KAMAL INSTITUTE OF HIGHER EDUCATION AND

ADVANCED TECHNOLOGY
(Affiliated to G.G.S.I.P. University, Dwarka, New
Delhi,110078)

Practical Code: 156

Practical Title: Preliminary School Engagement-2

Name: Srishti Tyagi Session : 2020-2022

Enrollment no: 08096702120 Semester : II
Date Of Examination:
 ACHNOWLEDGEMENT

I owe a great many thanks to a great many people who helped and
supported me during the making of this file. My deepest thanks to
Lecturer, DR.PREETI SHARMA , Dr. ARCHNA VATS, Dr. MEENAKSHI
and MS.SHEETAL MA’AM, the Guide of the file, for guiding and
correcting my various documents with attention and care. She has
taken pain to go through the file and make necessary corrections as
and when needed. I express my thanks to the Principal of KAMAL
INSTITUTE OF HIGHER EDUCATION AND ADVANCE TECHNOLOGY, for
extending her support. I would like to mention a special thank you to
the subject of the case, his mother and his school teachers for co-
operating with me during my interviews and otherwise. I would also
like to thank my family and friends without whom this file would
have been a distant reality.
 INDEX
S.NO CONTENT PAGE NO.
1. Organization of Co-curricular Activities- Reflection 4-20

➢ Introduction

➢ Definition

➢ Types of CCA

➢ Difference between curricular and extra-curricular

activities
➢ Importance

➢ Reflection
2. Continuous and Comprehensive Evaluation-Reflection 20-35

➢ Introduction

➢ Historical background

➢ Objectives

➢ Implementations of CCE in schools

➢ Comparison between CCE & current evaluation system

in school
➢ Reflection
3. Observation of motors skills 35-47

➢ Motor skills Introduction

➢ Type of motor skills

➢ Language used during play

➢ Group structure and interactions

➢ Gender behaviour

➢ Patterns of negotiation and resolving conflict

 ➢ Popular culture
4. Multimedia presentation on given topics 47-49
5. Assessment of learning- Analysis of questions papers 50-78
6. My experience 78-79
 ORGANIZATION OF CO- CURRICULAR ACTIVITIES BY PUPIL
TEACHERS BY ASSISTING AND PARTICIPATING IN THE
ORGANIZATION OF THE SAME AND RECORDING
EXPERIENCES OF THE SAME IN A REFLECTIVE JOURNAL

INTRODUCTION
Co-curricular activities refer to all the activities performed by students to
enhance their life skills. Co-curricular activities can be performed individually
or in groups, inside or outside the classroom, depending on the activity's
nature.
Co-curricular activities facilitate the development of various domains of mind
and personality such as intellectual development, emotional development,
social development, moral development, and aesthetic development.
Creativity, Enthusiasm, and Energetic, Positive thinking are some of the facets
of personality development and the outcomes of Extracurricular activities. Co-
curricular activities (CCAs) earlier known as Extracurricular Activities (ECA) are
the components of the non-academic curriculum that helps to develop various
facets of the personality development of the child and students.
DEFINITION:
→ “Co-curricular activities are activities that take place outside the classroom
but reinforce or supplement classroom curriculum in some way.”
→ “ A co- curricular activity is defined as a program or out-of-class activity,
supervised and/or financed by the school, which provides curriculum - related
learning and character building experiences.”

TYPES OF CO-CURRICULAR ACTIVITIES

Co curricular activities can be divided into various categories depending on the
motive or the skill that an activity aims to enhance in an individual.
Here are some major types of co-curricular activities that you might have come
across during your school or college curriculum:
Co-Curricular Activities are needed for :-
• Physical Development
• Psychomotor Development
• Cultural Development
• Intellectual Development
• Social Development
• Development of Civic Values
 1. Activities for Physical Development:
Drill, P.T., indoor and outdoor games, sports, exercise, NCC, athletics,
etc.
2. Activities for Psychomotor Development:
Tailoring, carpentry, toy-making, soap-making, candle and incense-stick
making, embroidery, knitting, spinning, gardening, sculpture making,
leather work, clay work, weaving, book-binding, etc.
3. Activities for Cultural Development:
Annual day programmes, music and dance, drawing and painting, fancy
dress competitions, etc.
4. Activities for Intellectual Development:
School magazine, science club, world affairs society, debates, seminars
and discussions, essay and story writing competition, poetry recitation,
newspaper reading, etc.
5. Activities for Social Development:
Co-operative society, scouting and guiding, games and sports, school
council activities, celebration of special festivals, conducting morning
assembly, etc.
6. Activities for Development of Civic Values:
Celebration of social, religious and national festivals, school parliament
election, co-operative stores, cleanliness drive, AIDS awareness
programme, drug and liquor/alcohol abuse programmes, World
Environment Day celebrations, environmental protection drive, etc.

STEPS OF ORGANISATION
In co- curricular activities, a teacher plays a pivotal role in the organization of
co-curricular activities. Before organizing any activity you have to plan it. The
planning involves many considerations like nature of activity, target group,
objectives of activity, impact on student, teachers and community.
The activity becomes a success only if the talent and energies of all
stakeholders are optimally utilized.
COMMERCE ACTIVITIES:
In teaching commerce subjects effectively, co-curricular activities play an
important role. They supplement class teaching and increases student’s
interest in the subject. Although commerce subjects are more about numbers
and formulas, however there are a number of Co-Curricular activities can be
organized by the commerce teachers for the Enhancement of their student’s
knowledge and interest.
Now let us discuss those activities which I have observed during my PSE-2 :-
One of the co-curricular activity which I have observed during my ‘Preliminary
school engagement -2’ is School Assembly . School Assembly is one such co-
curricular activity which serves as focus of all forms of co-curricular activities
developing civic skills. Objectives for organizing School Assembly are to:
 Assemble the school students and teachers at one platform.
 Appreciate the achievements and motivate.
 Develop understanding of issues pertaining to school and world at large.
 Give opportunity to address audiences.
 Provide link with community
 Develop discipline among students
 Provide a platform for all to feel together.

