Nagaland Board of School Education



Download 1,47 Mb.
Page1/16
Date conversion15.02.2017
Size1,47 Mb.
  1   2   3   4   5   6   7   8   9   ...   16


Nagaland Board of School Education


Kohima

CONTENTS




Part - A : Eligibility of candidates
Part - B : Scheme of Studies and Scheme of Examinations

  1. Scheme of Studies

2. Scheme of Examinations
Part - C : Areas of Internal Assessment

  1. Environmental Education

  2. Work Education

  3. Physical and Health Education


Part - D



ARTS

COMMERCE

SCIENCE

Compulsory Subjects

Compulsory Subjects

Compulsory Subjects

  1. English

2. MIL/Alt. English

1 English

  1. MIL/Alt. English

3. Accountancy

4. Business Studies



1. English

2. MIL/Alt. English



  1. Chemistry

4. Physics

Elective Subjects

Elective Subjects


Elective Subjects

  1. History

  2. Political Science

  3. Economics

  4. Psychology

  5. Philosophy

  6. Sociology

  7. Geography

  8. Mathematics

  9. Education

  10. Music

  11. Computer Science

  12. Informatics Practices




        1. Economics

        2. Mathematics

        3. Fundamentals of Business Mathematics

        4. Entrepreneurship

        5. Computer Science

        6. Informatics Practices




  1. Biology

  2. Mathematics

  3. Computer Science

  4. Informatics Practices

  5. Biotechnology





PART – A:
ELIGIBILITY OF CANDIDATES

1. Admission of students to a registered institution of the NBSE:
1.1 A student seeking admission to a class in a registered institution will be eligible for admission to that class if he:-
(i) has been studying in an institution registered with NBSE or member board of Council of Boards of School Education in India (COBSE),
(ii) has passed qualifying or equivalent qualifying examination making him eligible for admission to that class and
(iii) produces: -
(a) Cumulative Record Cum Schooling History (CRSH)

(a migrating student shall produce the School Leaving Certificate or Transfer Certificate signed by the Head of the Institution last attended and countersigned by the District Education Officer or his equivalent), and

(b) document(s) in support of having passed the qualifying or equivalent qualifying examination.
Explanation: -

(a) A person who has been studying in an institution which is not a member board of COBSE shall not be admitted to any class of the registered institutions on the basis of Certificate(s) of such unrecognized institutions attended by him earlier.


(b) 'Qualifying Examination’ means the passing of that examination which makes a student eligible for admission to a particular class.

(c) 'Equivalent Examination’ means an examination conducted by a recognised Board/University and is recognised by NBSE as equivalent to the corresponding examination conducted by this Board.


1.2 No person who is under the sentence of rustication or is expelled from any Board/ University/School or is debarred from appearing in the examination for whatever reason by any Board/University shall be admitted to any class nor shall be permitted to appear at any examination under NBSE.
1.3 No student shall be admitted or promoted to any subsequent higher class unless he has completed the regular course of study of the class to which he was admitted at the beginning of the academic session and has passed the examination at the end of the concerned academic session, qualifying him for promotion to the next higher class.
1.4 No student shall be admitted in Class 11 or above in an institution registered with the Board after the specified date.

The candidate shall complete the required percentage of attendance (80%) for each class to make him eligible for the examinations.





    1. Admission: Specific Requirements

Admission to Class 11 in a registered institution shall be given only to such a student who has passed: -


The High School Leaving Certificate Examination (Class 10) conducted by this Board or an equivalent examination conducted by a member board of COBSE and recognised by this Board as equivalent to its High School Leaving Certificate Examination.
1.6 Admission to Class 12


  1. Admission to Class 12 shall be given to students who:

~ has completed a regular course of study for Class 11, and

~ has passed Class 11 examination from an institution registered with NBSE.


(ii) Admission to migrating students to Class 12 is not allowed.

However, the Chairman shall have the authority to decide direct admission to Class 12 on special circumstances.


