Quality Initiatives in Education - CBSE

Quarterly Bulletin of the Central Board of Secondary Education 

Vol. 50, No. 4, October–December 2011 

ADVISORY COMMITTEE 

Vineet Joshi, I.A.S 

Chairman 

Dr. Veera Gupta 

Secretary 

M.C. Sharma 

Controller of Examinations 

Dr. Sadhana Parashar 

Director (Training) 

Pitam Singh 

Director (Spl. Exams.) 

N. Nagaraju 

Director (Academic) 

EDITOR 

R.P. Singh 

Assistant Education Officer 

The views expressed by any author in his/her article /contribution published in Cenbosec do not represent 

the views of the Board. 

Published by the Secretary, Central Board of Secondary Education, ‘Shiksha Kendra’, 2, Community 

Centre, Preet Vihar, Delhi-110092, © CBSE , Delhi-92 and Printed at India Offset Press, A-1 Mayapuri 

Industrial Area, Phase-1, New Delhi-110064, Ph.: +91-11-28116494, 9811526314.

CONTENT 

From the Chairman 3 

Feedback Forum 7 

Articles 

Quality Initiatives in Education – Nirmala Venkateswaran 10 

Quality Initiatives in Education – Rajeev Kumar 13 

Quality Initiatives in Education – Jyoti Gupta 14 

Teacher's Quality : Small Steps for Giant Leap – Neha Sharma 15 

Quality Initiatives in Education – Rooma Pathak 19 

Which of these ‘Sins’ do you tend to commit in the class? – Dr. N.K. Vijayan Karippal 20 

Initiatives to Improve the Quality of Teaching and Learning – 22 

C.Srinivasan, N.Swaminathan & R. Ganesh Iyer 

Vertical Synchronization of Quality Initiatives in Education – Dr. Avtar Singh 25 

DISHA Peer Facilitators CLUB in Kendriya Vidyalayas: A Quality learning initiate under 26 

Adolescence Education Programme (AEP) – Mr. Sudhanshu Shekhar Patra & Mrs. Saraswati Beura 

Integrating Technology into Quality Education – Veena Raizada 29 

Success Mantra for Excellence in Schools – M.Sitamahalakshmi 32 

What other Principals say 35 

News from Schools 38 

Green Page 68 

Health & Wellness Clubs 78 

Sahodaya Updates 84 

Sports Arena 87 

Academic Updates 94 

Best Practices 103 

Circulars 115 

Page

From the Chairman 

The quality of education for children depends not on specific techniques, practices or structures, but on 

more basic human and social resources in a school, especially on the commitment and competence (the will and 

skill) of educators and on students’ efforts to learn. The various types of paints, brushes, colours, etc., can partially 

enhance or diminish the value of the art work, but their effectiveness depends on how they are used in specific 

contexts. In short, quality initiatives should be seen as structural tools to be used for specific purposes in particular 

situations. Similarly, the effectiveness of each education restructuring tool, either alone or in combination with 

others, depends on how well it organizes or develops the values, beliefs, and technical and life skills of educators 

to improve student teaching and learning. 

The Central Board of Secondary Education (CBSE) has come up with numerous examination reforms 

and quality initiatives in education. The strengthening of Continuous and Comprehensive Evaluation (CCE) by 

the Board is an initiative that not only needs planning, implementation, evaluation, assessment but also quality 

innovation. As the prime focus is always on student learning, the point of concern is to understand how the tools 

of restructuring can be utilized to elevate learning for all students. There is no “magic bullet” or simple recipe 

for success. But the solution lies in various parameters like authentic pedagogy, schools’ organizational capacity 

and external support. Schools are nested in a complex environment of expectations, regulations and professional 

stimulation from external sources including districts, state and educational agencies, government policies, parents 

and other citizens which are instrumental in enhancing the quality of education. 

The quality in education depends to a great extent on teachers and students and CBSE has always taken 

up the task of building teacher capacity and developing a learning orientation within teaching as a profession. 

The Board is also conducting training programmes not only for teachers but also for Principals in `Strategic 

Management and Leadership' in collaboration with the Indian Institutes of Management, NUEPA and other 

Management Institutes of repute. The overwhelming response from the Principals of affiliated schools has made 

the Board explore other avenues for providing opportunities to Heads of Institutions since these courses are 

hugely oversubscribed. 

For proper implementation of CCE in its schools, the Board has conducted a number of Mentoring and 

Monitoring (M & M) workshops to train the Mentors throughout the country. In the academic session 2010- 

2011 and in the current session the Board has covered almost entire country for M & M trainings. 

During these trainings we have realized that one cannot disconnect innovation from technology, we need to 

look to technology for solutions. There is tremendous enthusiasm for technology in education and it is definitely 

part of the future of learning. The opportunity to share information, collaborate around the world, to consume 

truly endless amounts of content and get access to information anywhere, anytime, anyplace, is a game changer 

that fundamentally is playing a huge role in the future of the way learning takes place. But the lessons we've 

learned in the past remain constant, and frankly even more important now than ever…and that is supporting 

October-December 2011 3

great teaching, making sure kids are properly motivated to succeed and that we align a holistic approach to a 

student's learning environment, from a classroom environment to getting parental involvement to making sure 

that we have got the right approach to Formative Assessment in place. Technology can support and enable all 

of those things, but technology alone cannot overcome a demotivated teacher. 

As you are aware, the Board has issued uniform CCE certificates to all the students who appeared in 

Class X in March 2011 Examination irrespective of the fact whether they were assessed by the Board or by 

the School in Summative Assessment-II (SA-II). To ensure the reliability, validity and fairness of assessment, 

the Board also collected marks/grades assigned at school level through specially designed software. Besides the 

collection of marks/grades, the Board also collected ‘Evidence of Assessments (EAs)’ conducted at school level 

under Formative and Summative Assessments. 

These ‘Evidence of Assessments (EAs)’ and the marks awarded were verified by the subject experts appointed 

and empanelled by the Board at the Regional level. The objective was to assess the ‘Practices of School Based 

Assessment’. The experts submitted their report on these ‘Evidence of Assessments (EAs)’ vis-a-vis award of 

marks. Their report helped in verifying the school based assessments as well as provided a very good feedback 

to the Board about implementation of CCE scheme at grassroot level results of this verification exercises were 

very encouraging. 

The Central Board of Secondary Education (CBSE) has introduced assessment of schools through 

standardized instruments and process of internal (self evaluation) and external assessment (peer review) which 

will encourage sustained qualitative enhancement. This assessment will be used to accredit schools to provide 

quality benchmarks in the concept, establishment and running of effective systems within an institution in 

accordance with changing socio-economic and cultural contexts and new research. 

With this objective CBSE has initiated the School Quality Assessment and Accreditation (SQAA) process 

which aims at Institutional Capacity Building for continuous quality improvement through self-analysis and 

self-monitoring of quality enhancement processes. 

It is hoped that this process of accreditation would monitor identified outcomes at all levels and across all 

spheres of school education. It would help teachers, educational administrators and all other stakeholders involved 

in school education to learn from this exercise and improve themselves. It has also been made mandatory that 

the schools get accredited once in every three years. 

I am sure that with your co-operation the quality initiatives by the Board will help in ensuring proper and 

effective implementation of reforms thereby strengthening the education system. 

VINEET JOSHI 

Chairman 

Central Board of Secondary Education 

4 Quality Initiatives in Education

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Feedback Forum 

Respected Sir, 

I take this privilege to thank you whole heartedly for providing me the insight to attend the Mangement 

Development Programme in IIM Kozhikode (Kerala) from 30th Nov to 3rd Dec, 2011. It was an eye opener 

and a platform to learn from various experienced Heads from various fields. We were 26 participants of 

different sectors from all over India, private as well as public sector. As the programme was titled 'Timeless 

Leadership and Discover Your Leadership DNA', it meant a great deal to its title and lots of vibrant learning 

to move ahead in this time of new leadership. In fact I don’t find words at my disposal to express my happiness 

and satisfaction level and above all gratitude for your guidance and direction. 

I look forward to such opportunities in our future endeavors to learn more and more for the sake of 

noble cause of education. 

With profound regards and sincere thanks, 

Kusum Rana 

Principal 

Viveka Foundations 


I have been fortunate to avail the opportunity to attend the Fourth Management Development 

Programme on “The Leadership Clinic” conducted by IIM, Kozhikode, October 17th to 20th, 2011 in 

Bangalore. The sessions conducted by Prof. Debashis Chatterjee were highly insightful. He discussed the 

various strategies which could be used to improve the effective. 

Thanks you sir for giving me the opportunity. 

AECS Magnolia 

Maaruti Public School 

Khozikhode 


vkt tSls eq>esa uo thou dk LQwj.k gqvk gS] 

iz.kke mu 'kfDr;ksa dks ftuls esjk vadqj.k gqvk gSA 

First of all I am highly obliged and grateful to Mr. Kapil Sibal, Honorable Minister HRD, Mr. Vineet 

Joshi, CBSE Chairman, Mr. Rajbir Singh, Regional Officer, CBSE Allahabad for having shown confidence 


and trust in me which infact motivated me to achieve various national & international recognition even in 

the field of education. My path finders, my mother Mrs. Prem Lata Sood, my father Dr. Balraj Sood and 

my Director Madam Mrs. Mriganka Singh, have engraved and inspired me and hence paved the way for my 

journey from Teacher to Principal and from Principal to CBSE National Award Winner. I got this award 

just because of the support of my counterparts - all the Staff Member of DDPS, all my Dearest Students and 

parents. You all were there with me in every step of mine so I dedicate this award to you all. 

vDlj lkspk djrh Fkh fd u tkus oks yksx dkSu lh feV~Vh ds cus gSa ;k ,slk dkSu lk dke djrs 

gSa ;k dgha ls ,slh fdLer fy[kokdj yk;s gSa fd mUgsa lhch,lbZ vokMZ feyk gSA exj esjs Hkhrj Hkh ,d 

vuojr] vuFkd ykS tyrh Fkh tks lnSo eq>s fu%LokFkZ deZB j[krh Fkh vkSj oks vkt dh ;k dy dh ugha 

Fkh oks esjs Hkhrj dHkh 1985 esa tyh Fkh tc eSaus [ksyuk 'kq: fd;k Fkk vkSj lkspk fd bruk [ksywa fd Hkkjr 

esa esjh igpku gks vkSj gqbZ Hkh] vf[ky Hkkjrh; fo'ofo|ky;h izfr;ksfxrkvksa esa izFke LFkku izkIr fd;k vkSj 

fQj {ks= cny x;k vkSj bl u;s {ks= f'k{kk ds {ks= esa Hkh ogh ykS eq>s izsfjr djrh jgh fd bruk dke djks 

fd de ls de Hkkjr esa rks igpku cusA bl nkSjku eSaus dbZ iqLrdsa fy[kh ftuesa ls ,d iqLrd ^lapsruk* 

us fQj ls Hkkjr esa igpku cuk yh] bUæizLFk Hkkjrh; lkfgR; lHkk ¼vf[ky Hkkjrh; fgUnh ifj"kn½ us eq>s 

lEekfur djds Hkkjrh; Lrj ij nwljk lksiku izkIr djok;kA 

vkSj vkt ;g rhljk lksiku lhch,lbZ us'kuy vokMZ ds :i esa gSA Hkkjr esa fQj ls igpku cukus 

dk vkSj oks Hkh vyx&vyx {ks=ksa esa exj ykS ogh ,d gh gS esjs tquwu dh] tks vuojr eq>esa tyrh gS vkSj 

eq>s deZB jgus dks tykrh gS vkSj ogh tquwu vkt Hkh esjk gkFk Fkke dj fQj ,d ckj eq>s Hkkjr esa izflf) 

fnyok x;kA ogh uUgh lh iafDr "so little is done, so much is to do" esjs Hkhrj dh jks'kuh gS vkSj eq>s lnSo 

jks'ku j[krh gS] izsfjr j[krh gS I believe in a success mantra – "think globally, but work locally", which has 

elevated me to come up to the present level. 

eSa vki lHkh dks ;gh lans'k nsuk pkgwaxh --- 

"Think little goals and expect little achievements. Think big goals and win big success." 

Thank you sir for giving me the opportunity. 

Dr. Richa Sood 


Dehradun Public School, 

Govindpuram 


Dear Sir, 

This to express my heartfelt thanks to you, for sparing your valuable time to grace the occasion of our 

Annual Scholar Ceremony held on 21st Oct. 2011. 

On behalf of my management, I thank you for gracing the occasion and sharing your inspirational 

words which motivated our students and teachers. 

We take pride in sharing the success of the event with you and look forward for having a long 

association with an esteemed and inspirational personality like you. 

Warm regards 


Rema Alex Daniel 


Summer Fields School, New Delhi 

We are a relatively new school located on the outskirts of Raipur, Chattisgarh. Recently we were given 

an opportunity to host a couple of CBSE Training workshops. During the time we were also able to revive 

and launch the Raipur Sahodaya Chapter. 