How the teacher organized morning assembly: -

In the school, first of all a bell was rang by 10: 35 a.m. in the morning and all
the students were asked to make a queue and move into the Assembly area.
All the students were trained to work smoothly and quietly by the teacher. The
students gathered in the Assembly area and they were asked by the teacher to
stand according to their Heights and at proper distances. The teacher asked
the presenter to present a speech on the given theme. Also, she was keeping a
check on the students so that the discipline is maintained all around. The
teacher was giving instructions to all the participants. She was guiding them
throughout the Assembly. She was motivating the students and was building
Team Spirit among students. The activities which were undertaken during the
morning assembly were as follows: -
 It began with Ganesh Vandana and was followed by prayer thought,
news and speech by students. At the end, national anthem was
conducted.
 The teacher was handling all the students nicely and politely and the
Assembly was conducted effectively by the teacher.
 At the end, she asked the students of her classroom to move to the
respective class quietly and in a disciplined manner.
Purpose of organising a school assembly (co-curricular activity) in the school:
The school assembly benefits the students in the following ways:
A) it develops a feeling of affiliation and unity among students.
B) it develops in students a sense of identity with the school.
C) it enables the students to share their experiences, stories with others.
D) facilitate moral and religious development in students.
E) it motivates the students by positive reinforcement in the form of praise or
rewards awarded in public.
F) helps in building the confidence of the students.

ENGLISH CO-CURRICULAR ACTIVITIES:

Co-curricular activities provide various situations that can be effectively used
to develop language skills such as listening, speaking, reading and writing. In
this context we should not lose sight of the fact that the skills like listening,
speaking, reading and writing are interlinked and interdependent. There are
various types of co-curricular activities meant for developing learners’
language skills.
Some of the major co-curricular activities have been listed below:
i) Recitation (of Rhymes, Action Songs and Poems)
ii) Conversation (on familiar and un-familiar topics)
iii) Story Telling
iv) Dialogue Picture Composition
v) Word Building
vi) Description (of known objects, places, events)
vii) Declamation & Debates

Now let us discuss those activities which I have observed during my PSE-2:
One of the co-curricular activities which I have observed during my
‘Preliminary school engagement -2’is ‘Debate competition’.
WHAT IS A DEBATE?
A debate is a discussion or structured contest about an issue or a resolution. A
formal debate involves two sides: one supporting a resolution and one
opposing it. Such a debate is bound by rules previously agreed upon. Debates
may be judged in order to declare a winning side. Debates, in one form or
another, are commonly used in democratic societies to explore and resolve
issues and problems.
The importance of debate competition in schools:
1. Debate hones the critical thinking skills of the students.
2. Debate allows them to inspect and scrutinize the subject matter they
have been asked for.
3. It creates better understanding in students’ mind.
4. The debate is a very creative way of increasing the retention ability of
the students.
5. Team bonding and collaboration is one of the things which builds up
during the debate.
6. Debate participation helps in developing the research skills and
increases knowledge about a particular topic.
The steps that the teacher followed to organize a debate in the classroom:
 Firstly, she provided the topic of the debate to the students. Then, she
divided the whole class into two teams, that is one for the topic
statement (that is in favour) and one team in it's against.
 After that, she explained the rules of the debate to the students. She
provided all the students with the instructions to be followed during the
debate.
 Then the students were given some time to research and think on both
sides of the topic. The teacher made both the teams to sit at the
opposite sides and asked each student from both the teams to speak on
the given topic (in for and against it).
 She gave 4 minutes to each student in respective teams to speak for or
against the subject. She handled all the students nicely and the decorum
was made in the classroom. After observing the student, she allotted
points to them on the basis of their performance.

HOW DEBATE HELPS STUDENTS?

The debate helps students in the following ways:
• Gaining broad, multi-faceted knowledge cutting across several disciplines
outside the learner’s normal academic subjects.
• Increasing learners’ confidence, poise, and self-esteem.
• Providing an engaging, active, learner-centred activity.
• Improving rigorous higher-order and critical thinking skills.
• Enhancing the ability to structure and organize thoughts.
• Enhancing learners’ analytical, research and note-taking kills
• Improving learners’ ability to form balanced, informed arguments and to use
reasoning and evidence.
• Developing effective speech composition and delivery.
• Encouraging teamwork.

DIFFERENCE BETWEEN CURRICULAR , COCURRICULAR AND EXTRA-

CURRICULAR ACTIVITIES :
Curricular Activities:
• In simple words it can be said that activities that are undertaken inside the
classroom, in the laboratory, workshop or in library are called “curricular
activities.”
• These activities are an integral part of the over-all instructional programme.
Because in the organization of these activities or programmes there lies active
involvement of the teaching staff of the educational institution.
• Curricular activities include:
(i) Classroom activities
(ii) Activities in the library
(iii) Activities in the laboratory
(iv) Activities in the Seminars, workshops and conferences

Co-curricular activities:
Activities sponsored or recognized by a school or college which are not part of
the academic curriculum but are acknowledged to be an essential part of the
life of an educational institution. Co-curricular activities include sports, school
bands, student newspaper etc.
• Mainly organized after school hours and so were the extra-curricular but they
are not an integral part of the activities of the school as its curricular work”-
according to Aggarwal (2000).
• Activities undertaken to strengthen the classroom learning as well as other
activities both inside and outside the classroom to develop the personality of
the child”- according to Bhatia (1996).
Examples and Types of Co-curricular Activities:
• Sports
• Musical activities
• Debate
• Model
• Art
• Music
• Drama
• Debate and discussion
• Declamation contest
• Story writing competition
• Essay writing competition
• Art craft
• Recitation competition