2. Admission to Examinations
2.1 Admission to Examinations: Regular Candidate
Higher Secondary School Leaving Certificate Examination will be given to such regular candidates who have submitted their duly completed applications for admission to the concerned examination, and/or his name in the manner prescribed by the Board, along with the prescribed fee forwarded to the Controller of Examinations by the Head of the Institution.
2.2 Management of Examinations
(i) It is mandatory for an institution registered with the Board to follow the rules and guidelines of the Management of Examinations of the Board.
(ii) No registered institution shall endeavor to present the candidates who are not enrolled as on 1st July nor will it present the candidates of its unregistered institutions to any of the Board’s Examinations.
(iii) If the Board has reasons to believe that a registered institution is not following the Board’s rules and norms, the Board will resort to penalties as deemed fit.


2.3 A Regular course of Study

  1. The expression “a regular course of study” means at least 80% of attendance in the classes held, counted from the day of commencing/teaching of Class 11/12, up to the 1st of the month preceding the month in which the examination of the Institution/Board commences.

Candidates taking up a subject(s) involving practicals shall also be required to have at least 80% of the total attendance for practical work in the subject in the laboratory.

Heads of institutions shall not allow a candidate who has opted subject(s) involving practicals to take the practical examination(s) unless candidate fulfill the attendance requirements as given in this Rule.


(ii) The candidates who had failed in the same examination in the preceding year and who rejoins Class 11/12 shall be required to put in 80% of attendance calculated from the 1st of the month following the publication of the result of that examination by the Institution/Board up to the 1st of the month preceding the month in which the examination of the Institution/Board commences.
2.4 Requirement of attendance in subjects of Internal Assessment


  1. No student from a registered institution shall be eligible to take the examination unless he has completed 80% of attendance counted from the opening of Class 11/12 up to the 1st of the month preceding the month in which the examination of the Institution/Board commences in the subjects of internal assessment.

(ii) The Chairman, NBSE shall have powers to condone shortage of attendance in subjects of internal assessment.


2.5 Rules for Condonation of shortage of attendance

  1. Shortage of attendance up to 15% only may be condoned by the Chairman. Cases of candidates with attendance below 65% in Class 12 shall be considered for condonation of shortage of attendance by the Chairman only in exceptional circumstances created on medical grounds, such as candidates suffering from serious diseases like Cancer, AIDS, T.B. or any other disease or injury requiring long period of hospitalization.

(ii) The head of registered institution shall refer a case of shortage within the above prescribed limit of condonation to the Board, either with the recommendations or with valid reasons for not recommending the case.

(iii) The following may be considered valid reasons for recommending the cases of the candidates with attendance less than the prescribed percentage:

(a) prolonged illness;

(b) loss of parents/legal guardian or some other such incident leading to his absence from the school and meriting special considerations;

(c) any other reason of similar serious nature; and


  1. authorized participation and/or representation of the State in sponsored Tournaments, Sports Meets, Seminars, Exhibitions, etc. of not less than inter school level, NCC, Scouts & Guides and NSS Camps, etc. within or outside the state. The days of journey for such participation shall be counted as full attendance.


2.6 Detaining of eligibility candidates

The Heads of the registered institutions can detain candidates from appearing the examination of the Board on account of any of the following reasons:

a) if there is no sign of academic improvement or if the student has a deteriorating

performance in the weekly/monthly tests and terminal examinations.

b) gross misconduct and insubordination to the institutional authority.

c) failure to attend coaching classes.

d) non-payment of fees (school fees, examination fees, etc.).

e) failure to abide by the rules of the institution.

f) or any other reason which the head of the institution necessitates to take an action.
2.7. Admission to Examinations : Private Candidates

(i) A candidate who had failed at the Higher Secondary School Leaving Certificate Examination of the Board will be eligible to reappear at a subsequent examination as a private candidate as per the current syllabus and textbooks prescribed for the examination of the year in which he will reappear.


(ii) Private candidates shall not be allowed to opt/appear a subject (even if the subject is one of the subjects for the said examination) which he has not taken or studied.
(iii) Those regular candidates who have failed at the Class 11 Promotion Examination of the NBSE or any other member Board of COBSE shall not be permitted to appear the Higher Secondary School Leaving Certificate Examination as private candidates.