Also we hosted the West Zone CBSE Tennis Tournament from Nov 8th to Nov 11th 2011, wherein 

a total number of 400 participants have participated. 

Thank you sir, for giving us the opportunity. 

Kalpana Chaudhary 

Instructional Mentor 

N.H. Goel World School 

Raipur, Chattisgarh 


Your presence amidst us was a great source of inspiration to the staff of DPS Ranchi. We are 

confident that with your kind blessings and visionary tips we will certainly surge ahead with progressive 

achievements. 

We express our heartfelt thanks for your kind visit to our school inspite of your very busy schedule. 

We hope to have always your visionary leadership to take DPS Ranchi to a higher height. 

With kind regards 

J. Mohanty, 


Delhi Public School, Ranchi 


Quality Initiatives in Education 

Nirmala Venkateswaran * 

A balanced equation of process that addresses the needs of the current generation is the primary challenge 

of instructional education. Quality learning is all about quality management techniques, principles, assumptions 

and ideas that channels teaching strategies. Quality is multi-dimensional, necessitating the implementation of 

stimulating and challenging tools befitting today’s context of education. Along with the commitment to working 

in a learning organization, we should also be adaptable and armed with skills to meet the requirements of a rapidly 

changing world. 

The following factors can be considered for exploring possibilities in this quest: 

1. Assessments 

Assessments are vital for accurate teaching and learning. The two principles of assessment, clarity and 

consistency, can track the student’s progress effectively. The contemporary approach to assessment should be to 

deviate from a test of learning outcomes of the students to that of monitoring students progress with the required 

resources, interventions, reforms and initiatives. These must develop a desire to learn so as to prepare students for 

life achievements. Evaluation should be linked to creative thinking and credible assessment. Tests encouraging rotelearning 

bring out a total score which is of educational value whereas assessments go for a deeper understanding 

of a child’s ability. If teaching is more than knowledge transaction, assessments are much more than examining 

and must be accountable. A survey into school activities suggests assessments of non-academic domains. An 

acceptable measure of resilient and confident behavior, lower levels of depression and high self-dignity are reflected 

in students associated with non-academic activities. 

2. Redefined Classrooms 

In the pursuit of excellence, the present era is witnessing education that extends classrooms beyond its 

physical boundaries. ICT enabled delivery of lessons and interactive whiteboards makes learning and teaching 

an interesting phenomenon. Students can access information at a mouse-click and always stay connected. The 

accessibility and feasibility of computer technology has generated new paradigms – an excited community of 

teachers and learners. A student can listen to an audio recording of the class he has missed as well as participate 

in a virtual class. 

3. Faculty Motivation 

Education has been described as the greatest empowering tool. Teachers must be committed to this 

development so that all stakeholders will have confidence in their professionalism. The Principal must function 

as the People’s Manager. An atmosphere has to be created for professional growth. Goals have to be given proper 

* Principal, Bhavan’s Vidya Mandir, Girinagar, Cochin 


shape, high standards have to be set, teachers delegated on the job. Schools being a plus-and-minus system, 

teachers’ decisions, attitude, beliefs and convictions are of paramount importance and they should network with 

the Principal and also the organization. A teacher has to feel that a strong support system exists, only then s/he 

can recognize learning intentions, focus on critical analysis and interactive assessment with a pupil-centric view. 

Teachers will evolve with passionate vigor if they are enabled to meet challenges and arrest complacency. 

4. Bonding with Values 

A student of today experiences a roller-coaster ride. Value-oriented education can bring forth worthy and 

productive citizens. Life skills form an integral and significant part of the syllabus. This is in keeping with the 

higher needs of education of the 21st century. This can help develop into a comprehensive method of moulding 

students into personalities unshaken by superficialities of the outside world. Students are sensitized to social and 

national concerns using this scientific tool. 

5. CCE – Showing the Right Path 

CCE re-constructs paradigms in pedagogy and its conventional approach to learning and teaching. 

Education should not be limited within the periphery of classrooms but extend beyond the physical boundaries 

and worksheets. It should be futuristic. CCE is a 360 o testing technique and does not resort to conventional styles. 

The focus has always been on academic merit and which, besides creating a phobia in the minds of children makes 

them frustrated too. Our aim is to bring smiles back on the faces of our children. The policy aims to provide 

outlets for the creative expressions of the students and its mission is to equip them with ‘education for life’. The 

new approach should be : 

• To encourage creativity in the child. 

• To switch over from rote memorization to holistic learning. 

• To give time and space for the development of other talents, otherwise lying dormant in the child. 

• To encourage teamwork that can foster the joy of sharing and a healthy alliance between groups. 

• To make children more responsible by granting them freedom. There is now mutual respect that kindles 

in the child the desire to excel. 

• To simulate thought process by various activities. 

• To make every child participate in meaningful activities. He / She gains experience in hands-on learning. 

• To create constructive classrooms. 

6. Internal Investigations 

Excellence is not an exception, it is a prevailing attitude. Stress is the undesirable and unavoidable outcome 

of a mismatch between expectations and abilities of an individual. Teacher evaluation should be an ongoing 


process. Diagnostic tests are important for them just as they are for students. This process of introspection will 

elevate teacher competencies. 

7. Team Teaching 

This involves a group of facilitators together teaching/working with the aim of enhancing teaching 

methodologies. The spectrum of thoughts is shared along with resources. Every member is a proactive team player 

and the class is brought alive through an explosion of ideas. This encourages co-operative learning, teacher-student 

links and spontaneous participation. 

It is our constant endeavor to enhance the quality of education and for this, institution has to establish 

themselves as centres of excellence. In this journey, one has to evolve and start creating a culture of assessments, 

modify its planning policies, encourage acceptable and child-friendly teaching methods, strengthen teamwork 

and above all maintain a flexible framework. Institutions can thus emerge as multi-sensory spheres driven by selfmotivation 

and perpetuation. Schools have a vision that defines their preferred state. Guidelines chosen provide 

a higher purpose beyond routine-work. So, let us make concerted efforts to focus on human good and bear in 

mind the eternal truth that innovations modify systems, enrich stakeholders, revolutionize process, revitalize the 

industry and above all, successfully build the nation. 

****** 

If I had to do my education over again, and had 

any voice in the matter, I would not study facts at 

all. I would develop the power of concentration and 

detachment, and then with a perfect instrument I could 

collect facts at will. 

 

– Swami Vivekananda 



Rajeev Kumar* 

In this global age, the word quality in education has attained new definitions. Child being the focal 

point, quality initiatives in the recent times have aimed at enhancement of skills that build competencies and 

values which form the character. 

The new reforms brought in by CBSE focus on a comprehensive synopsis of the performance of the 

child. The Continuous and Comprehensive Evaluation speaks about the aspects of formative and summative 

assessments that measure a child’s growth over a period of time. 

Talking in terms of quality in education, the emphasis is on the multiple facets of a child’s personality. 

On one hand academic competencies are catered to, and on the other skills pertaining to child’s interest in 

languages, arts, science, etc., are taken care of. The three domains–cognitive, affective and psycho-motor, are 

given weightages while assessing a child. 

Due to such shift in the ideology of education, teaching-learning process has become more interactive 

and child centered. 

The significant dimension of ‘Quality Initiatives’ is focus on life skills. Inculcation of core life skills like 

interpersonal and intrapersonal Life Skills is given due recognition as an integral part of education. 

Values and attitudes have become the part and parcel of education. Institutions are looking at education as 

something that fosters a holistic development of the child not only in cosmetic sense but in real form. Respect 

for culture and heritage are an integral part of the curriculum transaction. At the same time, the necessity to 

be technologically oriented is never undermined in these organizations. 

The most important entity in the process of education is the teacher. The competencies and the character 

of a teacher are of utmost importance. Induction and in-service programmes orient a teacher towards updating 

and enhancing talents and skills. Soft skills to create a conducive work environment are essential too. 

The role played by the parents is another essential contributor to the quality of education. Parents are 

instrumental in identifying, nurturing and promoting their ward’s potential and interests. It is a parent who 

should also coordinate and cooperate with the teacher in bringing about a desirable metamorphosis of the 

child’s personality. 

The role of the management is very crucial in providing the paraphernalia of technical as well as emotional 

support. 

To conclude, one can say that quality is the language of integrity that makes the child ‘Fit for Life’. 

****** 

* Principal, D A V Public School, Airoli, Navi Mumbai 



Jyoti Gupta* 

In the fast changing world and the evolving needs of the 21st Century, it has become imperative for 

the school to put in place quality initiatives which cater to the dynamic, elusive and multi-dimensional 

needs of the stakeholder namely the students. To cater to that the global scenario as well as subject specific 

competencies, various projects have been initiated at DSPG and which have shown excellent results. 

PCC (Personal Contact Classes) organized on a regular basis for students at +2 level have been 

hugely successful. Problem solving and individual attention has enabled students not only to understand 

concepts but also to perform well. In addition, specialized coaching is provided to the students to prepare 

them for competitive exams. The success rate of this exercise has been very high. 

The quality initiatives by the school are not restricted to only scholastic areas. In both co-scholastic 

and life skills domain, the school has initiated various programmes that have helped in grooming students 

in areas other than scholastic, and developing in them sound social and moral values. 

Every year students are taken for leadership camps, where they are trained in problem solving, 

building team spirit and spirit of tolerance, team management, overall personality development and 

clarity of expression among others. They are then ready to shoulder responsibility vested in them. 

The school has been successful in instilling social values in students as well as moral and ethical 

values. We have in place the code of conduct which is framed by the students’ council and is strictly 

adhered to. It’s a matter of pride for us that every year we celebrate a cracker free Diwali in school as 

the students consider the school as their second home. 

Against the backdrop of demographic projections of the nation and demands of these ever 

evolving times, education should adopt necessary changes befitting these dynamic changes to ensure 

that the student emerge as competent, knowledgeable, transformed and socially productive member of 

the society. 

****** 

* Principal, Delhi Public School, Site No. 3, Meerut Road, Ghaziabad 


Teacher's Quality : Small Steps for Giant Leap 

Neha Sharma* 

Quality is the big word of today. Be it CCE or School Accreditation the impetus is on improving the 

quality of learning systems. No one can deny the fact that the educational achievement of a country's population 

is a key determinant of its vertical growth, and so improving educational attainment is an urgent priority for 

India that is fast emerging as a Super Power. Lots of efforts are being put in this which includes changes in the 

structure of pedagogical practices, to the management of schools, to the improved learner centric curriculum, 

and a definitively increased role for digital technology. While each of these approaches has produced some 

successes, the impact at system level has been not been very encouraging. All active stakeholders will agree, the 

main reason that most system-wide educational reforms have not been visibly effective is that there are certain 

gaps that need to bridged (1) the focus on improved teacher quality for student progress; (2) the connection 

between teacher's training and practical teaching experience; (3) benchmarking and standardization of teacher's 

quality; and (4) CDIT (Continual Development and In-service Training). Some schools feel that existing 

teacher quality can be improved by replacing teachers with better ones, but this is slow, and of limited impact. 

A more relevant thought can be that our future Super Power India Dream requires improving the quality of the 

teachers already working in our schools. We need to have new kinds of teacher learning improved models of 

professional development, and enhanced levels of leadership. 

Why impetus on Teacher's Quality? 

It has been proven by various researches that today's children are more intelligent than their parents and 

their grandparents. Gone are the days when getting distinction marks was taken to be a great achievement, 

today it has scaled up to a 100% score. Now when we look into the recruitment processes it is always claimed 

that the schools have stringent entry rules- panel interviews, written tests, demo classes and nevertheless the 

good academic and professional qualifications. Every schools claims to have hand-picked the teachers, who 

can be given the command to shape the future generation. 

So if young people are so intelligent, and the teaching is so good, why is that we are not churning out 

effective workforce from our system? Why do we get to read in newspapers that industries have to first train 

their fresh recruits according to their needs? Why has our system failed to induct industry ready graduates? 

The answer is simple. Though today the schools have improved significantly, but the changes in the economic 

and industrial arena across the globe have been more extraordinary. It is as if we are trying to swim upstream 

against a powerful current. More we try to swim forward, the contrasting thrust from the current demands up 

to put in more and more of efforts and energy. 

* Head of School, G.D. Goenka Public School, East Delhi 


School till now have worked as creativity and intelligence distillation towers. The impetus was to identify 

intelligent individuals, and let them rise to the top. The demand for creativity, skill and intelligence in bygone 

era was by far modest and it did not matter if other potentially intelligent individuals were ignored and were 

happily bracketed as average. But now the demand for creativity, intelligence and skill is so great, that schools 

have to be IVF centers for creativity and intellignece, and skill development. It is not enough to identify creativity 

and intelligentsia in our schools any more; we have to create it. 

The legislative and government bodies have understood the importance of educational achievement, and 

have striven to raise standards, through a bewildering number of policy initiatives. Although most of these 

seemed like sensible measures at the time, the depressing reality is that the net effect of the vast majority of 

these measures on student achievement has not been enthusiastic. 