Extracurricular Activities
• Activities carried on outside the regular course of study; activities outside the
usual duties of a job, as extra class activities”- according to The International
Dictionary of Education (1977).
• Various social and other types of activities like literary, dramatic, social
services etc. which attracted the attention of the child were considered as
extracurricular activities.
• Can be almost anything that isn’t required for high school credit or paid
employment. These activities will become very important later, such as when
you are applying to colleges, because they help you develop your talents,
interests, and passions. The can also teach you practical skills like time
management.
Examples of extracurricular activities:
• Academic
• Art
• Athletics
• Career Oriented
• Community Service (Volunteer)
• Computer/Technology
• Cultural
• Dance
• Debate/Speech
• Environmental
• Family Responsibilities
• Foreign Language
• Internship
• Journalism/Publication
• Music: Instrumental
• Music: Vocal
• Religious
• Research
• Robotics
• School Spirit
• Social Justice
IMPORTANCE OF CO-CURRICULAR ACTIVITIES
The importance and benefits of co-curricular activities are as follows: -
• Helps to develop the spirit of healthy competition.
•These activities guide students how to organize and present an activity, how
to develop skills, how to co-operate and co-ordinate in different situations-all
these helps in leadership qualities.
• It provides the avenues of socialization, self-identification and self-
assessment when the child come in contact with organizers, fellow
participants, teachers, and people outside the school during cultural activity.
• Inculcate the values to respects other’s view and feeling.
• It makes you perfect in decision making.
• It develops a sense of belongingness.
• CCA provide motivation for learning.
• CCA develop the values like physical, psychological, Ethical, academic, civic,
social, aesthetic, cultural recreational and disciplinary values
• Co-curricular activities stimulate playing, acting, singing, recitation, speaking
and narrating in students.
• Activities like participation in game debates, music, drama, etc., help in
achieving overall functioning of education.
• It enables the students to express themselves freely through debates.
• Games and Sports help to be fit and energetic to the child.
Advantages of co-curricular activities to students
Enhances overall personality
Co-curricular activities in school help to enhance the overall personality of the
students. These prepare them to take challenges heads up and enable them to
think critically. Experiences and skills acquired through these co-curricular
activities make students proactive and prepared for their future endeavours.
Strengthen Self Confidence
The goal of co-curricular activities is to give better fitness to students and
inculcate a sense of sportsmanship, competitive spirit, leadership,
meticulousness, cooperation and team spirit. Thus, many institutions are
appreciating the importance of co-curricular activities and integrating a
number of co-curricular activities in their syllabus.
Develop Specialised Skills
Co-curricular activities in school help hone the talents of young minds and give
them an opportunity to develop their specialized skills. Competitions that are
organized can create a competitive environment and help them work towards
continuous improvement in their skills.
Improve Academic Performance
Studies have shown that students pursuing their hobbies achieved better
results in their studies. Their academic performance goes way up as they learn
to balance their co-curricular activities with their academic pursuits. They also
better understand how to manage their time efficiently and also increase their
interest in the school. It is essential to understand the importance of
cocurricular activities in improving academic performance.
Greater Opportunities
In this competitive era, records of participation in co-curricular activities can
act as game changers during admissions into various courses. Students
pursuing any co-curricular activities of their choice are given preference over
those who are not involved in any such activities. Therefore, the importance of
cocurricular activities is immense in their future pursuits.
Builds Sense of Responsibilities
When students in their early life are given some responsibility or a task to
handle like an application of first aid or managing the class painting board, etc.
their efficiency to handle such situations becomes much better. This fosters a
sense of responsibility and accountability.
REFLECTION
While studying the co-curricular activities, some authors like Bernie Trilling and
Charles Fidel have premised that “the world has changed so fundamentally in
the last few decades that the roles of learning and education in day-to-day
living have also changed forever”. According to me holistic development is play
important role in students’ life. Holistic development means intellectual,
physical, emotional, and social development which can be achieved only
through proper education.
Education plays a fundamental role in holistic development. On the basis of
holistic development, we can say that Co-curricular activities help in the
holistic development of students and assist in developing critical skills and
abilities to be successful and happy in the 21st Century life and workplaces.
Co-curricular activities is very important in students life because in the co-
curricular activities we can develop 12 essential skills, abilities And values like: -
Logical and analytical thinking, Critical thinking, creative thinking, problem
solving skills, social skills, emotional skills, communication skills, technology
skills, social values, ethical values. Government introduced co-curricular
activities in schools’ life, we saw that many benefits are they’re like enhances
overall personality of students, strengthen self-confidence, develop specialized
skills, improve academic performance, and also builds sense of responsibilities.
Co-curricular activities Encourage the student's performance. The rewards of
co-curricular activities in schools have been researched pretty well and it is
now ascertained that students who participate in these activities show better
academic results, stronger relationships in schools and are more likely to lead a
healthy and active lifestyle.
Moreover, students also feel a sense of belonging to the school and have
higher self-esteem by participating in structured activities like music, dance,
performing arts, etc. In addition to this, students become more motivated to
perform better in their academics. This makes the students feel happier,
healthier and involved. This establishes the importance of co-curricular
activities clearly. Last but not least in my point of view co-curricular activities
keep away from students to drugs and abuse or crime.
Writing a reflective journal in the problem faced by teacher
in assessment through the scheme of continuous and
comprehensive evaluation by observing the teachers
evaluating students
INTRODUCTION
CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE)
• Continuous and Comprehensive Evaluation (CCE) refers to a system of school
based evaluation of the learner that covers all aspects of the learner
development.
• The term “continuous” meant to emphasize that evaluation of identified
aspects of students “growth and development” is a continuous process rather
than an event.
• The second term “comprehensive” means that the scheme attempts to cover
both the ‘scholastic and the co-scholastic aspects of the students’ growth and
development.
• It is a developmental process of students which emphasizes on two fold
objectives.
• These objectives are continuity in evaluation and assessment of broad based
learning and behavioral outcome on the other.

HISTORICAL BACKGROUND
➢ Education is aimed at all-round development of children. Keeping this in
mind, the Central Board of Secondary Education (CBSE) introduced the CCE
(Continuous and Comprehensive Evaluation) pattern for secondary classes in
2009-2010.

➢ This was introduced under the Right to Education Act of 2009, to provide
quality education to students aged 6-14 years.
➢ In July 2009 union HRD minister Kapil Sibal announced a series of school
reforms to reduce the burden of academics.
✓ The Kothari Commission Report 1966
It stated that “the internal assessment or evaluation conducted by schools is of
greater significance and should be given increasing importance. It should be
comprehensive, evaluating all those aspects of students’ growth that are
measured by the external examination and also those personality traits,
interest & attitudes which cannot be assessed by it”.

✓ National Policy on Education 1986

It also stated that ‘continuous and comprehensive Evaluation should
incorporate both scholastic and non-scholastic aspects of evaluation spread
over the total span of instructional time.
✓ The National Curriculum Framework- 2005 (NCF-05)
It also proposed examination reforms. Position paper on Aims of Education –
NCF 2005, NCERT says:
o School based CCE system should be established to
o Reduce stress on children
o Make evaluation comprehensive and regular
o Provide space for the teacher for creative teaching
o Provide a tool of diagnosis & remediation
o Produce learners with greater skills

✓ Right to Education Act RTE - 2009

On 27th August 2009, Govt of India adopted a new act “Right to free and
compulsory education for children between 6-14 years of age”. This law came
into force for the entire country (except Kashmir) i.e. 1st April 2010 It states
that students up to standard. VIII should not be made to appear for any board
examination from the year 2010-2011, a scheme of continuous comprehensive
evaluation to be implemented from standard I to VIII.