2.8 General

A candidate who has been expelled or is under punishment or rustication or is debarred for appearing in or taking an examination for any reason whatsoever by this Board or any member board of the COBSE, shall not be permitted to appear the Higher Secondary School Leaving Certificate Examination as private candidates.



PART – B
1. SCHEME OF STUDIES
There shall be 3 (three) streams i.e. Arts, Commerce and Science at the higher secondary level. There will be 6 (six) external subjects including 1 (one) additional subject and 3 (three) internally assessed subjects. The additional subject is optional.
The subjects to be taught in the different streams are as follows:
1.1 Subjects.

The subject of studies at the higher secondary level shall be as follows:


A. ARTS

I. Compulsory



  1. English (ii) MIL/Alternative English

II. Elective (any three):

(i) History (ii) Political science (iii) Economics

(iv) Psychology (v) Philosophy (vi) Sociology

(vii) Geography (viii) Mathematics (ix) Education

(x) Music (xi) Computer Science (xii) Informatics Practices

III. Internally Assessed Subjects:

i) Environmental Education ii) Work Education iii) Physical and Health Education

IV. Additional subject:

A subject given in serial no. II (Elective) which is not opted as an Elective with conditions.
Note: (1) Computer Science can be opted by only those students who have Mathematics as an elective subject.

(2) Students cannot opt the following subjects together:

(a) Education and Psychology

(b) Computer Science and Informatics Practices.

(3) A candidate can also offer an additional subject from the given elective subjects but subject to fulfillment of the condition laid down in point no. 2.

(4) The additional subject shall replace any of the failed elective subject.


B. COMMERCE
I. Compulsory

(i) English (ii) MIL/Alternative English (iii) Accountancy

(iv) Business Studies

II. Elective (any one):

(i) Economics (ii) Mathematics (iii) Entrepreneurship

(iv) Fundamentals of Business Mathematics (v) Computer Science

(vi) Informatics Practices

III. Internally Assessed Subjects:

i) Environmental Education ii) Work Education,

iii) Physical and Health Education.

IV. Additional subject:

A subject given in serial no. II (Elective) which is not opted as an Elective with conditions.


Note: (1) Computer Science can be opted by only those students who have Mathematics as an elective subject.

(2) Students cannot opt the following subjects together:



  1. Computer Science and Informatics Practices.

(b) Fundamentals of Business Mathematics and Entrepreneurship

(3) A candidate can also be offered an additional subject from the given elective subjects but subject to fulfillment of the condition laid down in point no. 2.

(4) The additional subject shall replace the failed elective subject.

(5) The students should be advised that the subject Economics is an important component in the study of Commerce.


SCIENCE
I. Compulsory

(i) English (ii) MIL/Alternative English (iii) Chemistry (iv) Physics

II. Elective (any one):

(i) Biology (ii) Mathematics (iii) Biotechnology (iv) Computer Science

(v) Informatics Practices.

III. Internally Assessed Subjects:

i) Environmental Education ii) Work Education iii) Physical and Health Education

IV. Additional subject:

A subject given in serial no. II (Elective) which is not opted as an Elective with conditions.
Note:(1) Computer Science can be opted by only those students who have Mathematics as an elective subject.

(2) Students cannot opt Computer Science and Informatics Practices subjects together:

(3) A candidate can also offer an additional subject from the given elective subjects but subject to fulfillment of the condition laid down in point no. 2.

(4) The additional subject shall replace the failed elective subject.


1.2 Instructional Time and Instructional Period:

~ There should be a minimum of 180 working days in a year.

~ The duration of each period should be 45 minutes.

~ The instructional period should be distributed to ensure that the whole syllabus is transacted.

~ The institutions while planning its instructional time should provide time for project works and out door activities.
1.3 Medium of Instruction:

The medium of instruction and examination for all subjects shall be English except for the Major Indian Languages and Modern Indian Languages (MILs).


1.4 Selection of a particular scheme of studies:

It is desired that the students choose their elective subjects keeping in view their future course of higher studies. Institution shall therefore be responsible for ensuring the correct selection of subjects to meet the university or professional requirements of a student(s).



2. SCHEME OF EXAMINATIONS:



    1. Nature of Examination :

The pattern of higher secondary examinations shall be as follows:-


  1. Class 11

The examination shall be conducted from the syllabus of Class 11.