We have brought in fantastic pedagogical frameworks, NCF 2005, CCE are the harbingers of welcome 

change in the system which was till now purely rote learning focused. We have developed more effective and 

learner focused textbooks, and found that in the vast majority of cases, there is not much difference. We have 

saturated schools with ICT even though it has minimal impact on student achievement and have spent huge 

sum on tables and interactive whiteboards that, in the hands of experts are stunning pieces of educational 

technology, but have produced no system-wide improvements. Are these policies ineffective? Is there some flaw 

in our planning? Part of the answer lies in the fact that we have been looking in the wrong place for answers. 

If we talk to those who are the achievers, who have made their mark in terms of success they will vouch 

that it doesn't matter very much which school you go to, but it matters very much which classrooms in that 

school you are are in. And it's not class size that makes the difference, nor the screening on the basis of ability 

– these have only marginal effects. The only thing that really matters is the quality of the teacher. As presented 

by D. William, "In the classrooms led by effective teachers, students learn at twice the rate they do in the classrooms of 

average teachers – they learn in six months what students taught by the average teachers take a year to learn. And in 

the classrooms of the least effective teachers, the same learning will take two years." As Michael Barber says; the quality 

of a country's education system cannot exceed the quality of its teachers. 

Make or Get better teachers? 

In countries like Singapore, Australia, New-Zealand, Japan, and Finland; teaching is such a coveted 

occupation that recruitment into the profession is highly selective. For such countries, the quality comes right 

from initial training and continues with continuing professional development. If you can persuade the best 

brains in the country to want to be teachers, you will have a fantastic education system. 

For countries like ours which is not in this position, efforts to raise the status of the profession are 

essential. Our all future promises of development therefore require improving the quality of newcomers to the 

teaching profession. This call for revision in the teacher's training courses and making them progressive. We 

need to have an open ended and innovative teacher's training curriculum that creates life-long learners and not 


teachers. How many teachers' training institutes have churned out batches well versed with NCF 2005 since 

2006 or those who have introduced the CCE component in their existing syllabus post 2009? 

Now, for those who are already in the system, we have to make the existing teachers better and as 

there in no magic wand available the focus needs to be on in-service training. The standard model of teacher 

professional development is based on the idea that teachers lack important knowledge. Generally the professional 

development programs are therefore designed to address these deficits. The resultant is teachers who are more 

knowledgeable, but actually not very effective in practice. Just the superficial change in what teachers know or 

believe will not benefit students unless teachers also change classrooms practices. 

Changing teacher practice is indeed challenging, because it involves the difficult process of "Unlearning 

and Relearning". For example, we know that the way that most teachers ask questions in their classrooms is not 

very effective, but a veteran teacher may have asked over a thousand questions in her classroom. When you've 

done something same way over a thousand times doing it a different way is indeed tough. Thus the premise 

here is if we are to improve teachers' quality – we need to help them change habits rather than acquire new 

knowledge. 

The focus has to be on: 

• Providing Choices : Teachers are nevertheless trained professionals. They should be able to identify their 

training gaps and exercise choice in terms of training required. 

• Openness and Flexibility: The mindset should be of learners and not like that of teachers. They must come 

with openness and flexibility to take other people's ideas and adapt them to work in their own classrooms. 

• Small Steps for a giant leap: Existing teachers use a number of well-set practices in their classrooms, 

changing these can make their teaching, at least in the short term, less fluent, they thus need to take small 

steps as they practice new ideas. 

• Mentoring and Monitoring: The supervising mentors need to ensure teacher's accountability for developing 

revised practices – in absence of mentoring and monitoring teachers improve their practice slowly if at all. 

• Support: Change is generally not easy. Teachers though mature professionals also need to be given support for 

change and have those around them who can readily remove the stumbling blocks if any in the process. 

• A PDCA quality cycle can be worked for the process: 

Plan : The need based training be planned for the selected lot of teachers. 

Do: After initial training, the learning needs to be translated into the classroom transactions. 

CHECK : Teachers to report back to their mentors about what they have done in their classrooms 

to improve their practice, get the support of their mentors for persisting with these difficult changes, 


hear about new ideas for improving practice, and commit themselves to specific improvements in 

their practice fot the coming Sessions. 

ACT: Finally when the entire process gets established it should get the status of a regular activity 

with regular checkpoints. 

Once a practice gets set the PDCA cycle should move on to improve quality of next process. It should 

be a continual thing. 

The final say 

Enhancing the quality of newly inducted teachers has a part to play here, but it doesn't complete the 

circle. We need individuals who take this profession as a calling and don't take it to be a profession where their 

responsibility gets over with the dispersal bell. There is no end to knowledge and an individual can't master it 

all just reading few text or by attending institutions of higher learning. We don't need teachers but life-long 

learners who further mentor the future learners. 

The success of the whole thing lies on how we handle this tsunami of change. Our schools are overwhelmed 

with quality initiatives, and too many of them try to embrace them all at once. It is a commonsense thought that 

when everything is a priority, nothing is, so here the schools have to be selective about where they invest their 

efforts. We can't let a thousand flowers bloom in terms of school improvement as it is still not spring. It is a winter 

of change where if we nurture the change, the spring won't be far behind. And still if we are not sure about what 

to do, then try Darwin's Survival of the fittest which with time will evaluate and filter the best practice. 

****** 

All knowledge that the world has ever received comes 

from the mind; the infinite library of the universe is 

in your own mind. The external world is simply the 

suggestion, the occasion, which sets you to study your 

own mind. 

 




Rooma Pathak* 

Contemporary time is an age of astounding progress in the field of technology and communication. The 

tree of knowledge is also growing at a faster pace. Education is the only process which can flourish and expand 

accumulated knowledge skills and values from one generation to another. It is therefore quite imperative to 

integrate quality initiatives in education so as to enhance the productivity of students in every sphere of life. The 

need of hour is to interweave in the students thread of Global Awareness, the skills of creativity and innovation, 

communication & collaboration, ability to cope with stress so that future generation of today think rationally 

and be adequately prepared for the work force in the coming future. The broad spectrum of education calls for 

blending various initiatives like e-learning, blended learning and e-governance along with multimedia labs 

which would give knowledge of networking programming, latest application software, operating system and a 

lot more which would surely revolutionize the face of education. 

Besides the mandatory scholastic achievements, quality initiatives should be taken to polish the coscholastic 

attributes which have truly been taken up by CCE (Continuous and Comprehensive Evaluation). 

Quality Initiatives in co-scholastic areas like inclusion of different clubs such as Robotics, Astronomy for 

developing production as hobbies to face challenges can further enhance the objectivity of education. All these 

initiatives provide lifelong learning. Education can become a jewel if proper initiatives are taken to improvise 

its relevant subjects like fashion, biotechnology, media and communication, hospitability, paramedics, pharmacy 

etc. It will make today’s youth not only resourceful and intelligent but also more progressive and assertive. 

The broad spectrum of education that is prevalent today calls for an initiative to give the students of today 

an adequate experience and space for dialogue and discourse and the removal of stage fear that can help them 

to face the challenges of life confidently and boldly. Tapping the latent interest of the students and developing 

their personality at physical, mental, aesthetic, ethical and cultural level, and exposure of students through 

interactions with higher caliber students from the other parts of the world will broaden the mental horizon 

and outlook of the students. Quality initiative in sports like yoga & learning can make a student physically 

and mentally fit. These activities will enhance their thinking and thinking is the beginning of real education. 

The teachers should also be provided with effective training and support for providing 'Quality Initiatives in 

Education'. Digital literacy, networking, good conversation, entrepreneurship are some of the skills of 21st 

century which can solve the problems and which can bring a solution to the multiple issues. It will also open 

the doors of opportunities and prepare a solid ground for the uninterrupted growth in almost all areas. Quality 

initiatives can equip the future generation with power and perseverance to keep them marching towards the 

betterment of Society and Nation. 

****** 

* Principal, M.M. Public School, Vasudha Enclave, Pitampura, Delhi – 110 034 


Which of these ‘Sins’ do you tend to commit in the class? 

Dr. N.K. Vijayan Karippal* 

We speak of many innovations, paradigm shifts, approaches, strategies and techniques in education and 

classroom teaching. But what about the psychological approach in the classroom from the part of certain teachers. 

A systematic analysis of the same in each school will reveal an extreme of the psychological continuum. Let’s 

analyze the reasons for which they behave unpsychologically in the classroom. 

Major reasons can be summarized into two groups such as 

1. Lack of control (of certain things) 

2. Committing any of the ‘Cardinal sins’ 

A teacher due to the lack of control of any of the important aspects such as : 

1. Lack of control of subject 

2. Lack of control of situations 

3. Lack of control of emotions 

4. Lack of control of feelings 

When a teacher handles the class without enough planning and preparation, students will have no interest 

in the lesson. Hence they will easily get bored, as a result of which they will resort to misbehavior. While a teacher 

is handling a class, if any student is showing any adverse behavior, most probably it will be only to dissipate the 

boredom. Whenever students show some acts of misbehavior some of our teachers don’t know how to control 

the situation. Most of them will exhibit extreme anger as a defensive approach. But whenever the teacher has no 

emotional control he/ she will loose the control over his thinking power. 

And sometimes at the end of this chain of events some teachers will stop the class and declare that she/ he 

is in no mood to continue the class. When the students of a particular class experience, the same several times, 

even the so called decently behaved students also start misbehaving. 

According to Sue Cowley, with regard to the relationship of the teacher to the students, there are some sins 

called ‘ Cardinal Sins’ which each teacher should abstain from. These are : 

1. Being Rude 

2. Being Confrontational 

* Principal, Apsara Public School, Kerala 


3. Being Bad- tempered 

4. Being Negative, etc. 

Unfortunately some teachers will have a tendency to behave with students very rudely and show badtemper. 

Our students too are human beings. It’s not nice and wise to make a confrontation with any of the 

student. Sometimes the students who are misbehaving may be suffering from Conduct Disorder or Oppositional 

Defiant Disorder, etc., hence such student may go to any extent of confrontation but the teacher is not supposed 

to do so. 

There is a mistaken notion that when we speak of quality there must be some material or technological 

aspects which ought to be improved. We rarely think about quality initiatives in terms of teacher's behavior. 

Unless we create a pleasant atmosphere in the class, learning will never take place. In order to manage 

students' behavior teachers should take some conscious decisions about her/his behavior in the classroom. The 

most important of them are: 

References: 

1. Deal with students as if they are in no way inferior to you except in age. 

2. Convince yourself that you are in charge of the class. 

3. Assert your dominance by the use of commands and stating clearly what you expect from them. 

4. At the time of misbehavior in the class, get the ring leader on your side. 

5. Never say, ‘I have no mood to continue the class’. 

****** 

• Sue Cowley, (2002),“Getting the students to Behave” - Viva Publishers. 

• Duncan Foord, “The Developing Teacher” - Viva Publishers. 

Schools must move from being educational centres to 

becoming knowledge and skill centres. 

 

– A P J Abdul Kalam 


Initiatives to Improve the Quality of Teaching and Learning 

C.Srinivasan 1 , N.Swaminathan 2 & R. Ganesh Iyer 3 * 

“Every child who leaves a school shall have social and academic skills and abilities to make choices in their lives.” 

Introduction 

Government of India has promulgated the ordinance of Right to Education for all which does not mean only 

education to all but it really means quality education to be provided. At the present scenario, quality education is 

expected to be inclusive in the sense that it meets the needs of diverse learners, including both genders, minority 

ethnic groups that have historically been excluded from or underachieved in schools, learners living in remote 

areas, children with special education needs and those speaking minority languages, etc. An inclusive education 

should be learner-centred, based on constructive understanding with active participation of both the learner and the 

learnt. Education should impart children with life skills to tackle challenges in their societies such as promoting 

peace, understanding democracy, human rights and environmental degradation, etc. 

We have attempted to highlight if the following quality initiatives are taken forward in the field of school 

education it would result in creating leaders of tomorrow with clear set of mind to tackle all the issues of the 

society in particular and country in general. Components of both right and left brain have to be implanted in 

education. 

1 Quality Education requires Well-Educated and trained Teachers 

Quality initiative in education can be done by establishing the three-way relationship between learner, 

teacher and learning materials. Learning materials should be carefully designed to meet the learners' need in their 

particular environments. A transformational teaching paradigm shift may be a marked preference for practical 

learning over theoretical one. Five dimensions of teacher quality for providing quality education are: 

● 

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● 

● 

● 

● 

● 

knowledge of substantive curriculum areas and content 

pedagogic skills, including acquisition and ability to use a wide range of teaching strategies 

reflection and the ability to be self-critical (the hallmark of teacher professionalism) 

empathy and the commitment to the acknowledgement of the dignity of others 

managerial competence (as teachers assume a range of managerial responsibilities within and outside 

the classroom) 

sound knowledge of modern teaching techniques 

knowhow to employ technology in classroom teaching 

* 1 Principal, Senthil Public School, Salem, 

2 Academic Coordinator, SVKM International School, Mumbai 

3 Ecole Mondiale World School, Mumbai 


2 Life Skills 

Life Skills encompasses social attitudes, basic knowledge and practical skills. It includes, but is considerably 

broader than, vocational skills, practical skills and all knowledge that lays the foundation for children to be 

economically and socially productive when they enter the world of work. 