FEATURES OF CCE
➢ CCE involves the process of assessing continuously and comprehensively
through a variety of tools & techniques.

➢ It is broad-based, and covers all the aspects of learner’s growth &

development.
➢ It is non-threatening and helps in reducing learner’s stress by assessing
meaningful small portions of the curricular content.

➢ It is a school-based evaluation consisting of both Scholastic & Co Scholastic

aspects.

OBJECTIVES OF CCE CORE OBJECTIVE:

Continuity in evaluation & assessment of Broad based learning &behavioural
outcomes.
➢ To make evaluation an integral part of teaching-learning process.

➢ To use evaluation for improvement of students’ achievement through

diagnosis and remediation.

➢ To make sound judgment and take timely decisions for learner’s growth,
learning process, learning pace and learning environment.
➢ To maintain desired standard of attainment.

➢ To provide scope for self-evaluation.

➢ To help develop cognitive, psychomotor and affective skills.

REASONS FOR INTRODUCING CCE

• Divides the huge CBSE portion into smaller chunks and reduces Pressure of
enormous studying.
• Identifies the continuous learning progress of students on smaller content
portions on a regular basis
• Encourages students to participate in extra-curricular activities instead of
focusing largely on academics.
• Explores the learning needs as well as potential of the students.
• Encourages the learning of students by including study.

IMPLEMENTATION OF CCE IN SCHOOLS

• Improvement in teaching learning process is taking place, in accordance to
the needs and abilities of students.
• Various teaching method and teaching aids are used by the teachers to bring
effective learning.
• Textbooks of school are based on CCE scheme.
• Grading process is implemented in school for evaluation purposes.

AIM OF CCE IN SCHOOL

The aim of CCE is so comprehensive that it includes almost all aspects of child
development. It integrates assessment with teaching and learning process
emphasizing assessment of learner abilities in scholastic area along with the
scholastic area.
• CCE encourage and motivates students to be positive in their attitudes
• It emphasizes that teachers judgment should be made through an honest
and objective appraisal without bias.
• It also encourage continuous interact with parents with regard to their
children progress and performance,
• CCE emphasis students learning throughout the schooling process.

SCHOLASTIC AND CO-SCHOLASTIC ASSESSMENT

Assessment
SCHOLASTIC
Scholastic area includes all those academic activities which are associated with
various subjects. The term Scholastic refers to those activities, which are
related to intellect of the brain. It is related to the assessment of learners in
curricular subjects. It includes assignments, project, practical etc. the desirable
behavior related to the learner’s knowledge, understanding, application,
evaluation, analysis and creating in subject and the ability to apply it in an
unfamiliar situation are some of the objectives in scholastic domain.
CO-SCHOLASTIC
While the scholastic category includes the five subjects – two languages,
mathematics, science and social science – co-scholastic areas include life skills,
attitudes and values, co-curricular activities and health and physical education.

Part 1: Scholastic Areas (EXAM PATTERN) Type of assessment Percentage

of Month Term wise weighting in weighting academic session
First Term
• Formative Assessment (FA1) = 10% (April- May)
• Formative Assessment (FA2) = 10% (July- August)
• Summative Assessment (SA1) =30% (September)(FA1+FA2+SA1 = 50%)
Second Term
• Formative Assessment (FA3) = 10% (October- November)
• Formative Assessment (FA4) = 10% (December-January)
• Summative Assessment (SA2) =30% (February)FA3+FA4+SA2 =
50%)Term1+Term2 = 100%
Summative Assessments
➢ It will be Theory Paper SA1 – Half-Yearly Examination

➢ SA2- Final Examination Weight age – 30%(SA1) & 30%(SA2)

➢ Question Papers will come from CBSE.

➢ Maximum marks for each subject paper = 90 Weight age will be taken = 30
Formative assessment

➢ This is done continuously in class or we can say that ‘ASSESSMENT DURING

THE CLASS’ Its helps to monitor the progress of the students.
➢ It may include asking questions, quizzing, visual testing, oral testing etc.

➢ Teacher can take many formative tests but for final results to made only
two will be considered. Performance will be reflected in grades.

➢ In primary class FA includes oral tests, class test, homework, class work,
assignments and projects (3rd to 5 th class), storytelling, etc.
➢ These tests are to be taken in regular periods only.
Summative assessments

➢ Summative assessments evaluate student learning, knowledge, proficiency,

or success at the conclusion of an instructional period, like a unit, course, or
program. Summative assessments are almost always formally graded and often
heavily weighted (though they do not need to be).
➢ Summative assessment can be used to great effect in conjunction and
alignment with formative assessment, and instructors can consider a variety of
ways to combine these approaches.
➢ This is terminal assessment taken in the end of instruction

➢ This is typical paper pen test. This is done twice a year.

GRADING SYSTEM
The grading system is the process by which educators evaluate the
performance of the pupils in exams on the standard particular scales which is
based on the points entirely and consist of the grades like A-F or range like 1-
10; generally, letters and numbers are used to describe the grades of the
scholars. All the assessment regarding the academic status will be in marks and
overall assessment done in grading.

What is the purpose of the Grading System?

The main purpose of the grading system is to give clearance to the learners
and educators about the performance of the pupils in the respective subjects
and field of study so that both can able to do work on the weaknesses and
achieve good results. It is the important factor through which teachers
determine the efforts of the students in studies. The primary purpose of the
grading system is to determine the achievements of the student achieved in
the study. Also, to motivate the students, grades put into the practice as
students make efforts to improve their ranking.

