Preliminary School Engagement PSE-II

1. DELHI TEACHERS’ TRAINING
COLLEGE
DEENPUR, NAJAFGARH, NEW DELHI – 110043
(Affiliated to G.G.S.I.P. University, Delhi – 110075)
B.Ed. 2015 – 2017
Semester - II
Submitted By:-
Swati Ghansela
Enrollment No.- 05940202115

2. Preliminary School Engagement
PSE-II
B.Ed- 156

3. Organization of Co-curricular
activities

4. 1.Art and Craft Activity

5. Details
• We have done an art & craft activity with
students. The best art should be displayed on
the notice board. The activity was held at
auditorium. The time of the activity was 1
hour, Each participant has to make his own
paper design and all the students were asked
to take there own accessories from home.
There were very amazing arts made by some
participants.

6. Reflection
• It was fantastic to see jeal in the students and
there creative ideas and most important was
their coordination to work in a team. It
shows that students are trained to work in a
team from starting level of their studies. It
gives a break from regular studies & helps
student to get motivated and fell refresh.

7. 2.Founder’s Day

8. Details
• On the founder’s day of school, there were
many activities going to take place. We
trained a dance group for that day. It was like
a celebration day for the school. Many
students took part in the activities
Reflection:- I found it very interacting because
with studies co-curricular activities are also
important for children to find the inner talent
in them and it would refresh their minds.

9. 3.Clay modeling activity

10. Detail
• We have organised a clay model activity for
class 6 students in their free period. We
provided them clay. It was a surprise activity.
We asked them to make any model.
Reflection:-
• The student have made very good models.
some of them made shapes of animals, some
made building etc. it was good to see the
beautiful imagination of children& their
dedication towards art & craft activities.

11. 4.Paper folding activity

12. Details
• We organised a paper folding activity with
class 6 students in their free period. We
informed them a day before and asked them
to carry their own stationary. We also
participated in the activity
Reflection:- I found that students are very
much interested for the activity. Students
have made beautiful paper designs. It shows
that school must be organising such activities
on regular basis, that was the reason they
were good at it.

13. Observation of the
Implementation of CCE

14. Continuous And Comprehensive
Evaluation (CCE)
 CCE refers to a system of school based evaluation of a student
that covers all aspects of a student development.
 The term ‘continuous’ is 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 student which emphasizes on
two fold objectives.
 These objectives are continuity in evaluation and assessment of
broad based learning and behavioral outcomes on the other.

15. OBJECTIVE:
Observation of the implementation of CCE in BVM
School as well as the problems faced by the teachers
in terms of implementing CCE scheme.
PROCESS:
First of all we talked with teachers and collected
various information from them.
We talked with students, parents as well as school
authorities also.
We also did survey in our school in regard of this
scheme and collected remaining information with
the help of it.
Questionnaire attached in last

16. Implementation Of CCE In School
In context of CCE, scholastic as well as co-
scholastic aspects are taken into consideration while
evaluating a student.
Grading process is implemented in school for
evaluation purposes.
Textbooks of school are based on CCE scheme.
Various teaching method and teaching aids are used
by the teachers to bring effective learning.
Improvement in teaching learning process is taking
place, in accordance to the needs and abilities of
students.

17. Views Of Teachers Regarding
CCE Scheme
With the help of CCE, student is evaluated on the basis
of scholastic as well as co-scholastics aspects.
After the implementation of CCE, overall development
of the students are taking place. But yes, the pressure on
students also increased.
Due to CCE, teachers need to do more work in less time
which makes them unable to complete their own work.
It was easy to evaluate the student on the basis of
scholastic aspects but the co-scholastic aspects like the
interests, the abilities are difficult to evaluate at times.