Basic education must enable learners to acquire literacy, numeracy and essential Life Skills. 

● 

● 

● 

● 

Learning to know: Thinking abilities, such as problem-solving, critical thinking, decision-making, 

understanding consequences. 

Learning to be: Personal abilities, such as managing stress and feelings, self-awareness, selfconfidence. 

Learning to live together: Social abilities, such as communication, negotiation, assertiveness, teamwork, 

empathy. 

Learning to do: Manual skills, such as practising know-how required for work and tasks. 

Hence, curricular goals of promoting equity and social justice can lead to the planned incorporation of 

Life Skills in areas of learning to be and learning to live together. Education for Sustainability Development or 

Environmental Education often integrates practical skills of conservation with ‘learning to live together’ skills in 

the form of a sense of social responsibility and stewardship. 

3 Cce and Life Skills Curriculum 

With the implementation of CCE, all the CBSE schools are empowered to bring about holistic development 

of the student community by emphasizing on the following components : 

● 

● 

● 

shift from teaching towards learning 

aiming at developing a holistic personality 

evaluation techniques to be diagnostic in nature 

Government must take the following educational initiatives to realize the essence of Right to Education 

Act by giving training to teacher and also by: 

● 

● 

● 

● 

● 

initiating programmes aimed at trimming inequalities in education 

setting State or National Level standard across the country 

massive investment in training of teachers 

setting up Indian Education Service 

entrusting the management of school and its resources to village committees. 

4 Education for Peace, Tolerance and Reconstruction 

Human rights-based learning is the key principle. Teachers should be provided with a ‘Teacher Activity Kit’ 

that consists of a detailed lesson-by-lesson curriculum, structured according to child’s cognitive and emotional 


development. It must be activity-based and participatory, having games and activities and the resulting discussions 

forming the exploratory learning approach. Peace Education should be allocated one lesson per class per week. 

5 Pedagogy: Competence and Competencies 

A shift or transformation in curriculum purpose can also have profound implications for pedagogical 

practice. Hence, the shift towards Life Skills complements a pedagogical shift towards competence pedagogies. 

Competence pedagogies broadly correspond to ‘learner-centred’ teaching, with the constructivist view of learners 

as active and creative in constructing meaning. There is an underlying assumption of a “universal democracy of 

acquisition” i.e. learners of all abilities, all social, racial and ethnic groups and genders are inherently competent 

and hence able to achieve, that sits comfortably with curriculum goals of promoting equity, social justice and 

inclusion. Traditional content-based curricula specify knowledge to be reproduced, so that learners are assessed 

according to the deficit in efforts to reproduce texts. Rigid structures that circumscribe selection, pacing and 

sequencing of learning are also broken down, giving teachers and learners more control. Social boundaries are 

eroded as teachers assume the role of ‘facilitators’, giving learners greater apparent control of social interactions 

in the classroom. Teachers be given training not only on how to integrate learners’ use of these materials within 

their teaching but also in associated theories of how learning occurs to better cognitive achievements as well as 

improved civic, democratic and social behavior. 

6 Enabling Teachers 

In order to provide quality education, effective professional development training needs to be given to the 

teachers. It finishes by looking at evidence on the importance of resources, particularly textbooks and learning 

materials, in enhancing learning achievement. The potential of ICTs to support both teacher education and 

teaching and learning in schools have to be considered. Given that teachers’ practice is constructed ‘on the job’, 

school-based models of pre-service and in-service training do have the potential to raise the quality of teaching. 

School-based methods of coaching, mentoring and assessing students tend to rely on and therefore expose students 

to competence pedagogies to a greater extent than traditional school-based courses by: 

● 

● 

● 

● 

enhancing teachers’ content knowledge in the curriculum areas of Maths, Science, Social Studies 

and Languages 

developing skills for curriculum integration 

developing classroom pedagogic practices, especially in multi-grade settings, through the use of lesson 

planning, child-centred learning techniques and active teaching methods; and 

helping teachers make teaching and learning resources from locally available material 

Conclusion 

If the above stated quality initiative in education is put into practice, we believe, India can help in unearthing 

innate talent which are hidden among the student community and prepare them to meet the challenges of the 

country with an iron heart and take the country forward to realize the dream of developed India in 2020 AD as 

per the vision of our former President Dr.A.P.J. Abdul Kalam. 

****** 


Vertical Synchronization of Quality Initiatives in Education 

Dr. Avtar Singh* 

Quality of education is the measure of creation of life – long learning. Schools are the basic and the most 

important part of education system as all future learning depends upon the quality of education provided to the 

students during their formative years in schools. It is characterized by the quality of contents, transactional strategies 

and judicious evaluation of curricular and co-curricular achievements besides skills like reasoning, creativity, lateral 

thinking and other personality traits. 

Many policy initiatives have been thought of since Independence for improving the overall quality of 

school education in our country. Quality Initiatives have to target areas of curriculum, teaching-learning process, 

infrastructure, mass reach and evaluation. First qualitative initiative was provided by the Kothari Commission 

on Education (1964-66) whose report titled ‘Education for National Development’ appropriately stated, “The 

destiny of India is now being shaped in her classrooms.” But many reforms and quality improvement initiatives 

based on Kothari Commission recommendations could not be implemented due to lack of consensual political 

will and regional, linguistic and socio-economic diversities. 

Introduction of Continuous and Comprehensive Evaluation (CCE) by CBSE is the culmination of 

various initiatives taken over the years to make school education child - centered and stress free as envisaged in 

the National Curriculum Framework-2005 and the Right to Education Act-2009. Since the introduction of this 

scheme in September – 2009, a series of initiatives have been taken by CBSE to ensure smooth transition as well 

as transformation towards bringing qualitative improvement in the school education to make it compatible with 

present day global market driven forces in general and socio-economic requirements of our country in particular. 

Awareness of teachers about the various facets of CCE by training of teachers, publication of manuals 

for guidance and reference of teachers, mentoring and monitoring workshops for Principals as well as parents, 

capacity building workshops in all States on Formative Assessments, CBSE Students’ Global Aptitude Index 

for Aptitude and Interest Assessment for class X students, Central Teacher Eligibility Test and proposed School 

Quality Assessment and Accreditation Scheme are major quality initiatives undertaken by the CBSE to improve 

overall quality of school education. 

These quality initiatives, both human and material, are being put in place at policy making level. But due 

to administrative, geographical, financial and attitudinal impediments they may not percolate down to the grassroot 

levels thus resulting in an Inverted Pyramid type quality initiative model. These well-intentioned initiatives 

thus need well planned synchronized efforts from Centre to State Govts. right upto block level so that ultimate 

objectives of energizing the entire gamut of school education is achieved. This will make school education a stress 

free activity in which interests, hopes, aspirations and needs of all stakeholders – students, parents and the society 

– are fulfilled to their utmost satisfaction. 

Positive impetus has been provided by the Ministry of Human Resource Development and the CBSE. 

Momentum needs to be maintained to ensure impact and results of these quality initiatives throughout the country. 

We cannot and must not miss this opportunity. 

****** 

* Retd. Principal, Guru Nanak Public School, Punjabi Bagh, Delhi & Guru Harkrishan Public School, Nanak Piao, Delhi 


DISHA Peer Facilitators CLUB in Kendriya Vidyalayas: 

A Quality learning initiate under Adolescence Education Programme (AEP) 

1. Introduction 

Mr. Sudhanshu Shekhar Patra & Mrs. Saraswati Beura (Patra)* 

Adolescence is defined by the Oxford dictionary as being ‘between childhood and maturity’. It is within 

this definition that some of the difficulties faced by adolescents can be understood. Adolescence is a period of 

many critical transitions: physical, psychological and social. Childhood is left behind, and pressures to become 

responsible adults are strong. Most important is the need to shape an identity and develop a personality. With 

these transitions come challenges and choices that are strongly influenced by the gender expectations of society 

and families. The ability to navigate through these transitions depends on how well adolescents are supported by 

families and society at large. 

In the changing school environment and society altogether there are some critical needs and concerns of 

adolescents that have not been absorbed by the school education system so far. These needs and concerns are 

reflected in the profile of Indian adolescents. The current generation of adolescents in the world is more than a 

billion strong, and will be the largest generation in history to make the transition from children to adults. In India 

their number, according to 2001 Census is over 225 million in the age-group 10-19 years, constituting nearly 

21.8 % of Indian population and this number is growing with a definite possibility of making India the youngest 

in the world in the near future. 1 

Although there are new policy initiatives to recognise them as a distinct population group, social environment 

is still far away from acknowledging their distinct place. More importantly, this large group is adversely affected 

by nutritional deficiencies and lack of opportunities to get education in respect of specific health care and services. 

To bridge the gap and to break the societal allegory against the superstitious beliefs and unhygienic health care 

practices, there is a need to develop consciousness among the children to understand the normal biological and 

hormonal changes as they grow. Research studies have revealed that the learning from peer group has its own 

advantages as children get an opportunity to interact with their friends in an open mind to discuss any issues in 

a school setting. 2 Hence, there is a need for peer education activities. 

2. Importance of Peer Education 

Learning from the peers has been stressed enormously in the psychological theories in education. Peer 

education has been an important aspect of the process of socialization, and it has been popularly used in educational 

* Project Officers, AEP, KVS, 18, Institutional Area, Katwariasarai, New Delhi 

1 

MHRD and NACO, 2005-06, Adolescent Education Programme, Life Skill Development Manual 

2 

NCERT, 2005, National Curriculum Framework 2005, NCERT 


programs as an approach, a communication channel, a methodology and a strategy. Peer education initiatives have 

been documented as far back as Aristotle. Besides the domain of education, in recent decade it has been employed 

in many areas of public health, reproductive and sexual health, nutrition education and substance abuse, HIV/AIDS 

education, gender education and environment education. Under AEP also the strategy of peer education has been 

employed, but on a limited scale. The reason for the indifference appears to be the popular notion that students 

are recipients of education in schools. Their role as providers of education or constructors and communicators of 

knowledge is yet to acquire proper appreciation. It is, however, very important to take note of the evidence based 

fact that peer education is an effective behavior change strategy and peer educators’ role, especially under AEP, 

may be pivotal for the realization of its objectives. The National Curriculum Framework (NCF) 2005 of NCERT 

had put enough benchmark on peer learning with respect to the constructivist approach. 

3. NCF-2005 on Peer Education & Adolescence 

National Curriculum Framework highlights importance of adolescence and development of life skills. 

It examines the adolescence learners putting them in a special stage of life for keeping one ready for life-long 

learning. NCF reads, “Adolescence is a critical period for the development of self-identity. Responsible handling of issues 

like independence, intimacy, and peer group dependence are concerns that need to be recognised and appropriate support 

be given to cope with them.” “Most adolescents deal with these changes without full knowledge and understanding, which 

could make them vulnerable to risky situations like sexually transmitted diseases, sexual abuse, HIV/AIDS and drug and 

substance abuse.” “It is a time when the given and internalised norms and ideas are questioned, while at the same time 

the opinions of the peer group become very important.” 

Regarding the inculcation of life skills among young adolescents NCF put emphasis for development of 

skills to tackle the changing needs and demands of the society. “Development of life skills such as critical thinking 

skills, interpersonal communication skills, negotiation/refusal skills, decision making/problem solving skills and coping 

and self management skills is also very critical for dealing with the demands and challenges of everyday life”, NCF 2005 

(p.40). “The period from infancy to adolescence is one of rapid growth and change. The curriculum must have a holistic 

approach to learning the development that is able to see the interconnections and transcend divisions between physical and 

mental development, and between individual development and interaction with others.” NCF 2005 (p.14) 

4. Guiding Principles of Peer Based Learning 

There are many reasons cited in the literature to justify the use of peer based interventions. The following are 

commonly cited justifications for the use of peer education: it is more cost effective than other methods and peers 

are a credible source of information. It empowers the peers and utilizes an already established means of sharing 

information and advice. It was noticed that information passed by peers is better accepted in the peer group than 

those passed by others. Peers can reinforce learning through continuous engagement and act as good role models. 3 

3 

NCERT, 2011, AEP Training Manual for Teachers, NCERT 


Peer education has proved to be an effective strategy in educational programmes focused on culturally 

sensitive issues like reproductive and sexual health, HIV/AIDS and substance abuse. In most of the countries and 

societies young people find it difficult to get the required knowledge related to these concerns owing to sociocultural 

norms, taboos and other constraints. The adult world has been treating these issues that are private and 

thereby not to be discussed in public. Though quite often, young people are provided such information by adults 

at an appropriate time, but it is not adequate, because these are given by adults in a manner that is didactic and 

prescriptive, authoritarian, judgmental and pontificating. Young people cannot discuss and question adults on 

these issues and the adults also maintain strict boundaries beyond which they would not share any information. 