A5 scale grading system is used for primary class(I to V)

Grading System: Scholastic Areas (Grading on 9 point scale)

➢ It’s used for secondary classes (IX TO X) and middle school it is 7point scale
(VI TO VIII)
➢ Grading will be done on the basis or performance of the students in all 6
tests.
C0-SCHOLASTIC AREA OF EVALUATION INCLUDES:
• Life skills that thinking and emotional skills.
• Attitude and value that is towards Teaches, schoolmates, schools
programmers’, environment and the value system.
• Co- curricular activities which are further divided into;
• Activities: literacy and creative skills, scientific skills, visual and performing
arts, leadership and organizing skills, and other co-curricular activities.
• Health and physical education that includes area like sports,NCC, NSS, etc.
REPORT CARD

COMPARISON BETWEEN CCE & CURRENT EVALUATION SYSTEM IN

SCHOOL
✓ The research indicated that the CCE pattern has made the students’ memory
and learning weak. The workload of books and projects on students increased
so much that the quality of education suffered. CCE affected students’
performance as fewer students attended classed. Only a few of them could
pass the competitive exam.
✓ The CCE pattern that was created to relieve children today has become a
problem for future successes. Given such problems, the Chairman of CBSE
-Vineet Joshi, started a National Scientific Study on CCE pattern to improve the
quality of education.
✓ In 2017, the assessment structure was remodeled for CBSE 10th; the board
exams became mandatory. Similarly, the board also asked to assess the 6-9th
classes based on annual exams instead of FA & SA based evaluation. CCE
resulted in the decline of intellectual ability; very few could pass the
competitive exam. Failure again increased tension in the students causing
various mental health issues. 

✓ There was a need for parents and teachers to talk intelligently and to focus
on teaching methods rather than teaching patterns. Teachers are advised not
to limit themselves with the lecture method as teaching should be in-line with
the requirements of the class and the lesson. The use of the storytelling
method should be more in use in the junior classes to sustain the knowledge of
the subject for a longer time. In order to develop intellectual capacity, parents
should also make their place environment friendly so that the students’ mental
health can be improved.
✓ While most CBSE schools have already started their academic session,
parents are finally coming to terms with a fresh challenge – the new
assessment pattern implemented by the board. The board has abolished the
continuous and comprehensive evaluation (CCE) pattern and brought back the
earlier pattern of assessment with emphasis on pen-paper tests.
✓ According to the new CBSE guidelines, two term exams would still be there
but the pen-paper test weight age will become 90 per cent with two term
exams of 80 marks each and 20 mark periodic assessment (unit tests) in each
term. The periodic assessment will have 10 mark paper based on syllabus
covered till announcement of exam date, five marks for notebook submission
and five marks for subject enrichment activities, which include activity-based
learning.
✓ The shift is now on theoretical learning which was not the strong point of
CCE but which the board felt was necessary. “The school had sent a circular to
us explaining the new pattern of assessment. Earlier there used to be two
formative assessment tests in each semester and many smaller class
assessments and even if my child missed one test, they could make up in
another. But according to new system, formative assessment is no longer
there. Now the students will write one class test like a unit test in one
semester and these dates cannot be missed.

REFLECTIVE
While studying the continuous and comprehensive evaluation: - Continuous
And comprehensive evaluation finds the pain areas of students and take a
constructive remedial action. CCE pattern includes formative and summative
assessment to keep a check on the students’ overall development.
In my point of view continuous and comprehensive evaluation pattern is a
revolutionary change incorporated in online schools and traditional schools, in
this evaluation pattern i saw two types of assessment pattern first is formative
assessment And second is summative assessment. Formative and summative
assessments are tools to detect the overall development and learning gaps
post the instructional delivery.
Hence, in an online learning environment, or a traditional school these
assessment patterns standardize the evaluation process and improve
conceptual learning at the ground level. Formative assessments include a wide
variety of assessments conducted during the learning process. This qualitative
feedback is based on the student’s performance that helps in identifying the
strengths and weaknesses of a student.
In an online school or a traditional school, summative assessments are
conducted at the end of each term to map the extent of conceptual learning.
These mainly focus on the evaluation of concepts learned during the
term/academic year.
So, students are awarded grades basis the skills acquired and knowledge
gained in the given period of time. We can also say that the summative
assessments gauge the effectiveness of the instructional delivery over some
time. I have personally identified there are many benefits of CCE. I can
understand its importance within our mainstream education system. Through
this evaluation system, the stakeholders identify learning gaps and academic
deficiencies without much wastage of productive time.
So, this pattern helps in focusing on the strengths and weaknesses of the
students without adding to their stress levels According to me and introduction
of the CCE pattern is indeed a disobedient or revolutionary change
incorporated in online schools and traditional schools. However, despite
numerous merits, its success is subject to the teacher’s zeal and motivation for
the student’s welfare. While a good teacher can make the most of it, the same
system is likely to fail badly with an incompetent teacher. So, to make this
system completely fruitful, we need to up skill our teachers. Only then we will
be able to use these patterns fully for the betterment of our students, and
eventually, succeed in creating a STUDENT CENTRIC FUTURISTIC EDUCATION
SYSTEM FOR ALL OUR INDIAN STUDENTS CCE and now NEP 2020 are two great
steps in the field of education, but everything is depending upon how they are
implemented in a school.
OBSERVATION OF MOTOR SKILLS INTRODUCTION
Motor skills can be defined as a function that involves a regular and precise movement of muscles to
perform a specific act. It is the ability to feel or sense and control the movements and the activities
of the muscles. Different kids develop these different motor skills at different rates. Motor skills can
be categorized into two parts:

• Gross motor skills

• Fine motor skills

Motor development during adolescence: -

❖Gross and fine motor skills improve continuously during adolescence. Adolescents can do more
complex and strenuous activities compare when they were in their middle childhood.

❖As adolescents continue to mature they become better able to move their bodies with greater skill
and precision. These movement skills are divided into two types: gross motor skills and fine motor
skills.

❖Gross motor skills refer to the large muscle movements of the body (e.g. muscles used while
running), while fine motor skills refer to the tiny and precise muscle movements (e.g. muscles used
while keyboarding or texting).

❖Relative to boys, adolescent girls make only modest gains in their gross and fine motor skills until
approximately 14 years of age. After this point, they generally do not experience any additional
improvement in their motor skills unless they are specifically training for a sport or hobby which
requires these skills.