      1. ~ The date and time of the examinations shall be fixed by the Board.

~ The question papers shall be set by the Board.


~ The evaluation and provisional result shall be done by the institution.
~ The declaration of result by the institution shall be done after it is approved and countersigned by the Controller of Examinations, NBSE or a senior official of the NBSE who is dealing with examinations.

~ The following valued answer-scripts of all the subjects shall be

submitted along with the result for approval:

3(three) scripts within 0-32% marks

3(three) scripts within 33-50% marks

3(three) scripts within 51-100% marks


ii) ~ The internal subjects i.e., Work Education, Physical and Health Education and Environmental Education shall be assessed internally by the institutions on a five point grade scale.

~ The grades of the internally assessed subjects shall be forwarded by the institutions at the time of submitting the results of mid-term examination of class 11.

~ These grades shall be taken into consideration in deciding the result.

~ The institutions shall maintain the achievements and progress of the students in the Cumulative Record Cum Schooling History Book.

~ These records are subject to scrutiny by the Board.

iii) Details of subjects, marks and duration of examination:



a. External Subjects:

Subject Marks Duration

~ English 100 3 hours

~ MILs/Alt. English 100 3 hours

~ Subject without practical 100 3 hours

~ Subject with practical

Theory 70 3 hours

Practical 30 3 hours
b. Internally assessed subjects─

These subjects shall be continuously and comprehensively evaluated by the institution. The performance of the student shall be given in grades.




b) Class 12 (Higher Secondary School Leaving Certificate Examination)

i) The Board shall conduct the final examination of Class 12 as Higher Secondary School Leaving Certificate Examination (HSSLC).

~ The examination shall be based on the syllabus for Class 12 and the result shall be determined on the basis of the marks obtained at the HSSLC Examination.

ii) Details of subject, marks and duration of examination:



a. External Subjects:

Subject Marks Duration

~ English 100 3 hours

~ MILs/Alt. English 100 3 hours

~ Subject without practical 100 3 hours

~ Subject with practical

Theory 70 3 hours

Practical 30 3 hours
b. Internally assessed subjects─
These subjects shall be continuously and comprehensively evaluated by the institution.
~ The performance of the student shall be given in grades.

~ The grades of the internally assessed subjects shall be forwarded by the head of the institution to the Board at the time of submitting the forms of the HSSLC Examination.


~ These grades shall be taken into account to determine the result and rank.
2.2 Pass criteria and classification of successful candidate:
i) The pass criteria for the examinations of classes 11 and 12 shall be as follows:

~ 33 marks in each subject not involving practical

~ 21 marks in theory and 12 marks in practical separately for those subjects involving practical.

~ 165 marks in the aggregate out of 500 marks.


ii) Classification of result is:-

III division 165 to 224 marks

II division 225 to 299 marks

I division 300 and above



Star marks:

~ with additional subject : 480 marks and above in aggregate.

~ without additional subject : 400 marks and above in aggregate.

Letter mark 80% or above in a subject.

3. MINIMUM ATTENDANCE FOR CLASSES 11 AND 12:

A student pursuing a regular course must have 80% or above class attendance to his/her credit in order to sit for the promotion or final examination.


4. REGISTRATION:

A student who had enrolled in the higher secondary classes under this Board shall register himself/herself with the Board by applying in the prescribed form.

Registered students shall be issued a registration card.

Students who are not registered with the Board will not be allowed to sit at the Board’s examinations.



5. CHANGE OF SUBJECT:
A student, after passing Class 11, shall be allowed to change his/her subject with the prior approval of the Board in the following subjects:

(i) MILs to Alternative English ii) Psychology to Education (iii) Computer Science to Informatics Practices (iv) Bio-Technology to Biology.

For such cases, approval shall be sought on or before 30th April of the academic year.
6. CHANGE OF STREAM:

The provision of change of stream is applicable for the failed candidate(s) of HSSLC Examination. Such a candidate shall seek prior permission from the Board to join in class 11.