5. DISHA peer facilitators CLUB: A Closer Look at the KVS initiative 

In a pilot basis in five states, KVs operates the peer education clubs popularly known as ‘Disha Peer Facilitators 

Clubs’. The roles and functions of Peer Educators as envisaged in KVs are very varied. The objectives are 

 

 

 

 

to create awareness among adolescents regarding issues concerning adolescence. 

to provide a platform for frank discussion on issues related to adolescence. 

to equip adolescents with accurate information, knowledge and the skills in the specific contexts of 

the process of growing up, prevention of HIV/AIDS and prevention of substance (drug abuse). 

peer facilitators to act as catalyst and a link between teachers and the students. 

All students of Class - VI to Class - XII of each school are the members of the DISHA Peer Facilitators 

CLUB. Peer facilitators are nominated from the school. One student among the peer facilitators is nominated as 

the convener of the club, who takes care of the scheduling for the meeting held twice in a month. Principal and 

the AEP nodal teacher/ master trainers of the school are the advisors of the club. They sit for at least once in a 

fortnight. Peer facilitators are to follow certain ground rules i.e., to be sensitive to adolescent issues. They should be 

a link and not an advisor to his/her peers. The right of the child should not be violated, mutilated or demoralized. 

The activity is usually incorporated within the school hours only. The AEP trained teacher will facilitate all the 

activities, but choice of activity involves all the students. Peer facilitators programs should not be a forum for 

addressing personnel grievances/complaints of students. The themes taken up, are related to adolescent issues and 

affect all students. 

6. Way Forward 

Even though, the initiatives for the peer learning are very recent but it is creating a channel to discuss and 

take up adolescent issues at the school level. Considering the importance of consensus and learning from sharing 

experiences creates a positive atmosphere at the school. The constructive energy within the students is channelized 

in a more productive way. In the coming days efforts will be taken to make the clubs more frequent and effective 

in tackling and addressing the adolescent issues in a more optimistic and productive way. 

****** 


Integrating Technology into Quality Education 

Veena Raizada* 

Technology is the live wire we, the educators, need to cater to the learning styles of iKids of the new 

millennium who are very techno-savvy and have excellent navigation skills. They multi-task, have inquisitive minds, 

share learning experiences and are team players and leaders as well. We must, therefore, adapt to their needs, and 

identify new learning models that can engage them in a meaningful way. As educators, it is essential for us to 

understand that how technology should be used in pedagogy. It is neither a separate subject nor support for a 

core subject project. Technology, when used effectively, can be a magic wand in the hands of teachers for effective 

learning. The challenge, therefore, lies in planning strategies to integrate technology into our daily classroom 

routine. Since our students belong to the digital world, technology can be used as an effective pedagogy tool. 

My perception of looking at technology as a tool for transforming vision into reality is focused on four pillars of 

pedagogy – curriculum, learning environments, teaching strategies and assessments. 

Technology as a tool for curriculum: Curriculum is the academic manual that defines the learning objectives 

to be achieved by learners within specific time frame. Technology can be of great advantage not only to deliver 

the core content but also to enhance the learning through multifarious interactive activities on interdisciplinary 

themes. Technology as a tool can facilitate curriculum – the pivot of the education system. 

● 

● 

● 

● 

● 

● 

Design curriculum to build understanding of core subjects and interdisciplinary themes 

Plan enriching curriculum with learning resources online 

Implement with tools to develop skills, content knowledge, understanding and expertise 

Deliver with efficient time management 

Enhance learning through Continuous and Comprehensive Evaluation 

Reinforce with regular feedback and customised reinforcement 

Technology as a tool for learning environments : Current trends of education as envisioned in CCE by CBSE 

transform the pedagogy by a shift from “instructivist” to “constructivist” education philosophies; a move from 

teacher-centred to student-centred learning activities; from a focus on local resources to global resources and 

an increased complexity of tasks with use of multi-modal information. Audio-visual aids, simulations, virtual 

manipulative, multi-media and online resources can be used to create learning environments that engage learners 

in experimenting, exploring and applying skills of analysis, interpretation, synthesis to create new concepts and 

validate their experiences. Technology can help create environment that supports differentiated teaching and 

learning. 

* Director (Academics), Next Education India Pvt. Ltd., Hyderabad 


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Collaborate, share and integrate skills into classroom practice 

Connectivity with global professional learning communities 

Create relevant, real world context for group, team and individual learning 

Experiment and explore with extensive learning tools, technologies and resources 

Engage in meaningful learning situations 

Technology as a tool for teaching strategies : Changes in the learning-related attitudes and values of today's 

students call for the changing role of a teacher. The teacher, as a guide and mentor, is expected to be a facilitator in 

the learning process. Technology transforms the teacher from an authoritative knowledge expert into a facilitator. 

This is because the teacher has to be aware of the needs of his/her students, and know how to plan and deliver 

his/her lessons as per their learning style. Technology as a versatile tool can help the teacher to innovate ways to 

demonstrate concepts, assign projects, and assess progress. 

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Innovative learning methods that integrate the use of supportive technologies 

Interactive approach for effective teaching and learning through the use of multimedia 

Inquiry and problem-based approach through the use of simulations and visuals 

HOTS - Higher Order Thinking Skills 

Competency-based approach to learning in the context of a student’s potential 

Skill-based application across core content and interdisciplinary themes 

Technology as a tool for assessments : CBSE Chairman Sh. Vineet Joshi says that "assessment is a form of 

communication and should be seen as an integral part of learning and teaching. Assessment can be diagnostic, formative or 

summative. The overall goal of assessment is to improve student learning". The paradigm shift meaningfully highlighted 

by CBSE clearly indicates the importance of assessments for the purpose of learning. It fixes the accountability 

of the teacher by way of sharing concrete feedback on each assessment with the learner. The feedback is aimed at 

helping the learner to reinforce the outcome of pre-set learning objectives. Technology can facilitate the teacher 

to become an effective evaluator by continuously tracking the progress of every learner and that too through 

multiple ways. 

● 

● 

● 

● 

Standardised high-quality effective formative and summative assessments 

Assessment based on knowledge, concepts, understanding of content and skills for application, 

analysis, synthesis, etc. 

Useful feedback on student’s performance 

Varied methods for reinforcement to build interdisciplinary competencies and skills 


Technology as a tool for professional development of teachers : Effective implementation of technology needs 

a strong support system, especially by way of intensive training programmes for all stakeholders to develop a 

positive outlook towards embracing technology into education. Professional training programmes for teachers 

to help them understand how various tools and techniques of technology can be used are of utmost importance. 

Professional training programmes on merging technology with education help: 

● 

● 

● 

● 

● 

● 

cultivate the ability of a teacher to identify the particular learning styles, intelligences, strengths and 

weaknesses of his/her students 

illustrate how a deeper understanding of subject matter can enhance problem-solving, critical thinking 

and other life skills 

develop a teacher’s abilities to use various strategies to reach diverse students 

highlight ways to identify and integrate skills, tools and teaching strategies for learning 

balance direct instruction with project-oriented teaching methods 

encourage knowledge sharing among professional communities in the education sector 

Technology as a tool for school management : E-governance is gradually becoming the norm of every organisation. 

Technology, in fact, helps record keeping and upkeep in almost every aspect of administration and smooth 

conduct of related functions. Educational institutions are no exception. An extensive range of ERP solutions, 

even customised ones, are available to reduce the work load of the administrative and support staff. It would be 

to our advantage to move on and take advantage. 

Conclusion : Technology is being adopted by schools slowly in comparison to the way we have adapted ourselves 

to learn and use new technical gadgets and services for our own comforts. We should tune ourselves to the needs 

of the 21st century learner to equip them with employability skills for the global economy. As teachers, we must 

go ahead to unlearn whatever is redundant, learn whatever is desired, and relearn if required on an ongoing basis 

without fail. Investment in technology is an investment for the better future of our children. Technology can 

give results only when it is used effectively as a tool by teachers. No tool by itself is an excellent device unless 

experimented with and validated by the user, in this case, the TEACHER. 

****** 

Literary education is of no value, if it is not able to 

build up a sound character. 

 

– Mahatma Gandhi 


Success Mantra for Excellence in Schools 

M.Sitamahalakshmi* 

The purpose of education is to bring out the innate and the hidden talent of a child. This can be accomplished 

under the guidance of trained and scientifically oriented teachers in a serene school atmosphere by providing 

varied experiences. Learning is augmented by creating a positive school climate under the democratic leadership 

that takes a team of teachers along by creating and enabling the use of all kinds of teaching aids including digital 

media and technology. The best amalgamation of all the above and many more would lay a good foundation and 

lead to success of an institution. 

Organizational climate is a combination of employees’ day to day experiences concerning the goals, policies, 

leadership structure, work design and adopted technology. Modes of communication, motivation, positive climate 

& perceptions play a major role in individual and organizational effectiveness. 

An organization where attention is paid to conflict resolution, culture management, goal clarity and human 

resource orientation aims at a healthy atmosphere. If the employees are motivated to accept the change in the task 

structure and identify with the organization, they will work towards attaining conducive climate. Consistency in 

decision making in an organization leads to an improvement in the morale of the employees. They need recognition, 

independence in executing work, sense of achievement, performance linked rewards, economic security etc. These 

aspects would also help in creating congenial climate. 

Educational institutions — the schools, where tender human brains are dealt with, need to have a congenial 

organizational climate both to achieve academic excellence and to nurture the children / students to be positive 

and pro-active. The relevant factors in the school climate are psychological, physical and social system elements. 

Good climate has positive relationship with students’ achievement and teacher’s morale. In addition to this trust 

in the teaching community, planning & execution of high academic engagement helps in nurturing creativity. 

To develop healthy climate in schools, we need to inculcate positive attitude and positive thinking among 

the staff and students. This will help them to develop self confidence, to focus on the target, to realize their 

weaknesses and to find ways to overcome them. Along with this positive thinking, effective communication, 

decision making, good relationship with colleagues, supervisory support would result in increased organizational 

efficiency, employee’s productivity and satisfaction. 

The leader should play an important role in planning, organizing, leading & controlling. He / She should be 

multi-dimensional and should be able to play multi roles. Such leadership would develop positive relationship with 

school effectiveness and develop interpersonal relations that help in right decision making to nurture technical, 

conceptual and human skills of the students. Leaders in schools have to be conscious about positive stress and 

morale of the employees and should think of additional training to teachers, developmental activities for teachers 

& students, information sharing, team teaching and shared teaching etc. The role of the school Principal should be, 

* Principal, Atomic Energy Central School-1 & J.College, Hyderabad 


to work always towards self-actualization of the employees as this would help in creating a healthy atmosphere in 

the school. Principal and teachers have to be trained as counselors as it is the prime duty of the teachers to help 

the children to come out of their problems that could be related to age, their aspirations peer relationships, selection 

of vocations, etc. This helps the children to maximize their emotional, intellectual and physical developments. 

The management style with clarity, responsibility, flexibility, team commitment, team morale etc. make the school 

a happy place to work. A democratic management style with a certain degree of firmness would play a good role 

in maintaining organizational alignment, accountability and performance. 

Principals can manage culture, climate and effectiveness and influence the instructional environment, as 

they involve attitudes and behaviour of its stakeholders i.e students, teachers, parents and the community at large 

towards education. In this style of management job satisfaction of teachers will also be higher and will help 

them to perform better both in terms of academics and non-academics in schools. It also increases the concern 

among teachers and their relationship with the students. When their mind is at peace they will think better, 

counsel the students effectively and deal with different activities and attitudes efficiently with high morale. This 

definitely leads to satisfaction at work place and develops rapport with the leader and thus leads to a better and 

congenial environment for teaching and learning. Leaders in their efforts to enhance the organizational climate 

always look into the communication in the organization i.e school which can be in the form of meetings, group 

discussions, seminars, panel discussions, brainstorming on certain issues, individual talks etc. Grape-wine can 

also be used as a part of communication, which is quite effective. The leader has to plan and prepare the agenda 

for meetings, evaluate and re-evaluate through discussion. The effective body language of the leader and teachers 

is very important as it communicates a lot without saying anything both inside and outside the classrooms. 

Technology plays a major role in school’s climate and also in child’s understanding and performance. The 

stakeholders are attracted towards the digital mode of education and are able to know the advantages of learning 

by seeing, doing and understanding. The objectives of education- cognitive, affective, psychomotor, drive the 

instruction and the assessment methods. 

The use of technology in education helps in attaining the skills like critical and creative thinking, 

decision making, problem solving and nurtures multiple intelligence. This also helps in achieving the four 

principles of learning, learning to know, learning to do, learning to live together and learning to be. When 

technology is used, the child forms the concept more precisely strongly and is able to link well with the prior 

learning. The actual purpose of learning is to construct his/her own meaning. Constructivism takes the 

child from known to unknown i.e. it helps the child to build /construct his own knowledge. The technology 

and constructivism together provides the child an opportunity for self learning, self assessment & self 

correction-it gives an opportunity for peer discussion & teacher feedback. It is a well known fact that the 

individuals process and perceive information in different ways at their own pace. As Hlaris, 2000; Ormord, 

1995 said “learning is a process that brings together cognitive emotional and environmental influences and 

experiences for acquiring, enhancing in making changes in ones knowledge, skills, values and world views”. 

