Vertical

Jump

(Sargent

Jump)

Measures the Leg Muscle

Power The subject stands side on to a wall and

reaches up with the hand closest to the wall.

Keeping the feet flat on the ground, the point

of the fingertips is marked or recorded. This is

called the standing reach height.

The athlete then stands away from the wall,

and leaps vertically as high as possible using

both arms and legs to assist in projecting the

body upwards.

Attempt to touch the wall at the highest

measuring tape or

marked wall, chalk

powder for

marking wall

The jump

height is

usually

recorded as a

distance score.

101

point of the jump. The difference in distance

between the standing reach height and the

jump height is the score.

Plate

Tapping

Test

Tests speed and coordination

of limb

movement

If possible, the table height should be

adjusted so that the subject is standing

comfortably in front of the discs. The two

yellow discs are placed with their centers 60

cm apart on the table. The rectangle is placed

equidistant between both discs. The nonpreferred

hand is placed on the rectangle.

The subject moves the preferred hand back

and forth between the discs over the hand in

the middle as quickly as possible. This action

is repeated for 25 full cycles (50 taps).

Table (adjustable

height), yellow

discs (20cm

diameter),

rectangle (30 x 20

cm), stopwatch.

The time taken

to complete 25

cycles is

recorded

Alternati

ve Hand

Wall Toss

Test

Measures hand-eye

coordination

A mark is placed a certain distance from the

wall (e.g. 2 meters, 3 feet). The person stands

behind the line and facing the wall. The ball is

thrown from one hand in an underarm action

against the wall, and attempted to be caught

with the opposite hand. The ball is then

thrown back against the wall and caught with

the initial hand. The test can continue for a

nominated number of attempts or for a set

time period (e.g. 30 seconds). By adding the

constraint of a set time period, you also add

the factor of working under pressure.

tennis ball or

baseball, smooth

and solid wall,

marking tape,

stopwatch

Score of the

number of

successful

catches in a 30

second period

102

Chapter 7

Transactional Strategies for the Strands of HPE

(Except Health and Activity Record)

The cross-cutting themes of the transactional strategy are as follows:

● Transacting it through cross curricular linkages cutting across subjects, thus

creating interest and motivation, enhancing physical fitness levels thus leading

to overall health.

● Enhancing Life Skills such as creative and critical thinking, problem solving and

decision making, inter personal and Intra personal skills, empathy and self

awareness, effective communication and collaboration and team-work.

● Focus on inclusion

The ways of transaction across the curriculum would include:

● Recognition of HPE as a compulsory component across stages beginning with

pre-primary, primary, upper primary, secondary and senior.

● The CBSE in its previous circulars and advisories has already mandated at least

forty-five to sixty minutes of compulsory transaction on a daily basis.

● PE has been an integral theme of the Comprehensive School Health Manuals

(brought out in four volumes by the Board in 2005, revised in 2010). (Available

under Resources)

● Resources for transacting PE by providing linkages across subjects at the Preprimary,

and Primary level are already available in Physical Education Cards

brought out for teachers and students. (Available under Resources)

● PE Cards are also available for differently-abled children as PEC ability cards and

also for secondary level (SPEC). (Available under Resources)

● Life Skills Manuals for Primary, Middle and Secondary have activities and

themes for transaction of PE across classes in age appropriate ways. (Available

under Resources)

Specific transactional methodology for Class IX – XII

· Students should select the activities they want to pursue further whether as

specialists or for personal enjoyment.

· If students are to prepare themselves for using their leisure time effectively, they will

need to acquire the knowledge and skills of a broad range of activities, sports and

games so that they are able to make truly informed choices about the activities they

want to get involved in as part of their own healthy lifestyle management. Therefore,

facilitate sports/games/health and fitness/SEWA activities by discussing with

students about the knowledge, attributes, skills, strategies and / or compositional

knowledge required to meet the outcomes of the activity and involve students as

performers and officials, judges and/or referees.

· Inter-class/ school games, competitions and performances must be encouraged and

used as opportunities for assessing students using the continuous and

comprehensive assessment framework.

103

· All schools cannot include every physical activity within its time table.

· The list of physical activities available to young people these days is vast and ranges

from the very traditional, indigenous games of our country to the increasingly

popular games and pastimes of the west. Combinations of activities chosen must take

the choices of the students into account.

· Schools may add their own games, sports and activities to the relevant category

· Schools may choose the activities they wish to include depending on the

infrastructure and expertise available as well as interest of their students.

· In classes IX and X, whereas all students are expected to involve themselves in games,

activities and sports, it is possible that some of them may choose to excel in areas of

their interest. It is therefore, recommended that such students be permitted to

pursue one activity out of the strands over each year. This will allow for

specialization whilst still providing breadth to their learning.

· As far as PE is concerned, there is a need to create a skilled class of PE educators or

trainers through the TOT, cascade model, a beginning of which was made by CBSE in

the PEC program. (Physical Education Cards) PE cards are age appropriate tools for

implementing the PE curriculum using a cross-curricular approach.

104

Chapter 8

Assessment for the Strands

· The strands conceptualized will be assessed internally through a blended approach of

self-assessment and teacher assessment.

· There will be no separate theory part as was the trend earlier.

· Students will be assessed in each of the strands on the basis of evidence such as -

direct observation, checklists, and/or use of video. In case of SEWA Projects Students

plan and conduct projects and communicate their findings. Evidence in this case can

include journals, diaries, essays, laboratory reports, oral presentations and/or the use

of video, etc.

Maximum marks allotted for each strand are given in table 1.1. SEWA can be assessed on

the basis of the rubric developed by the class teacher for the project chosen by the class

for that year. Each game/ sports/ activity should broadly be assessed on the basis of

following criteria and marks should be given accordingly:

· Participation in game/ sports/ SEWA/ activity

· Basic Knowledge & understanding of the game/ sports/ SEWA/ activity

· Skills learnt/ development or enhancement of skills of game/ sports/ SEWA/ activity

· Motivation to excel

· Improvement in performance (competing with self)

· Team spirit

· Development/ enhancement of

o Organizational skills for game/ sports/ SEWA/ activity

o Leadership skills/ qualities

· Sensitivity towards

o CWSN (children with special needs) / inclusion in team

o Sensitivity towards gender in team