18. Views Of Students Regarding
CCE Scheme
Students are happy with CCE scheme, as they don’t need to
do more work and they get sufficient time to play. The fear
of less marks or being failed is no more exist in them, so
they give their exams freely.
The students who are very good in studies are not happy
with this scheme as due to grading system, the difference in
marks get replaced by grades, which makes it difficult to
compare between 92 marks and 98 marks as both are given
the same grades.
Many students feels that the curriculum is increased as the
work they need to do in one year, now due to this scheme,
it has to be done in six months only.
Some students feels that being evaluated on the basis of co-
scholastic activities also, they get annoyed, as every student
can’t be good in everything.

19. Views Of Parents Regarding
CCE Scheme
Some parents feels that their child’s interest is increasing
in studies after this CCE scheme.
The feeling of stress is reduced in their child.
Some parents wanted that their child should not be
promoted to next class without any hard work , as this is
exploiting their habits.
Some parents feels that the CCE scheme in class IX and
X should be removed, so that the importance of board
exam should be maintained.

20. Views Of School Administration
Regarding CCE Scheme
The school authorities are facing many problems in the
implementation of CCE scheme.
Due to the unavailability of experienced teachers,
administration is facing so many problems in the teaching-
learning process as well as in evaluation process.
After the implementation of CCE, the work load on
administration has increased to greater extent.

21. Teachers:
Q1. Are you happy with the implementation of
CCE scheme?
a)Yes() b)No()
Q2. Due to CCE scheme, are you facing
problems?
a)Yes() b)No()
Q3. Is CCE helpful in all round development of
student?
a)Yes() b)No()
BVM SCHOOL(Questionnaire)

22. Students:
Q4. Is school give you time for co-curricular
activities?
a)Yes() b)No()
Q5. Are you happy with grading system?
a)Yes() b)No()
Parents:
Q6. Do you think that the stress level is decrease of
your children?
a)Yes() b)No()
Q7. Is there any increase in the level of education of
your children?
a)Yes() b)No()

23. Observation of student at
play (learning and
cognition)

24. Individual Behaviour:-
Individuals having dominating
behaviour towards their team
members & were constantly
making strategies.
•I found them a bit jealous of
others & very aggressive to other
team members Group Behaviour:-
•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 others.
Observation of 8th class student playing Basketball

25. Language used:-
•They were talking to others in their
local language
•Their language was a little abusive but
it was common among them
They were using sign language With
other team members
Group Structure:-
•Their group was
homogeneous (only boys of
same age)
Gender Behaviour:-
•Their behaviour were friendly
with boys but They show
irritating behaviour to the girls
Motor Skills:-
•They were very active boys,
having good stamina, They
were using their arm and legs
effectively while throwing the
ball

26. Popular Culture:-
• Boys 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 & regulations

27. Reflections

28. BATTLE OF SCHOOL
Introduction:-
‘‘Battle for School’’ is the 3rd lecture in the
NCERT lecture series delivered by Prof.
Shanta Sinha from University of
Hyderabad.
She has been campaigning as secretary and
trustee of MV foundation which is involved
in programs like elimination of child labour,
universalisation of elementary education.

29. She is the recipient of several prestigious awards
namely Ramon Magsaysay award for community
leadership, Padma Shri award, Albert Shanker
International Award from Education International
According to Prof. Shanta Sinha ‘‘Battle for School
is the issue of not children accessing but school
accessing the children and keeping them in
schools’’
More than 75% children in India are going to
government schools. Parents prefer private
English medium schools in order to get good
outcomes.

30. • In her lecture, she talked about various
problems faced by parents in sending their
child to school and also the problem faced by
children in continuing the school.
• Some of the problems discussed are as
follows:-
• Fees of schools:- Children are liable to pay a
certain amount of fee without which they are
not allowed to sit in the class
• Birth Certificate:- Schools have made it
mandatory to submit the birth certificate at the
time of admission.

31. • Issue of Transfer certificate and progress
certificate:- Schools charge money for the
issue of transfer certificate and also some
schools do not issue transfer and progress
certificate because they do not have enough
stationary
• Dress Code:- Different dress code for different
days of the week
• Corporal punishment:- a child in the class is
beaten up just because he/she has not
completed home work.