In the modern age audio visual / digital media is used as an instructional aid by teachers to enhance their 

teaching and to promote individualism in instruction and in learning. The technological media provides tools 

for teaching, provides and enhances clarity in communication, diversity in method, forcefulness in appeal and 

also provides avenues for learning. Children and parents appreciate a techno teacher better than a conventional 


teacher as technology projects him/her as a facilitator in today’s world though not as a substitute. This motivates 

the student, offers a different mode of presentation, and emphasizes innovation and creativity. Digital Educational 

Technology raises the students’ interest in learning, motivates and promotes power of investigation. 

Communication explosion in technology has made in roads into education and is driving us towards a 

global village. This is helping us to impart in house practices, recognize the aptitude of the child and to nurture 

it properly, and to provide avenues for vocationalisation of education, to teach at different stages, etc. The use of 

internet and several websites has made many books available for online learning, online tuitions. Interactive boards 

have come into existence and are assisting the teachers in making the concepts clear. 

Technology expands the scope of curriculum in many innovative ways and improves efficiency in all 

operational areas of the school system. Technology once integrated in the school curriculum needs continuous 

monitoring of execution, assessment of growth and refinement of our technology plan for the effective and 

efficient use of instructional and administrative programmes. When technology is blended with instruction it 

helps to personalize learning, allow thoughtful reflections and differentiate instruction from student to student 

across a diverse group of learners. This blended learning enhances the classroom experience that leads to student 

centered instruction in which students become active and interactive learners. It increases interaction between 

student-instructor, student-student, student-context and student-outside resources. 

Technology creates numerous opportunities for discovery learning which helps us, the teachers, to break 

down classroom walls and promote imagination. When technology is used in anchored instruction, it allows 

exploration by the learner and includes the concept of problem based instruction and motivates the learner to 

experience visionary exploration. 

Computers support communication beyond classroom walls, provide an environment for co-operative 

learning and develop innovative opportunities. Thus, technology offers limitless possibilities for instruction and 

learning. Teacher has to plan for effective use of integration of technology in their teaching learning process to 

achieve desired learning outcomes and to meet the learning objectives. By using computers in the classroom and 

by integrating technology students are given new reasons to get excited and motivated about learning. While 

planning/developing instructional strategies the teacher/instructor can use either KWL chart or KWHL chart 

and see that the required tasks are accomplished. 

Integration of technology in the classroom helps the teachers to enrich their lectures and presentation to 

enhance instruction and learning. It can be used to foster group and co operative learning, to maintain a student 

data base, as a productive tool, to optimize learning and provides additional learning opportunities, to create a 

flexible teaching learning environment. This can also be used as a super time saver. 

Integration of Technology is very important and useful in schools curriculum. Along with this, it is important 

to evaluate the appropriateness of the technology and the effectiveness of its integration into the learning process. 

Successful technology integration requires evaluation during all phases of instruction i.e. before, during and after 

instruction so that we can evaluate and revise as per the requirement. 

So integration of technology helps in using clutch, brake and accelerator as per the requirement and pursues 

the road to reach the goal of success. It is the success mantra that needs to be applied & used in schools. 

****** 


What other Principals say… 

We need to understand the forces acting on the students growth i.e. school and the teacher on one side, 

the parents and home on the other and the student himself at the base of an equilateral “Critical Triangle of 

Education” . In the school, the role of the teacher in creating interest in and understanding of the subject, as 

opposed to rote learning is vital. Empathy for analyzing the need of each student helps. Of course the size of 

the class is a barrier, yet there are both effective and ineffective teachers. Home work, accurate corrections and 

patience all produce rewards. 

For a student who realizes that 85% of his performance is dependent only on himself will get automatic 

rewards. Disciplined self-study, insisting on understanding, using techniques like meditation to improve 

concentration are good tools. Personal habits have to be modified towards the positive e.g. excessive sleep, neglect of 

healthy food, time waster – like gossip or excessive viewing of the T.V. have to be identified and reduced. Teachers 

and parents are only too willing to help but the effort; the inner urge has to come from within the students. 

Acquiring knowledge and the thrills of achievement cannot be far behind. 

Ultimately it is the development of the self that will count in life. The balance thus tilts towards self study, 

aided by the school and the home environment, particularly for higher classes. 

Mr. Yogesh Maheswari 

Researcher, 

Institute of Commerce & Management, 

Jiwaji University, Gwalior (MP) 

‘Modernity is the question not of date but of outlook, it is not the question of time but of spirit.’ - Livingstone 

The basic need of a child is qualitative improvement in teaching methodology. Now the days of blackboards 

are gone. We cannot compel the child to remain seated in the closed quarters and under watertight compartments 

of the classrooms. There are various techniques for imparting qualitative education. 

1. According to the great poet, William Wordworth, ‘Nature is a Real Teacher’. A child learns more in the 

lap of nature. He gains a lot of experience in the field of environment, living, habit, traditional inheritance 

of culture by excursions and outgoing. Science, History, Geography, Economics and Languages cannot be 

really understood without taking students for excursions to different places of interest. 

2. Games and sports are also important means of recreation. They teach them self discipline. They are also 

very useful from the health point of view. The physical activity is very useful for digestion. It fills the lungs 

with pure air and thus makes them more active and healthy. 


3. Selection of devoted teachers whose habits prove models for the learners. In this regard CCE scheme and 

planning by CBSE promise to infuse the unimaginable development in a child at the outset. 

4. One of the most obvious things about human beings is that they differ. They differ in size, shape, appearance, 

speed of reaction and innumerable other aspects of behavior. Among human beings the most obvious 

differences are in physical characteristics as height, weight, colour, and facial appearance. These impress 

almost immediately. Differences in behavior are much less evident. 

We observe what is superficial and what the other person wants us to observe. Much that is hidden, whether 

intentionally or otherwise, becomes evident only if we can study the individual as psychologists do, using 

tests and measurements designed to reveal psychological differences. This is specifically true when differences 

in ability to perform certain kinds of work, scholastic or otherwise, are at issue. 

Many differentiating aspects of his own behavior, including his abilities, may not be known to the individual 

himself. Thus he may ask to be tested or observed so that he can learn for himself how much he is alike or 

different from others. 

5. Arranging debates, inviting open dialogues, manifestation of dramas, organizing seminars, parent-teacher 

associations, visiting model schools, encouraging school or class base exhibition, promoting child in 

participating widely in the aforesaid activities and such others will bring a tremendous result to the all 

round development in the child. 

6. The child must be equipped to stand on his feet and must be protected against every form of exploitation. 

The child must be brought up in the consciousness that his talent should be devoted to the service of his 

fellow men. 

Yugal Kishore Dubey 


Shree Sanskar Academy, 

Agar (Malwa), Shajapur (M.P) 

All our activities during the session should be planned in such a manner where at the end of the session we can 

show the parents, society, other educational institutes an all-round portfolio of a progressive pupil. We should 

plan the activities for the whole year at different levels in which an individual will never be left alone. Every child 

has inner talents of his own that only need a platform to be expressed. 

We may use strategies like : 

1. Formation of clubs and announcing Saturday an activity day. 

2. Organizing the scheduled activities of local and national importance. 

3. Involving print and audio-video media. 


4. Involving students participation in various state and national level activities conducted by different 

agencies. 

Expected Outcomes 

1. Implementing CCE in school. 

2. Finding innate talents of students. 

3. Nurturing the innate talents of students. 

4. National and International exposure. 

5. Bringing rural students to mainstream. 

6. Listing achievements for report card. 

7. Developing students’ achievements based on performance card. 

8. Training teachers for CCE 

9. Motivating students for other career option. 

10. Most importantly reducing stress for all round development. 

Principal should instruct the teachers not to avoid a single platform where students can show their talents and if 

the platform is not available then its better to create a platform where students can express their potential through 

painting, dancing, music, sports, etc. 

Bhagirathi Behera 

Principal, 

Green Valley International School, 

Malinagar, Pusa, Samastipur, Bihar 

It must be remembered that the purpose of education 

is not to fill the minds of students with facts... it is to 

teach them to think, if that is possible, and always to 

think for themselves. 

 

– Robert Hutchins 


News From Schools 

Chinmaya Vidyalaya Sr. Sec. School 

Tripunithura 

unique way of ensuring secularism among his people 

by undertaking fast unto death. 

Gandhi Jayanthi Celebrations 

Observing national festivals in schools helps to 

lay a suitable platform to ignite and elevate the students’ 

national fervor and spirit. With due reverence to Bapuji, 

the father of our nation, the staff and students of 

Chinmaya Vidyalaya, Tripunithura commemorated his 

birth anniversary – Gandhi Jayanthi on 2nd October, 

2011. 

A multi-musical tableau-cum-mime presented 

by a set of 20 students stole the show. It commenced 

with a still shot of a Gandhi museum. This picturesque 

scene showed the wax imitations of Dandi yatra, 

non-cooperation movement, a sculpture of Gandhiji 

and also his personal belongings like charkha, paduka, 

spectacles, etc. A group of students accompanied by 

their teachers visited the museum. 

After they left, the act unfolded and in a moment 

of solitude and silence Gandhiji emerged alive from 

his model. He reminisced and thus re-lived those past 

milestones of his life. Dandi Yatra and the mass boycott 

of foreign goods symbolic of the Indians self-reliance 

and self-respect. Further he proceeded to depict his 

Students of Chinmaya Vidyalaya performing a skit during the 

Gandhi Jayanthi celebrations in the school. 

The scene thereby shifted to those rejoicing 

moments when our motherland attained independence. 

But soon the situation get emotional and tensed-up as it 

threw light on the mental turmoil of Bapuji at the time 

of partition of Bharat into India and Pakistan. 

The last part visualized the solemn meeting at 

the Birla Mandir followed by the end of a great human 

soul, Bapuji, who was assassinated by a religious fanatic 

Nathuram Godsey. 


The accompaniment of background music 

and Bhajans like “Vaishnav Janatho, Ragupathi 

Ragahava, and chantings of Sri Ram Jaya Ram,” 

added authenticity and live aura to the show. Towards 

the end when the National Anthem reverberated 

in the quadrangle of the Vidyalaya all stood in 

complete awe and respect under the waving flag of 

India, thumping hearts overflowing with passion 

and patriotism. It thus proclaimed the message that 

violence and hypocrisy will always get crushed in 

the long way, and the ultimate towering victory will 

favour Ahimsa and Truth. 

Tagore Public School, 

Jaipur 

Vigilance Awareness Week 

Tagore Public School, Vaishali Nagar, Jaipur 

observed Vigilance Awareness Week to commemorate 

the birth anniversary of Sardar Vallabh Bhai Patel. 

Mr. Rathore emphasized that the students should 

be truthful and honest with strong moral character. They 

must be vigilant enough to control external forces that 

deviate them from righteousness and integrity. 

“Develop the spirit of self-introspection and 

respond to the call of humanity,” he added. 

Angappa Educational Trust Senior 

Secondary School, Coimbatore 

Gandhi Jayanthi Celebration 

Students of Angappa CBSE Senior Secondary 

School celebrated Gandhi Jayanthi with great 

enthusiasm and patriotic thirst on Oct. 3rd, 2011. The 

Principal Mrs. K. Navamani delivered patriotic message 

to the students. A cultural programme was presented 

by the students. 

A documentary film on Mahatma’s life history 

was presented by the students of classes XI and 

XII. 

Gandhian principles and policies were recalled 

by the students and every individual was asked to 

follow Gandhian principles and follow Gandhiji’s 

path. 

Mr. Narpat Singh Rathore, A.C.P. of Rajasthan Police addressing the 

students during the Vigilance Awareness Week. 

A guest lecture was organized to create awareness 

among students of their rights and duties in curbing 

corruption. Mr. Narpat Singh Rathore, A.C.P. Rajasthan 

Police addressed the students and highlighted the values 

laid by Sardar Patel, an exemplary figure of Indian 

history. 

A Senior teacher addressing the gathering on the occasion of Gandhi 

Jayanthi celebration at Angappa Educational Trust Sr. Sec. School. 


D.A.V Public School, 

Pitampura, Delhi 

Star Students of our School 

● 

● 

Mayank Sharma of class X exhibited exceptional 

talent in the Chemistry Symposium and 

Talent Test organized by Delhi Directorate of 

Education, CBSE (National level, Central State 

and Zonal level) on the topic ‘Chemistry for 

Human Welfare Promises and Concerns’. He 

won 1st position out of 37 schools at the Zonal 

level on 24th August, 2011. On 30th August, he 

won 1st Position out of 17 Schools at the Central 

Level. He again won 3rd Position at the National 

level. He also won a scholarship and books as a 

reward. 