Failed candidates of class 11 are eligible for change of stream. Such candidates shall seek prior permission from the Board for change of stream before taking admission.
REGISTRATION OF SUBJECT

Institutions shall obtain prior permission from the Board for registration for the subjects prescribed in the syllabus to be taught.

Institutions shall not forward candidates to the examinations in subjects for which they are not registered. Such cases shall be rejected.
VOCATIONAL SUBJECT:

Physical verification shall be done by the Board before permission is granted to an institution to impart vocational subject.



PART – C
AREAS OF INTERNAL ASSESSMENT
As per the scheme of studies given for higher secondary level, the following areas are for internal assessment to be done by the respective institutions.
1. Environmental Education

2. Work Education

3. Physical and Health Education.

The purpose of assigning these areas to internal assessment is that these should not be reduced to mere certification but should received careful handling so as to encourage growth of the student into a more wholesome personality.


The academic achievement should be fully supplemented with growth in other areas of human personality which is far more worthwhile in dealing with the life situations.
Therefore, the evaluation shall be done on continuous and comprehensive basis. The evaluation of internal assessment subjects mentioned above should be done on a five point grade scale as stated below:
Grade A - Excellent 75% to 100%

Grade B - Very good 60% to 74%

Grade C - Good 45% to 59%

Grade D - Satisfactory 33% to 44%

Grade E - Unsatisfactory 32% and below

1. ENVIRONMENTAL EDUCATION
I. Why environmental education:

The need for conserving natural resources and using them wisely is man's greatest need and concern today to save the planet Earth and its inhabitants from total disaster. This has happened because of the advancements in science and technology and man's greed for power, wealth and prestige coupled with the need to feed the burgeoning population that has done untold damages to the environment.

What we see today is man under the guise of development exploiting nature beyond its limit for self gain and not caring or unmindful of the damage it is doing to the human race. Global warming is one such example which is beginning to threaten the relationship between man and nature. This damage is quite impossible to assess and reverse.

Realising the need to conserve, preserve and protect the environment as well as to strive towards a life in harmony with nature, environmental issues have now become an important component of the school curriculum where it needs to prepare its students to meet the new challenges i.e. to equip the learners to develop necessary skills and attitudes and to motivate them to work together and individually for a better man-nature relationship. This will not only help them to develop a balanced view of the relationship between environment and development but will also help them to commit themselves to protect the environment.

It is with this aim in mind that the study of Environmental Education has been introduced as a subject of study which will be assessed/evaluated internally by the respective institution.
II. Objectives of Environmental Education:

i) to develop an in-depth understanding of various environmental issues and concern of national and global importance;

ii) to develop a balanced view of the relationship between environment and development;

iii) to understand basic concepts related to sustainable development vis-a-vis improvement of quality of life;

iv) to develop a deeper concern for the environment and a sense of commitment and responsibility to take proactive action;

v) to appreciate the variety in living organism and recognize India as a mega diversity nation;

vi) to appreciate the role of the individual, community, national and international agencies in resolving environmental problems;

vii) to practise ways of bringing about qualitative improvement in the environment by assuming leadership role;

viii) to identify self with one's environment with an attitude to personally contribute towards its improvement;

ix) to respect customs and traditions related to local conservation practices and accept indigenous eco-friendly technologies;

x) to develop skills to undertake and participate in investigative studies on various

environmental issues; and

xi) to motivate them and participate in social and community activities in dealing with environmental problems.
III. Syllabus:

The following units shall be taught under Environmental Education:

Unit- I : Man and Environment Unit- II : Environment and Development

Unit-III : Environmental Pollution and Global issues Unit -IV : Energy

The detailed syllabus is given in the textbook.
IV. Areas of assessment:

Environmental Education have two areas i.e. (i) theory of 70 marks and (ii) practicals of 30 marks where students have to be imparted knowledge about environment and its problems as well as helping them to develop the necessary skills and attitudes through practicals in the form of project works/ case studies.


V. Evaluation:

In Environmental Education, students are to be evaluated continuously through written examination, project works and case studies.


~ The periodicity of evaluation shall be decided by the respective institution.

~ In a year, the students are required to undertake and complete 2 (two) case studies and 1 (one) project as specified in the text book/syllabus.