32. • Availability of resources:- Some schools do not
have English medium teachers. Textbooks does
not come on time. These factors are responsible
for incompletion of syllabus in prescribed time.
Teachers & authorities instead of finding the
solution hide such problems & due to this
children are the ultimate sufferers.
• Evaluation of Schools:- for good result of class
10th, schools promote less children from class 9th
to 10th , also only few are given hall tickets
because the schools have fear of 100% result.

33. Reflection
• Fees of School:- Schools now a day are
money focused. They are more into earning
money. If they will not get fees on time they
will not allow student to sit in class. Which
demotivates the student and also they feel
inferior to other students. School should
focus more to delivering education rather
than earning a huge amount of money.

34. • Birth Certificate:- I feel a school should ask
for Birth certificate for admission if a child is
taking admission in class 1 because according
to Indian govt. if a child is below 5 he cannot
take admission in class 1. But for higher
classes it should not be asked.
• Issue of Transfer certificate and progress
certificate:- school demands money for TC
which all students cannot pay. On the other
hand a school be capable of giving TC &
Progress certificate in all manner. They
should have enough resources to provide it,
because these certificate are mandate for
taking admission in other school

35. • Dress code:- There should be maximum 2
dress in a school. One could be wore in
common days and other on special day like PT
day, any celebration day etc
• Corporal punishment:- A child should not be
beaten up if eh/she has not completed
homework. These are many other ways to
punish a child like, giving punishment note
and asking them to get it signed by parents and
then also child is not completing homework,
asking him/her to call his/her parents.

36. • Availability of resources:- School should
provide all the facilities like qualified teachers,
books, modern resources to students, so that
student should not suffer
• Evaluation of students:- Schools now a day
focus more on their overall result and thus
they do not promote weak students to higher
classes. Schools should arrange extra classes
for weak students and should try to make their
result good not by stopping a student to same
class but working hard with him.

37. Sri Aurobindo Ghosh
• Sri Aurobindo (1872-1950), was an Indian Nationalist,
yogi, guru, Philosopher and poet
• For the Independence from British rule, he had joined the
Indian Movement and became one of its influential leader
after that became a spiritual reformer, Introduced his
visions on Human progress and spiritual evolution
• In, 1926 the spiritual collaborator Mira Alfassa helped him
in finding the Sri Aurobindo Ashram
• In this, they describe each nation as a Shakti or the power
of the evolving spirit of humanity and lives by the
principles which attempts bodies. They look upon India as
a mother. They adore her and worship her.

38. • They describe the India and her future under the following
area and dimensions:-
i) Unity, ii) Spirituality, iii) Yoga, iv) India as the guru of the
world
1. Unity:-
They considered India as a mighty Shakti of the millions
of units that make up the nation just as Bhawani
Maheshwari sprang into being from the shakti of all the
millions of Gods, assembles into the massive force and
dwelled it into unity.
2. Spirituality:-
India is the foremost country in the world. Her mission is
to sets the example of spirituality. True spirituality is not
to be nouns life but to make life perfect with the divine
perfection.

39. 3. Yoga:-
The time has come when India can no longer keep her light
to herself but must pour it out open the world. Yoga must be
revealed to mankind because without it mankind cannot take
the next step in human evolution. There are nowhere else
lies the secret of the needed harmony between the essentials
meaning of our past culture and the environment
requirement of the future.
4. India as a Guru of the World:-
The future of India is very clear. The future structure of the
world depends on the India is the living soul. By following
the divine will, India shall shine at the top of the mountain
and show him way of the truth and organised future of the
world.

40. Reflection
• To become a prosperous and a strong country India
need to be united.
• Give importance to the spirituality in human life
but now a days it is not in practice
• Emphasis was given to Yoga as well, as practicing
yoga makes mind, body and soul work together
• India will become the guru of the world if the
people of the India unite, use their ancient
knowledge as well as spirituality.