Sahil Grover qualified the NTSE (National 

Talent Search Examination), 2011. He 

secured rank 18 at the All India level and a 

cash prize in the 2nd level of NCO (National 

Cyber Olympiad) conducted by SOF (Science 

Olympiad Foundation). He secured 5 th rank 

at All India level and a cash prize in the 2nd 

level of the 9th NCO conducted by the SOF 

in 2010. 

● Hemant Saikia qualified the NTSE 2011. 

● 

● 

Abhijeet Sharma of class IX was selected by 

the BCCI for the Haryana under 14yr Cricket 

Tournament. He also played the United Cricket 

Tournament for PKCA (Pradeep Katpal Cricket 

Academy) held in the State of Delhi. Because of 

his all round performance for his team he was 

awarded the "Man of the Match". 

Anamika of class X was selected for 8th 

National Open Junior & Senior Taekwondo 

Championship held at Ganpati Group of 

Institutions, Bilaspur, Haryana from 15th to 

18th September, 2011. 

● 

● 

● 

● 

● 

The School team qualified the India Zonal 

preliminary round of the CBSE Heritage India 

Quiz and entered the finals. 

In the Inter school competition held at DAV 

Shrestha Vihar, the students won the following 

prizes : 

A) English Poetry 1st Prize 

B) Flash /Ad 1st prize 

C) Photoshot 3rd Prize 

D) Sudoku Consolation Prize 

The School secured 1st Position and won a trophy, 

cash prize and certificates in the Goonj-Street 

Play competition organized by the Department 

of Business Studies, University of Delhi. 

The School secured 3rd Position and won cash 

prize along with individual trophies, school trophy 

and certificates in a play competition organised 

by Govt. of India at Indian Habitat Centre on the 

occasion of the International Ozone Layer Day. 

Last but not the least the student won the 2nd 

prize in the Inter-school Tiffin Food competition 

held at DAV Shalimar Bagh. 

Doll Exhibition 

DAV Public School, 

Mysore 

Tiny tots of DAV Public School, Mysore displaying their work 


DAV Public School, Mysore regularly conducts 

various activities to find out the hidden talents of the 

students of the school. In this regard Art & Craft 

Exhibition, Science Exibition and Dolls Exhibition 

were held in the school. All the exhibitions were 

awesome and the Dolls exhibition was particularly 

eye-catching. 

Journalist Sri. Krishna Vattam adoring the Doll Show 

at DAV Public School, Mysore 

Dayawati Modi International School, 

Meerut 

Annual Day Extravaganza 

Dayawati Modi International School celebrated 

its Annual Function with resplendent magnificence on 

20th Oct. 2011. The Chief Guest on the grand occasion 

was Hon’ble Mr. Vineet Joshi, IAS, Chairman, CBSE. 

Maj. Gen. Shri Kant, SM, Commandant, RVC Centre 

& College, Meerut was the Guest of Honour and the 

function was presided over by Mr. Alok Modi, Vice 

Chairman & Patron. 

Dr. (Mrs.) Ritu Dewan presented the Annual 

Report highlighting the achievements of the school 

and the students in the field of academics, sports and 

different co-curricular activities. 

Vice Chairman & Patron Mr. Alok Modi felt 

himself privileged and considered it a remarkable 

and memorable experience to be a part of the show. 

He inspired the students to progress and prosper. He 

impressed upon the fact that the present system of 

education is quite different from the conventional 

education system and it is the dire need for the 

students to prepare themselves in order to keep pace 

with global levels of progress. He also claimed that at 

this time of globalization, the infrastructure, keeping 

in mind the requirement of the students as well as 

the high-tech devices, will prove to be a boon in the 

holistic and all round development of the students. 

He appreciated the revolutionary changes taking 

place for the progress of the school as well as lauded 

the astounding efforts made by the Principal for the 

betterment of the school. 

In the cultural bonanza, the students kindled an 

intense yearning for harmony and peace for every nook 

and corner of the globe at the time when a perennial 

fight is going on in the name of borders, region, religion 

or nationality. With their ballet Jashn-e-Bachpan, a 

celebration of love, togetherness, joy, goodness, beauty, 

resplendence with all – black, white, rich, poor, Jew, 

Arab, Muslims, Christians blended into one shade of 

friendship and celebration. They tried to cut down the 

barbed wire of hatred, jealously, insecurity and greed 

which has torn apart the humanity and left the human 

race bleeding and writhing in pain. They celebrated a 

unique friendship and oneness and gave out a simple 

message – ‘Let’s awaken the child in us’ for only a child 

can open tiny windows in the darkest of hearts and 

create chinks in the tallest of walls. 

In continuation with the astounding performance 

of kids, the senior students also enthralled the audience 

with their ballet ‘Arunodaya’ – a ballet, aiming at the 

problem of all pervading corruption, aggression and 


unrest among young generation and this ballet showed 

the path of righteousness. Through the medium of the 

ballet a very successful effort was made to kindle the 

consciousness and awareness among the students who 

are in the clutches of unrest and violence. The ballet 

aroused in students the need of introspection, selfrealization 

and quest of a new dawn – a new hope, peace, 

truthfulness, co-operation, love and harmony and an 

end of the monstrous octopus of corruption. 

In his address to the students, the Chief Guest 

Mr. Vineet Joshi felicitated the Principal for selecting 

a wonderful theme and putting up a stupendous show. 

He appreciated the efforts and endeavors made by 

the school management and the Principal for having 

brought the school to such great heights. During his 

meeting with the press he impressed upon the fact 

that CBSE has chalked out various schemes for the 

improvement of the education and he claimed that 

every child of the nation will be provided with equal 

opportunities for better education. He enlightened 

the parents with the information that efforts are being 

made to mitigate the problems being faced by the IX 

and X class students studying with CCE pattern. He 

advised the parents to encourge their children to play 

games, along with concentrating on studies in order to 

enable them to face today's competitive, contemporary 

and tech-oriented world. He stressed that education 

is the only medium through which awareness can be 

created in the country so that our Nation may progress 

by leaps & bounds. He wished success for the school 

in all its future efforts. 

The Guest of Honour Maj. Gen. Shri Kant, SM, 

Commandant, R.V.C Centre and College, Meerut 

Cantt applauded the amazing changes done and the 

progress of the school. He appreciated the cultural 

programme put up by the kids. 

Darbari Lal D.A.V Model School, 

Pitampura 

Vishisht Pariksha and Bharat Darshan 

DLDAV Pitampura hosted the Vishisht 

Pariksha and Bharat Darshan programme under the 

aegis of Arya Vidya Sabha, DAVCMA. Nearly 150 

students and 50 teachers from all over India stayed in 

the school premises and were taken out for sightseeing 

to India Gate, Connaught Place, Metro Walk, etc. A 

cultural programme organized by the school began with 

the auspicious hawan followed by Saraswathi Vandana 

and Ved Mantra dance recital. The Chief Guests on 

the occasions were Mr. Mohan Lal, Secretary, Arya 

Vidya Sabha, DAVCMC and Shri S.C. Gupta, Vice 

Chairman of the school. Shri Mohan Lal congratulated 

the students for being state toppers in Vishisht Pariksha 

exam and expressed hope that they would inculcate 

vedic values in life. 

The students performing in the Vishisht Pariksha and Bharat Darshan at 

Darbari Lal D.A.V. Model School. 

Convergence 

DLDAV, Pitampura organized Convergence, an 

interactive session of students with school Chairman, 


Sh. Srideep Omcheri who also released the school 

magazine ASMITA. Students of different classes shared 

their experiences of undertaking innovative projects 

and winning commendable prizes for the school. In 

answer to queries of students, Sh. Omcheri reiterated on 

the need to have passion, determination, perseverance 

and courage to chase one’s dreams. He emphasized 

upon the role of youth in bringing a dynamic change 

in the political scenario so that India may rise above 

the others. 

School Principal Mrs. Anita Wadehra expressed 

gratitude to the dignitary for inspiring the students 

through simple stories and instances, Shri Omcherri 

later visited the Chemistry labs to study the techniques 

of micro analysis and water testing adopted by the 

school. 

expressions on canvas and came up with excellent 

posters. Maharaja Agrasen School and Sachdeva 

Public School, Rohini bagged the first prizes in Senior 

and Junior categories respectively while DLDAV 

School, Pitampura and Bal Bharati Public School, 

Rohini were adjudged second in each category. School 

Chairman Shri Shrideep Omcheri interacted with the 

participants and praised them for their creativity and 

talent. Principal Mrs. Anita Wadehra congratulated 

IQF teacher coordinators Mrs. Vandana Suneja and 

Mrs. Sandeep Gulati for the successful organization 

of the event. 

Bhavan’s S.L.Public School, 

Amritsar, Punjab 

Grandparents Day Celebration 

The students interacting with the school Chairman, Shri Shrideep Omcheri 

Iqf Inter School Poster Making Event 2011 

DLDAV, Pitampura, organized an Interschool 

Poster making event under the aegis of IQF. Rtd. IPS 

officer, Mr. Debasis Bagchi was the Chief Guest on the 

occasion. 42 students from 21 neighborhood schools 

participated in Junior and Senior categories. The topic 

announced on the spot was “Freedom from corruption” 

for both the categories. Children poured their creative 

The students performing a short skit ‘Ek Prayas’ highlighting the 

importance of personal relations. 

Bhavan’s SL Public School celebrated 

Grandparents Day on Sep 14, 2011 under the guidance 

of Chairman Mr. Avinash Mohindru, Vice-Chairman 

Mr. Anil Singhal and Principal Dr. (Mrs.) Anita 

Bhalla in Harihar Hall of the school premises. Only 

students’ grandparents were invited on this occasion. 

The beginning of the programme was marked by the 


traditional lamp lighting. Principal Dr. (Mrs.) Anita 

Bhalla addressed the audience and enlightened all 

regarding the importance of the grandparents in our 

lives. Grandparents teach the values, inculcate the 

culture and show their children the right path always 

in spite of difficulties. She also emphasized discipline 

and stressed practice makes perfect. A short skit ‘Ek 

Prayas’ was also presented by the students to highlight 

the importance of loving relations. Few games were 

also arranged for the grandparents. Principal Dr.(Mrs.) 

Anita Bhalla also showed some slides on how to make 

one’s old age happy. Then, Chairman Mr. Avinash 

Mohindru shared his views stating that we all should 

not engross ourselves into the materialistic or the 

worldly things because they give us only momentarily 

pleasures. We should understand the true meaning 

of religion. Self-introspection is required from time 

to time, only then we can inculcate true values in our 

family. He also said that God is all pervading and we can 

attain his blessings with our good and noble deeds and 

by discharging our social and national responsibilities 

in a proper way. 

Guruparv Celebration 

Shri Guru Nanak Devji’s Prakash Utsav was 

celebrated with great pomp and show and with great 

enthusiasm and vigour by Bhavan’s S L Public School, 

Amritsar on Thursday, 10th Nov, 2011. The beginning 

was ornamented by the paath of Shri Sukhmani Sahib. 

Chairman Sh. Avinash Mohindru, Vice-Chairman Sh. 

Anil Singhal and Principal Dr. Anita Bhalla graced 

the occasion by conveying their heartiest felicitations 

on the auspicious occasion of guruparv. Students and 

teachers participated enthusiastically on the eve of 

Prakash Utsav and in Langar Seva. The public became 

spell bound on hearing melodious Amritvani of Shabad 

Kirtan. Chairman Sh. Avinash Mohindru presented 

his views on the existence of supreme power and the 

importance of life indebted to human-beings by God. 

He delivered in his speech that ‘People who earn their 

livelihood by doing hard-work, in reality are successful 

persons. Langar was distributed on this auspicious 

occasion. Approximately 5000 people cherished and 

enjoyed the programme. 

Sishya School, 

Hosur 

English Oratory Competition 

Oratory has been called the highest art which 

encompasses all other disciplines. On 21st October 

2011, the budding orators of Sishya School, Hosur 

participated in the Oratorical Competition conducted 

by the school in its premises. 

By weaving and spinning words into great 

tapestries of art, the students of Sishya School very 

enthusiastically participated in the competition. 

Chairman Mr. Avinash Mohindru addressing the gathering during 

Guruparv Celebration 

The day began with the choir singing of the 

National Anthem. The Assistant Principal, Mrs. 

Chandrika greeted the guests and delivered the 

welcome speech. Mrs. Sarojini, the HOD of the English 


Department presented the report about the initiatives 

and activities undertaken by the department to enrich 

the Sishyans. 

The winners were given away the prizes at 

their respective venues. The judges gave their valuable 

impressions by congratulating and appreciating the 

winners and by encouraging others to do well the next 

time. 

Frozen Tableau Competition 

Students of the Sishya School during the English Oratory Competition 

Next the attention of the audience was turned 

towards the distinguished guests who were the judges 

of the Essay Writing and Oratory Competitions. 

The teachers of the English department introduced 

the judges. The much awaited results of the Essay 

Competition was declared and the winners were 

awarded. 