❖In contrast to girls, the motor skills of adolescent boys continue to improve, particularly gross
motor skills. Adolescent boys rapidly gain physical speed, jumping strength, throwing strength, and
endurance throughout the entire period of adolescence, even into their early 20's.
 Types of motor skills

Gross motor skills

 Gross motor (physical) skills are those which require whole body movement
and which involve the large (core stabilising) muscles of the body to perform
everyday functions, such as standing and walking, running and jumping, and
sitting upright at the table. They also includes eye-hand coordination skills such
as ball skills (throwing, catching, kicking) as well as riding a bike or a scooter
and swimming.
 These are generally associated with continuous tasks. Gross motor skill
development generally takes place in childhood. It can further be divided into
two sub-groups:
o Locomotive skills such as running, jumping, and swimming, etc.
o Object control skills such as kicking, throwing, and catching, etc.
 Gross motor skills are related to other abilities. These include:
o Balance
o Coordination
o Body awareness
o Physical strength
o Reaction time
Gross motor activities for toddlers

❖ Play with a hula hoop.

❖ Jog or run in place

❖ Jump over a piece of paper

❖ Freeze dance

❖ Jump up and down from a bottom step

❖ Play Simon Says

Gross motor activities for adolescent

❖ Jumping on a trampoline

❖ Walking or climbing over unstable surfaces

❖ Swimming

❖ Riding a bike or a scooter

❖ Dancing

❖ Bowling

Importance of gross motor skills

❖ Gross motor skills are important to enable children to perform every day
functions, such as walking, running, skipping, as well as playground skills (e.g.
climbing) and sporting skills (e.g. catching, throwing and hitting a ball with a
bat). These are crucial for everyday self-care skills like dressing (where you
need to be able to stand on one leg to put your leg into a pant leg without
falling over).
❖ Gross motor abilities also have an influence on other everyday functions.
For example, a child’s ability to maintain table top posture (upper body
support) will affect their ability to participate in fine motor skills (e.g. writing,
drawing and cutting) and sitting upright to attend to class instruction, which
then impacts on their academic learning. Gross motor skills impact on your
endurance to cope with a full day of school (siting upright at a desk, moving
between classrooms, carryng your heavy school bag).

Factors Affecting the Development of Gross Motor

There are a number of factors that can affect the development of gross motor
skills in infants. Some of these factors are:
• Access to media and technology which has provided kids with a number of
opportunities to develop their physical motor skills
• Presence of low muscle tone or high muscle tone
• Growing up in a protected environment
• A sedentary lifestyle, accompanied by a rich diet
• Rewards and prizes that a child obtains for performing some activity
In general, gross motor skills are developed rapidly in the first five years of a
child's life. The development takes place in four main areas. These areas are
motor, communication, and language, cognitive, and social and emotional.

Fine Motor Skills

❖ Fine motor skills involve the use of the smaller muscle of the hands,
commonly in activities like using pencils, scissors, construction with lego or
duplo, doing up buttons and opening lunch boxes

❖ Fine motor skill efficiency significantly influences the quality of the task
outcome as well as the speed of task performance. Efficient fine motor skills
require a number of independent skills to work together to appropriately
manipulate the object or perform the task.
What skills do ‘fine motor skills’ include?
Academics skills including
▪ Pencil skills (scribbling, colouring, drawing, writing)
▪ Scissors skills (cutting)
Play
▪ Construction skills using lego, duplo, puzzles, train tracks
▪ Doll dressing and manipulation
▪ IT use (e.g. mouse and stylus manipulation)
Self-care including
▪ dressing – tying shoelaces, doling up sandals, zips, buttons, belts
▪ eating – using cutlery, opening lunch boxes and food bags
▪ hygiene – cleaning teeth, brushing hair, toileting.

Fine motor activities for adolesents

❖ Paper Folding Crafts

❖ Juggling

❖ Learning to play a musical instrument

❖ Model making

❖ Making jewelry and friendship bracelets.

❖ Puzzles

❖ Board Games and Card Games

❖ Baking and Cooking

❖ Painting and Coloring

Importance of fine motor skills

Fine motor skills are essential for performing everyday skills as outlined above
as well academic skills. Without the ability to complete these every day tasks, a
child’s self esteem can suffer, their academic performance is compromised and
their play options are very limited. They are also unable to develop appropriate
independence in ‘life’ skills (such as getting dressed and feeding themselves)
which in turn has social implications not only within the family but also within
peer relationships.

Factors Affecting the Development of Fine Motor Skills

1) Postural Stability- this is the ability to keep your balance and maintain an
upright posture when seated without the need for outside support. Such
stability comes from the muscles of the trunk and shoulder which in turn help
stabilize and control the muscles of the arms and hands making tasks like
writing less difficult. If this area is lacking it may result in your child pressing
too hard when using writing utensils or not pressing hard enough with poor
control of utensils. Shoulder and core strengthening exercises can help combat
this issue.
2) Tactile perception- this is the sensation related to touch. Issues with tactile
perception cause confusion for the brain when it cannot definitively tell the
differences between various sensations and textures. Sometimes you see this
result in your child dropping items out of their hands frequently. Without the
proper information getting from the hands to the brain, fine motor
development is very challenging.
3) Hand function- this is how the hand and finger muscles function together.
This skill is very important! The more fine motor and hand dexterity
opportunities that are made available to your child, the greater their fine
motor skills will become.
4) Bilateral Coordination- this is your hands ability to work and move together.
The inability to cross midline can also cause difficulty when trying to
coordinate your hand function. When our hands work together well you will
notice more controlled and systematic fine motor skills including improved
small object manipulation and legible handwriting.

OBSERVATION OF CLASS - STUDENT PLAYING BASKETBALL

LANGUAGE USED DURING PLAY
➢ Language among peer groups
o Students were talking to their classmates in their local language
 o Their language was a little offensive but it was common among
them.
o They were using sign language with their team members.

➢ Language among teacher and student

• Students were talking to their teachers in English language as well as in their
local language. (formal language)
• While communicating with students teachers using English language to
encourage students to speak in English and also sometimes they were using
simple Hindi language. (multilingual)
Group structure and interactions
• There groups was heterogeneous [ boys and girls are of same age].