41. The key points of the 1st term
assessment of a student of class
6th

42. Name of Student Nisha Saini Father’s Name Dinesh Saini
Roll No. B0725 Mother’s Name Bimla Saini
Class 6-R Blood Group B+
D.O.B 22-Sep-2003 Specific
Ailment, If any
None
Part-1:- Scholastic Areas
Subjects FA-1 (10.0)
Grade
English B1
Hindi A2
Maths A2
Science A2
Social
studies
A1
Sanskrit A1
Report Card
Minor
Subjects
Grade
Computer C
G.K B
Moral
Science
B
Drawing C

43. Part-2(A):- Co-Scholastic Areas
Life Skills Grade
Self Awareness A
Problem Solving A
Decision Making A
Critical Thinking A
Interpersonal
relationships
A
Life Skills Grade
Effective
communication
A
Empathy A
Managing
Emotions
A
Dealing with
Stress
A
2(B) Work Education A
2(C) Visual &
Performing Arts
B
Attitude towards Grade
Teachers A
School-mates A
School programmes
and environment
A
Value systems A
2(D):- Attitudes &
Values
Part-3(A):- Co- Scholastic Activities
Activities Grade
Literary & Creative skills B
Scientific skills B
3(B):- Health & Physical Education
Activities Grade
Sports/ Indigenous sports B
Yoga B

44. Reflection
Scholastic Area
Her performance was outstanding in social studies and Sanskrit
She was very good in Hindi, Math & science
She needs improvement in English
Co-Scholastic Area
She was very good in this area
Co-Scholastic Activity
Her literacy and science skills needs improvement
Health & Physical Education
She was average in sports & yoga. She should be encouraged towards
sports and yoga and needs improvement.
Attitudes & Values
She was having good attitude and values towards teachers, school mates,
school programmes and environment and values system.

45. Guidance & Counseling cell
information and reflection

46. She talked about the 10 life skills, which
has to be counsel, the concept is come
from WHO ,CBSE , these are:-
Self awareness, Problem solving, critical
thinking, creative thinking, decision
making, effective communication, coping
week stress, coping with emotions,
interpersonal relationships, empathy
We went to BVM school, we
had an interactive session with a
counselor

47. The child which is to be counsel is referred by teacher or the
parents.
Procedure after reference:-
1. Counselor observe the child in the class, playground
etc
2. There is parental interview in which counselor observe
the background history, parental counseling was also
given if fault if from parents side
3. Analysis

48. 4. Counseling is given on
two basis:-
i) Behaviour & emotional
problems
ii) Academic problems
Parents can anytime
approach to the counselor
generally parents give notes
in child diary for the need
of any counseling

49. Reflection
• By this visit we got the opportunity to know about the
counselling
• As we have to become a noble teacher so we should
know that how to deal with the problems of the
students, so this visit help us.
• Counselor have to face the various challenges and it
also true that challenges is only the way of getting
success in life. So when we become teacher then we
also have to deal with students challenges and solve
their problems

50. Maths Achievement Test

51. TABLE-1: SHOWING THE WEIGHTAGE ALOTTED TO THE OBJECTIVES
OBJECTIVES MARKS ALLOTED PERCENTAGE
Knowledge 05 12.5%
Understanding 17 42.5%
Application 16 40%
Skills 02 5%
TOTAL 40 100%
S.NO TOPIC
S
MARKS
ALLOTED
PERCENTAGE
1. Fraction 13 32.5%
2. Playing
with
numbers
14 35%
3. mensura
tion
13 32.5%
TOTAL 40 100%
S.NO FORMS OF
QUESTIONS
MARKS
ALLOTED
PERCENTAGE
1. Very short
answers(VSA)
7 17.5%
2. Short
answers(SA)
8 45%
3. Long/ essay
type answers
15 37.5%
TOTAL 40 100%
TABLE-2: WEIGHTAGE GIVEN TO
THE TOPIC
TABLE-3: WEIGHTAGE GIVEN TO
DIFFERENT FORMS OF QUESTIONS