~ The Board shall supply the question paper of 70% weightage of marks for Class 11 Promotion Examination and HSSLC Examination which shall be evaluated internally by the institution.

~ Every student is required to possess the book on Environmental Education and make practical use of it for his/her own benefit and also for the society.



2. WORK EDUCATION
I. Concept of Work Education:
The National Policy on Education 1986 has conceived Work Education as purposive and meaningful manual work that results in goods or services useful to the society.

Work Education comprises activities relating to services, goods and community development in various areas of human needs such as health and hygiene, food, clothing, shelter, recreation and social service in accordance with mental abilities and manual skills of students at various stages of education and the availability of local resources.

The policy visualize intensive participation of students in production and service-oriented projects.

It assigns equal importance to community work/social service for creating social awareness and concern for the welfare and development of the local community as well as the society.

The essential attribute to Work Education is, therefore, its manual character which means that the students are to work with their hands and thereby develop a sense of dignity of labour and stamina for hard work.

Manual work therefore, should be purposive and educative in that it should help to develop knowledge, understanding attitudes, personal and social qualities and skills related to the world of work.



II. Objectives of Work Education:

The objectives of Work Education are:


A. COGNITIVE DOMAIN: (Knowledge and understanding).

i) identify the needs and those of the family and community in respect of food, health and hygiene, clothing, shelter, recreation and social service,



      1. know the sources of raw materials and understand the use of tools and equipments in the production of goods and services,

      2. understand scientific facts and principles involved in various forms of work, the process of planning and organizing productive works understand his role in productive situations in terms of production process and skills.


B. PSYCHOMOTOR DOMAIN: (Skills)

i) develop skills for the selection, procurement, arrangement and use of tools and materials for different forms of productive work,

ii) develop skills for the application of problem solving methods in productive work and social service situations,

iii) use his creative faculties for divising innovative methods and materials.



C. AFFECTIVE DOMAIN: (Attitudes and values)

i) develop respect for manual work and have fellow feeling for manual workers,

ii) develop proper work habits and values such as regularity, punctuality, discipline, honesty, love of excellence and dedication to duty,

iii) develop a deeper concern for environment and a sense of belonging, responsibility and commitment to the society,

iv) appreciate the utility of productive works and services to the community.
III. Organisation of Work Education:

The content of work education will be based on the needs of the pupils, the resources available in the community and the facilities available in the institution. Since these will differ from place to place, no fixed programme is prescribed uniformly.


The institution may plan its work education activities by choosing programmes from the following essential areas which cover the following six aspects of human needs:

i) Food ii) Shelter iii) Heath and Hygiene

iv) Culture and Recreation v) Clothing vi) Social Service.
The above mentioned aspects shall be the main areas of assessment.
In this connection, it may be noted that in pursuance of the objects of the National Literacy Mission, the Government of India has set up a Special Adult Literacy Drive (SALD) as a measure to remove illiteracy through massive involvement of students. This drive is to be made a part of work education programme specially for students of higher secondary stage.
This activity in a planned manner may be taken up in consultation with the local authorities. Similarly under health schemes to develop awareness on abuses of drugs/ alcohol/ smoking/danger of AIDS etc., suitable programmes may be planned in consultation with the Health Department.
IV. Management of Work Education:
For effective implementation of Work Education Programme, the following three dimensions should be followed:

(i) Scheme of work for the year.

(ii) Provision of funds and availability of resources-both expertise and materials.

(iii) Orientation programmes for teachers.


To look after these three dimensions of Work Education in schools, it is essential to have a Work Education Committee under the Chairmanship of the Head of Institution consisting of experts, teachers and students.
This Committee shall see to the following:

(i) Preparation of the scheme of work for the year in a prescribed proforma which may be designed as given below:

Class: Name of the institution :____________________

Year:



Month

Week

No. of Periods available

Activities to be covered

Remarks

Area

Work Education Activity


















(ii) Preparation of an estimate of funds for consumable and non-consumable materials for performing the work education activities and use of resources both men and materials.

(iii) Evaluation and monitoring of work education programme periodically.