Behavior
Individual Behavior:-
• Individuals having dominating behavior towards their team members & were
constantly making strategies
• I found them a bit jealous of others & very aggressive to other team
members
Group Behavior:-
• Students were cooperative with their team members.
• Students have good leadership qualities because they were trying to resolve
the issues & disputes between the team
• They were creating opportunities for goal for other members.
• They were appreciating each other.
Gender behavior:-
• Maximum students had friendly behavior but few students are of aggressive
nature.
• Some boys were very aggressive and some boys were of jolly nature.
• Some of the Girls were not interested in playing kabaddi may be because
they were not comfortable in playing kabaddi with boys.
Patterns of negotiation and resolving conflicts
Popular culture
• Boys and girls were following indo-western culture even in schools and it was
seen in their hairstyles, dressing
• Children were using slang languages, argue with their elders and don’t obey
the rules & regulation
Importance of Motor Skills in Children
Well, every parent wants their children to be independent. These activities
which we term as motor skills can be regarded as a very small task. But, for
infants and kids, this is a huge challenge. Motor skill development is of utmost
importance because:
• It helps the child to move and complete tasks independently
• The child is able to develop his/her cognitive, speech, and sensory
development
• This gives the child a sense of confidence and independence
• Motor skills are some of the most basic skills which will help them
throughout their life.
As adults, therefore it is very necessary to understand that a child needs motor
skill development during childhood. A delay in motor skill development in
childhood can cause long-term effects. These motor skills are something that
must be practiced every day. For kids from each new task is the new challenge
they must be encouraged to take up these challenges.
How to Encourage Your Child’s Motor Skills
Parents and caregivers must follow a sequence and must try to develop the
motor skills of a child at a very young age. It starts from the main body parts,
including the head, neck, arms, and legs, and then moves to the subsidiary
body parts, such as fingers, and toes. At the same time, it is very important to
remember that each child is different and learns differently. Some of the tips
to encourage motor development at different ages are as follows:
Motor skill development for infants:
• Make the babies learn how to crawl, then to stand and balance, and then to
move. Slowly and steadily the move will get converted into a run.
• Practice tummy time for a few minutes and increase the time slowly. This will
help them grow stronger muscles.
• Place toys nearby so your baby tries to move and get hold of them.
Around the age of 1:
• Try and make your baby move and walk a little faster.
• Let the child do some small other activities like flipping the pages of a book
or watching videos etc.
• Provide toys with moving parts that stay attached.
• Start teaching him how to speak.
At 2 years old:
• Make the toddler play games like building blocks.
• Develop the speaking abilities of the child.
• Play games like rolling the ball or running behind the child etc.
From ages 3 to 5:
• Visit a park and make the child play different games.
• Make your child learn how to write or draw.
• Make your child learn how to balance while doing different activities.
• Make your child do different art and craftwork.
• Have your child help you with simple household chores.

Conclusion
Motor skills are used every day throughout our lives. If not started at a proper age, it can
lead to troubles later on. This article had touched upon each and every aspect of Motor
Skills. In our other article, we have presented the entire description for Fine Motor Skills.
These skills are to be practiced every day in order to build confidence and independence
and to explore the world around, thereby promoting cognitive, speech, and sensory
development.
 MULTIMEDIA PRESENTATION ON THE TOPIC
VALUES IN EDUCATION- methods and techniques of Value
Inculcation (classroom context)
Our respected principal ma’am Dr. Priti Srivastava gave us GROUP ACTIVITY which related to
our subject“Historical and Sociological Foundation of Education Subject Code (Bed104)”. She
divided us into the group of 5members where we have to prepare the power point
presentation and work in group. She allotted all the topic related to our subject and gave us
the opportunity to show our work and cooperate with others. The topic of our presentation
wasVALUES IN EDUCATIO-Methods and techniques of value inculcation .In this , we divided
the work in group , like we all decided that who will present be the presenter /speaker , who
make create a power point presentation and which students will send the matter regarding
the allotted topic. My work was to submit the matter related to the assigned topic like :-
ASSESSMENT OF LEARNING- ANALYSIS OF QUESTION PAPER
REFLECTION:
This study is based on the analysis of the Accountancy question paper of the Central Board of
Education, year 2019. As per my analysis, proper directions were given to attempt the paper.
Instructions included the marks allotted to each question and division of sections. It was clearly
mentioned that section A is mandatory and one section has to be attempted from Section B and
Section C. Proper segregation was done in different types of questions as very short answer
questions, short answer questions type 1 and type 2, and long answer questions Type 1 and type 2,
which makes it easy to write the exam by allocating proper time to each type of section. Proper
balance was maintained between direct and theoretical questions and numerical questions as well,
so that conceptual knowledge can also be analyzed and evaluated along with practical knowledge.
Length of the paper was set as per an average achiever, but for a below average student, it might be
a lengthy paper because of lengthy calculations. Questions were arranged in proper sequence in
consideration with marking, although it was noticed that proper weightage is not given to different
domains as per the syllabus. Directions for marking are given properly, and students can easily
analyse on the points to be written as per the marks allotted to each question and long questions
were also divided in small parts so as to make it clear that to the point answers are required
REFLECTION
This study is based on the analysis of the Business studies question paper of the Central Board of
Education, year 2019. As per my analysis, proper directions were given to attempt the paper.
Instructions included the word limits of answers to be given as per the marks Allotted to each
question. Proper segregation was done indifferent sections as very short answer questions, short
answer questions type 1 and type 2, and long answer questions Type1 and type 2, which makes it
easy to write the exam by allocating proper time to each type of section. Also, it was analysed that
most questions in this paper were based on case study, which help sin evaluating the complete
understanding of the subject rather than scoring on the basis of rote learning. Along with this proper
balance was maintained with direct questions as well so that students don’t have to read the whole
case study in every question, which might get time consuming. Length of the paper was set as per an
average achiever, but for a below average student or for those whose reading pace is not so fast, it
might be a lengthy paper because of lengthy case studies. Questions were arranged in proper
sequence inconsideration with marking, although it was noticed that proper weightage is not given
to different domains as per the syllabus. Directions for marking are given properly, and student scan
easily analyze on the points to be written as per the marks allotted to each question and long
questions were also divided in small parts so as to make it clear that to the point answers are
required.

THE LIGHT OF NEW APPROACH OF ASSESSMENT

Special Scheme of Assessment for Board Examination Classes X and XII for the Session 2021-22

CBSE had to cancel both its class X and XII Board examinations of the year 2021 and results are to be
declared on the basis of a credible, reliable, flexible and valid alternative assessment policy. This, in
turn, also necessitated deliberations over alternative ways to look at the learning objectives as well
as the conduct of the Board Examinations for the academic session 2021-22 in case the situation
remains unfeasible.