52. FORMS OF
QUES
TOPIC
KNOWLEDGE
LEVEL
UNDERSTANDING
LEVEL
APPLICATION
LEVEL
SKILLS TOTAL
V.S.A S.A L.A V.S.A S.A L.A V.S.A S.A L.A
INTEGERS 3(1) 5(1) 3(1) 2(2) 13(5)
FRACTIONS 1(1) 1(1) 3(1) 1(1) 3(1) 5(1) 14(6)
DECIMALS 1(1) 3(1) 5(1) 1(1) 3(1) 13(5)
TOTAL 5(3) 17(5) 16(6) 2(2) 40(16)
BLUEPRINT
Class: VI
Subject: Mathematics
Time: 80 min
M.M: 40
VSA: Very Short Answers
Questions
SA: Short Answer Questions
LA: Long Answer Questions
Number in bracket shows number of
questions.
Number outside the bracket shows marks
given to each questions.

53. Subject- Mathematics
Class-VI
Time: 80 minutes M.M: 40
General Instructions
Section ‘A’ contains 5 very short answer questions,1 marks each
Section ‘B’ contains 5 short answer questions, 2 marks each
Section ‘C’ contains 4 long answer questions, 3 marks each
Section-A
Q1. Write the next 3 natural numbers after 10999.
Q2. Find the perimeter of a square with a side of 25 cm.
Q3. Identify the successor of 2440701
Q4. Find the sum by suitable rearrangement of 837+208+363
Q5. Measure the length and the breadth of rectangle
Q6. Write 3 equivalent fraction of 3/5
Q7. Find the fraction having denominator 16 equivalent to 3/8
Section-B
Q8. Find the product using suitable properties
a) 738 X 103 b) 854 X 102 c) 258 X 1008

54. Q9. Justify through examples. If the product of two whole number is 1 , can we say
that one of both of them will be 1?
Q10. Find the perimeter of the table top measures 2m 25 cm by 1m 50cm.
Q11. Calculate , A piece of string is 30 cm long. What will be the length of each side
if the string is used to form.
a) A square b) an equilateral triangle c) a regular hexagon
Q12. Find the equivalent fraction of 3/5 having:-
a) Denominator 20 b) numerator 9 c) denominator 30
Q13. Replace the following fraction to simplest form :-
a) 48/60 b) 150/60 c) 84/98
Section-C
Q14. Find who read less. Ila read 25 pages of a book containing 100 pages, lalita read
2/5 of the same book.
Q15. Find the common factors of :-
a) 20 & 28 b) 15 & 25 c) 35 & 50 d) 56& 120 e) 5 & 15
Q16. Explain the number of tiles whose length and breadth are 12cm and 5cm resp.
will be needed to fit in a rectangular region whose length and breadth are resp:-
a) 100cm & 144cm b) 70cm & 36cm

55. MARKING SCHEME
S.N
o
ANSWERS MARKS
1 11000,11001,11002 1
2 4X25=100cm 1
3 2440702 1
4 1408 1
5 Length=4cm,breadth=2cm 1
6 6/10, 9/15, 12/20 1
7 1x10 + 4x1/100 + 9x1/1000 1
8 a) 76014
b) 87108
c) 260064
3
9 1x1=1
1x6=6
3
10 Perimeter=7.5m 3

56. S.No ANSWERS MARKS
11 a) side= 7.5cm
b) Side=10cm
c) Side=5cm
3
12 a) 12
b) 15
c) 18
3
13 a) 4/5
b) 5/2
c) 6/7
3
14 Ila has read less number of pages 5
15 a) 1,2,4
b) 1,5
c) 1,5
d) 1,2,4,8
e) 1,5
5
16 a) 240
b) 42
5