All the teachers of the institution are expected to participate in the Work Education Programmes. For outside work education programme, the time schedule may be outside school hours as planned by the institution. Community resources may be utilised by the institution for effective implementation of the Work Education Programmes.




3. PHYSICAL AND HEALTH EDUCATION

I. The objectives of Physical and Health Education are:

i) to know the importance of athletics, gymnastics and major games;

ii) to acquaint students with the components of physical and health education and their complementary role in the wholesome growth of personality;

iii) to establish relationship between emotional needs of adolescence and their mental health;

iv) to suggest improvement in personal health practices and environmental conditions including inter-personal relationship for optimal growth and development;

v) to participate in athletics, gymnastics and in some major games for body fitness;

vi) to realise the value of discipline, punctuality, respect for others, observance of rules and fair play as internal part of life and

vii) to develop team spirit and to become co-operative.


II. Organisation of Physical and Heath Education.

The areas of Physical and Health Education is not the responsibility of a particular teacher. It cuts across various disciplines and requires the active support and co-operation of the entire school faculty under the leadership of the head of institution. Institutions can plan or organize activities under Physical and Health Education in the following way:

(i) to form a committee on Physical and Health Education in order to work out a plan of action for the institution to organise various athletics events and major games in which students are interested.
(ii) to draw resources in terms of men and materials from the Youth Resources & Sports Department and induct the department officers as members of the committee on Physical and Health Education.
(iii) to motivate the students to play games outside school hours and the institution should extend such facilities to those students who are interested in improving their performance.
(iv) to observe special occasions e.g., Better Health for all, Dangers of Pollutions, Preservation of natural resources, Abuse of alcohol, drugs, smoking and other bad health practices, awareness programme for communicable diseases, danger of AIDS, Safety Week, etc. inside and outside the institution.


  1. to make an endeavour to inform the students through special bulletin about the news related to health education, national and international game competitions.

The head of the institution shall select only those activities under Physical and Health Education areas which are feasible and practicable within the resources available.



Information
Students shall be assessed for their development on the basis of their participation, interest and level of involvement in the areas of Work Education, Physical and Health Education and even in Environmental Education( besides the testing parameters listed in the theory and practical areas).
Maintenance of records or achievements in the internally assessed subjects:
All institutions shall maintain the records of the assessment done in a register listing the names of all students. The records of assessment shall be done separately for each activity.
Monitoring of internally assessed subjects:
The Board shall monitor the implementation and achievements of the internally assessed subjects so as to raise the credibility and reliability standards of these subjects.
This monitoring shall be in the form of inspecting and verifying the achievements of students for conducting camps where the recorded achievements of the students can be tested.

PART – D
ENGLISH

OBJECTIVES:

  1. Reading

On reading a text-prose and poetry, the students should be able to:

    • perceive its overall organization,

    • discriminate between the main and subordinate points, and know how they interrelate;

    • understanding the structure of information in it, whether the information presented is by generalization, or by classification or by contrast and comparison,

    • draw inferences from it, for example, arriving at conclusion based on the given information,

    • evaluate/discover the writers’ attitude,

    • determine a role of lexical structure, its literal and figurative use,

    • identify elements of style as humour, pathos, satire and irony,

    • distinguish between the direct and implied meaning,

    • interpret/identify tabular diagrammatic presentation of information.




  1. Writing: By the end of a course, the students should be able to:

    • write correctly

    • express an idea coherently in a single paragraph,

    • write factual description of objects, places, persons etc.

    • describe a process( eg. making tea, mending a bicycle puncture)

    • write single narrative pieces,

    • write a critical appreciation of a piece of literature, eg. a poem or a short story,

    • write a letter of different kinds,

    • report events and experiments,

    • make notes using abbreviations, symbols etc.,

    • write an essay/compose a longer piece of reflective, prescriptive, expository, imaginative on a given topic.




  1. Grammar: By the end of the course, the students should be able to use the following correctly in a given context:

    • the right use of tense,

    • active and passive constructions,

    • to use punctuation marks correctly, parenthesis, indexing, underlining and use of abbreviations.


  1   2   3   4   5   6   7   8   9   ...   16


The database is protected by copyright ©sckool.org 2016
send message

    Main page