CBSE has also held stake holder consultations with Government schools as well as private
independent schools from across the country especially schools from the remote rural areas and a
majority of them have requested for the rationalization of the syllabus, similar to last year in view of
reduced time permitted for organizing online classes. The Board has also considered the concerns
regarding differential availability of electronic gadgets, connectivity and effectiveness of online
teaching and other socio-economic issues specially with respect to students from economically
weaker section and those residing in far flung areas of the country. In a survey conducted by CBSE, it
was revealed that the rationalized syllabus notified for the session 2020-21 was effective for schools
in covering the syllabus and helped learners in achieving learning objectives in a less stressful
manner. In the above backdrop and in line with the Board’s continued focus on assessing stipulated
learning outcomes by making the examinations competencies and core concepts based, student-
centric, transparent, technology-driven, and having advance provision of alternatives for different
future scenarios, the following schemes are introduced for the Academic Session for Class X and
Class XII 2021-22.
SPECIAL SCHEME FOR 2021-22
A. Academic session to be divided into 2 Terms with approximately 50% syllabus in each
term: The syllabus for the Academic session 2021-22 will be divided into 2 terms by
following a systematic approach by looking into the interconnectivity of concepts and topics
by the Subject Experts and the Board will conduct examinations at the end of each term on
the basis of the bifurcated syllabus. This is done to increase the probability of having a
Board conducted classes X and XII examinations at the end of the academic session.
B. The syllabus for the Board examination 2021-22 will be rationalized similar to that of the
last academic session to be notified in July 2021. For academic transactions, however,
schools will follow the curriculum and syllabus released by the Board vide Circular no.
F.1001/CBSE- Acad/Curriculum/2021 dated 31 March 2021. Schools will also use alternative
academic calendar and inputs from the NCERT on transacting the curriculum.
C. Efforts will be made to make Internal Assessment/ Practical/ Project work more credible
and valid as per the guidelines and Moderation Policy to be announced by the Board to
ensure fair distribution of marks.

DETAILS OF CURRICULUM TRANSACTION

➢ Schools will continue teaching in distance mode till the authorities permit in-

➢ person mode of teaching in schools.

➢ Classes IX-X: Internal Assessment (throughout the year-irrespective of Term I and II)
would include the 3 periodic tests, student enrichment, portfolio and practical work/
speaking listening activities/ project.

➢ Classes XI-XII: Internal Assessment (throughout the year-irrespective of Term I and II)
would include end of topic or unit tests/ exploratory activities/ Practicals / projects.

➢ Schools would create a student profile for all assessment undertaken over the year and
retain the evidences in digital format.

➢ CBSE will facilitate schools to upload marks of Internal Assessment on the CBSE IT
platform.

➢ Guidelines for Internal Assessment for all subjects will also be released along with the
rationalized term wise divided syllabus for the session 2021-22.The Board would also
provide additional resources like sample assessments, question banks, teacher training etc.
for more reliable and valid internal assessments.

TERM I EXAMINATIONS
➢ At the end of the first term, the Board will organize Term I Examination in a flexible
schedule to be conducted between November-December 2021 with a window period of 4-8
weeks for schools situated in different parts of country and abroad. Dates for conduct of
examinations will be notified subsequently.

➢ The Question Paper will have Multiple Choice Questions (MCQ) including casebased
MCQs and MCQs on assertion-reasoning type. Duration of test will be 90 minutes and it will
cover only the rationalized syllabus of Term I only (i.e. approx. 50% of the entire syllabus).
➢ Question Papers will be sent by the CBSE to schools along with marking scheme. ➢ The
exams will be conducted under the supervision of the External Center Superintendents and
Observers appointed by CBSE.

➢ The responses of students will be captured on OMR sheets which, after scanning may be
directly uploaded at CBSE portal or alternatively may be evaluated and marks obtained will
be uploaded by the school on the very same day. The final direction in this regard will be
conveyed to schools by the examination Unit of the Board.

➢ Marks of the Term I Examination will contribute to the final overall score of students.

TERM II EXAMINATION/ YEAR-END EXAMINATION

➢ At the end of the second term, the Board would organize Term II or Year

➢ end Examination based on the rationalized syllabus of Term II only (i.e. approximately
50% of the entire syllabus).

➢ This examination would be held around March-April 2022 at the examination centers
fixed by the Board.

➢ The paper will be of 2 hours duration and have questions of different formats (case-
based/ situation based, open ended- short answer/ long answer type).

➢ In case the situation is not conducive for normal descriptive examination a 90 minute
MCQ based exam will be conducted at the end of the Term II also.

➢ Marks of the Term II Examination would contribute to the final overall score.

ASSESSMENT / EXAMINATION AS PER DIFFERENT SITUATIONS

A. In case the situation of the pandemic improves and students are able to come to
schools or centers for taking the exams.
Board would conduct Term I and Term II examinations at schools/centers and the
theory marks will be distributed equally between the two exams.
B. In case the situation of the pandemic forces complete closure of schools during
November-December 2021, but Term II exams are held at schools or centers.
Term I MCQ based examination would be done by students online/offline from home
- in this case, the weightage of this exam for the final score would be reduced, and
weightage of Term II exams will be increased for declaration of final result.
C. In case the situation of the pandemic forces complete closure of schools during
March-April 2022, but Term I exams are held at schools or centers.
 Results would be based on the performance of students on Term I MCQ based
examination and internal assessments. The weightage of marks of Term I
examination conducted by the Board will be increased to provide year end results of
candidates.
D. In case the situation of the pandemic forces complete closure of schools and Board
conducted Term I and II exams are taken by the candidates from home in the
session 2021-22.
Results would be computed on the basis of the Internal Assessment/Practical/Project
Work and Theory marks of Term-I and II exams taken by the candidate from home in
Class X / XII subject to the moderation or other measures to ensure validity and
reliability of the assessment. In all the above cases, data analysis of marks of
students will be undertaken to ensure the integrity of internal assessments and
home based exams.
MY EXPERINCES
My experience during PSE-2 in VANDANA INTERNATIONAL SCHOOL, dwarka sector 10, Delhi 110075,
was great During the observation I got a Golden opportunity to learn new thing. I got the
opportunity to have a look at the co-curricular activities, continuous and comprehensive evaluation
pattern and motor skills and chance to analysis. There I come to know that co-curricular activities
and CCE are integral part of the education And important for the overall child development. After
the studying the CCE and co-curricular activities I came to know how to analysis difference between
both of them. It helped me to know how to do comparison between academic and co-curricular
activities.

My overall experience while making this file was very high-yielding and I got to learn many new
things while prepared this file.