All the judges were honored with mementos as 

a token of love and gratitude. 

The vote of thanks was proposed by Mrs. Latha 

after which the Oratory Competition began. Each 

class had a separate topic and the competition was held 

at different venues. Some of the topics were – Turn- 

Coats, Limericks, Autobiography, Pick and Speak, 

Persuasive Speech, Creative Monologue, reporting a 

Rhyme, Story with a Twist and Creative Dialogue. The 

students actively participated and the exposure of their 

knowledge, oratory skills and confidence enriched the 

minds and captivated the souls of all the spectators 

present there. The judges were overwhelmed by their 

oratory skills. 

The Cultural Fest, Sishyotsav, was in full 

swing at Sishya School bringing in reality the saying 

“Speech is Silver, Silence is Gold”. The Frozen Tableau 

competition which depicted the theme through frozen 

scenes was held on 15th Nov., 2011 at Sishya School. 

India is popular world over for its rich and varied 

culture. It is also famous for the variety of festivals that 

the people celebrate throughout the year. Keeping this 

aspect in mind, the topic given for the Frozen Tableau 

was “Harvest Festival”. The four houses of the school 

depicted the harvest festivals celebrated in the four 

corners of our country. Mrs. Rajshree Prasad presided 

over the day’s events and judged the competition. While 

voicing her views on the competition, she expressed 

that she was amazed on seeing the displays of the four 

houses and appreciated the students and the teachers 

for the efforts taken by them to prepare the props, 

costumes and the scripts for narration. Mrs. Rajshree 

was also impressed by the narrations that made the 

event most lively and also imparted a lot of information 

about the festival. 

The much awaited result was disclosed by 

her wherein the "Rubies House" which depicted 

the Harvest festival of South India bagged the First 

Prize. The "Sapphires House" which brought to life 

the harvest festival of the Western Region and the 

"Emeralds House" which displayed the harvest festival 

of North India shared the Second Prize. The "Topaz 

House" which showcased the harvest festival of the 

Eastern Region was awarded the Third Prize. 


The much awaited Music Competition which 

was held on 30th November, 2011 began with the 

singing of Tamil Thai Vazhthu. The Vice Principal, 

Mrs. Chandrika, welcomed the judges and delivered 

the welcome address. 

The Juniors with their melodious voices enchanted 

the audience by singing the philosophical songs penned 

by Kavingar Kannadasan. They honored the veteran 

lyricist through their performances. 

Students of Sishya School, Hosur depicting the rich cultural heritage of India 

The competition undoubtedly made everyone 

freeze in awe. 

The Music Competition 

Creative activities are an integral part of an 

educational system. The students of Sishya School are 

provided with various opportunities to showcase their 

innate talents apart from gaining classroom knowledge. 

The Music Competition is one such opportunity which 

manifests the collaboration and the combined efforts 

of the entire Sishya family. 

The performance of the Seniors was fabulous. 

The lyrics for their songs were written by them and 

set to the tunes of the 80’s. All the four school houses 

captivated the audience with their heart throbbing 

performances. 

The judges Smt. Dwaraki Krishnaswamy and 

Mr. V. Krishna, while giving their impressions on 

the competition appreciated and encouraged the 

participants and stressed on the need to emote the 

mood of the song. 

The results of the competition were announced 

and the prizes were distributed by the judges. 

The audience who enjoyed the melodious 

morning went back humming. 

Mime Show 

The saying ‘Actions Speak Louder Than Words’ 

was brought to reality in Sishya School. The Mime 

Show Competition, which is yet another event of the 

cultural fest, was held on 25th November 2011. 

Students of the Sishya School giving their best during the Music 

Competition 

Miming is a difficult art wherein one has to 

express his ideas only through facial expressions, 

gestures and eye contact. Verbal communication has no 

place here. The students who participated in this show 

seemed to be well acquainted with this art. 


‘Conservation of Our Major Resources’ was 

the topic given for the Mime show. The competition 

commenced with the "Emeralds House" depicting 

‘Wildlife Conservation’ which was followed by 

the "Rubies House" stressing the need for ‘Food 

Conservation’. Next the "Sapphires House" dealt with 

‘Energy Conservation’ and lastly it was the turn of the 

"Topaz House" to bring out the importance of ‘Water 

Conservation’. 

National Education Day 

The National Education Day was celebrated in 

Sishya School on 11th Nov. 2011 to commemorate 

the birthday of Dr. Abdul Kalam Azad, our former 

Education Minister. 

Sishya School hosted the programme and 

teachers from CBSE schools in and around Hosur 

were invited to share their innovative teaching strategies 

under the following topics: 

1. Creative Alternative Asessment that are fun, 

authentic and meaningful 

2. ‘No child left behind’ policy 

3. Attending to students with learning difficulties 

in the classroom or making inclusive education 

truly meaningful in our classrooms 

4. Creative learning strategies 

Students of the Sishya School performing in mime show 

The judges Mr. Anil Kumar and Mrs. Lajina 

Shaji, while voicing their impressions about the show, 

expressed that they were dumbfounded on witnessing 

the show which was performed with utmost perfection. 

They appreciated the creative presentation by all the 

Houses. The eagerly awaited results were announced 

wherein the Sapphires House bagged the first prize, 

the Emeralds won the second prize and the third prize 

was given to the Rubies. 

This competition was not only an opportunity 

for the students to exhibit their innate talents but it 

was also an eye – opener for the audience who also 

felt the need to preserve our natural resources for 

the posterity. 

Teachers from various schools of Hosur participating 

in the National Education Day 

Teachers of the host school as well as the teachers 

of other schools in Hosur such as the Titan School, 

Maharishi Vidya Mandir, Rice MMS, TVS Academy, 

The Asian Christian High School, Siddharth Village 

School and the Ashok Leyland School presented their 

gifts by sharing their innovative ideas and creative 


teaching strategies. The Guest of Honour, Mrs. Sajitha 

Bharathi, the Principal of the Titan School who 

witnessed the programme claimed it to be an ‘Aha Day’ 

as all the participants were awe struck on witnessing 

the variety of strategies used by the teachers to make 

the teaching learning process effective and interesting. 

The day reminded everyone that ‘A good teacher is one 

who never ceases to learn'. 

Sanskar School, 

Jaipur 

used. Even the welcome song for the event used phrases 

and idioms. The guest of honor as well as the judges 

were invited from fields of theater, education, social 

work and human resource development. All present 

appreciated and applauded this unique initiative in the 

field of learning. 

Nikita International School of Studies, 

Tirupur 

Salad Day 

Gaagar Mein Saagar–A Play Competition 

Sanskar School, Jaipur on the occasion of 

‘Hindi Diwas’ organized an Interschool Short Play 

Competition using phrases and idioms. The event was 

aptly called ‘Gaagar Mein Sagar’. 

The objective of this activity was to create interest 

and enthusiasm in learning Hindi language which is 

considered difficult and uninteresting by many students. 

To show them, how one can be more expressive in using 

the language and develop skills like acting, organizing, 

leadership, creative writing and the most important 

self-confidence. 

It is observed that students find phrases and 

idioms difficult to memorize and to associate with 

the meaning. Instead of its practical usage in day to 

day conversation it remains theoretical and is rote 

memorized at the time of examination. 

The feedback received after the event from 

teachers and students of all participating schools was 

very encouraging as they remarked, “ We never knew 

using phrases and idioms would be so simple and we 

can easily remember and reuse them from now on.” 

About 20 reputed schools of Jaipur participated 

in the event and more than 80 phrases and idioms were 

Students of grade I & II making salad in the Salad Day celebration at 

Nikita International School of Studies. 

Celebrating Salad Day (on Wednesday 20 July 

2011) was a joyous occasion for grades I and II of Nikita 

International School of Studies. Children sat in groups 

and designed their salad with vegetables and fruits. The 

decorated plate of salad was shared with other groups 

as well as with students of other grades. They learnt 

the basic hygiene of washing their hands and the salad 

items before starting the preparation. They also spoke 

about the importance of each vegetable or fruit that they 

had used for their salad. It was a learning experience 

and a tasty one too. 


Visit to the Panchayat Office by Grade VI 

Students of grade VI of Nikita International School of 

Studies on a visit to the Panchayat Office 

Children of 6th grade from Nikita International 

School of Studies were taken to the Panchayat Office 

in Nambiyampalayam. Children enquired about the 

local level of Government and Rural administration. 

Children learned a lot from the Sarpanch regarding 

how they were working, what were all the problems they 

faced, how they managed, from where they collected 

money, etc. Children prepared a research report on the 

same. It was a very interesting and informative visit. 

himself presided over the programme. Five students 

were selected as representatives from each class. He 

inspired the budding Alokites with the true spirit and 

qualities of a leader in a very interactive manner. 

In the next session the students kept their 

problems in front of the Chairman. He drew out the 

solution for the problems in a very innovative manner by 

making them come out with the solutions. Dr. Pradeep 

Kumawat, the Director of the Institution was a keynote 

speaker. Academic Counselor Ms. Aruna Mehta, Mrs. 

Renukala Vyas, Ms. Sumitra Jha also spoke at length 

to guide the leaders. 

Such camps have been organized earlier also 

and will be organized in future too, to mould an 

embodiment of idealistic leaders with the qualities of 

decision making, confidence and the team spirit. 

Alok Sansthan, 

Udaipur 

The Leadership Camp 

The visionary of Alok Sansthan, the Founder- 

Chairman Shri Shyamlal Kumawat felt an urge to 

channelize the potentiality of students to bind the 

strength of ideology and philosophy of the school ‘Atma 

Deepo Bhav’. It was a four day camp from 24th Aug. to 

27th Aug. 2011. First day for primary section, second 

day for middle section, third day for the classes IX & 

X and last day for classes XI & XII. Shri Kumawat 

Students of Alok Sansthan on the 

‘Effective Class Leadership Development Camp’ 

Richmondd Global School, 

New Delhi 

Visit to Sai Vridh Ashram 

The concept of an old age home is very new 

to India but visiting it is certainly not new to the 


enevolent students and teachers of Richmondd Global 

School who visited Sai Vridh Ashram on 29th October 

2011. The purpose of this visit was to enthuse young 

generation to take care of the elderly with the love and 

respect that they truly deserve and also to instill a belief 

that our elders should remain as a part of our lives. 

Sai Vridh Ashram houses 40 elders. The students 

and teachers interacted and played many games and 

activities with them which imbibed a new energy and 

zest in their monotonous lives. It was a very emotional 

moment when most of them cried and laughed together. 

The students had collected money and donated an 

almirah to the ashram apart from providing food to all 

of them. They came back with a resolution in their hearts 

that they will not let this happen in their own family. 

Though it is very satisfying to see that the students 

were able to bring a smile on the old faces but nothing 

in this world can compensate the love and affection of 

the near and dear ones. Elderly people who contribute 

immensely to the growth of the society should be 

properly looked after. “RESPECT FOR ELDERLY” 

– the culture our country is known for, must not fade 

and that was the actual purpose of this visit. 

Vels Vidyashram, 

Chennai 

International School Award 

Vels Vidyashram, Pallavaram bagged the ISA 

award for the second time in a row on 20th October, 

2011. 

The Principal, Mrs. Jailaxmi Rammoorthy, and 

the ISA Coordinator, Mrs. Rama Ramdas, received 

the prestigious award which can be retained for three 

years till 2014. 

Mrs. Laxmi Shrinivas from Vels Vidyashram 

received her Global Teachers Accreditation award for 

having completed her research work on a school based 

project. Her topic for research dealt with the global issue 

of improving communication skills in the students of 

countries where English is not the mother tongue. She 

presents her research paper in about 3000 words which 

was accredited by Cambridge, UK. 

The award ceremony was followed by a series of 

workshops on 21st Oct., 2011 conducted by the British 

Council at their Headquarters in New Delhi, which was 

quite helpful as it specified the role played by BCL in 

widening the horizon of teachers and students. 

Students of Richmondd Global School donated an Almirah to the Sai 

Vridh Ashram. 

The Principal, Vels Vidyashram, Chennai receiving the ISA award. 


Dr. Bansi Dhar School, 

Kota 

Observance of Vigilance Week 

Vigilance Awareness Week was observed from 

31st Oct to 5th Nov., 2011 to create awareness among 

the students to know about their rights and to tackle 

the problems like corruption, regionalism, religious 

fundamentalism and anti-democratic forces in an 

effective manner. 

Students of Dr. Bansi Dhar School taking a pledge 

during the celebration of Vigilance Awareness Week 

On the first day, students of Class VI presented 

various incidents of Sardar Patel’s life and highlighted 

his achievements. On the second day, students of Class 

VII gave presentation on bio-sketch of Aung San Suu 

Kyi. On the third day, student of Class VIII enacted 

the famous Dandi March which marked the breaking 

of Salt Law by Gandhiji and his followers. 

On the fourth day, Class IX students presented 

Nukkad Natak “Guspatiea-These Intruders” which 

showcased various evils present in the society – 

corruption, castesim, religious fundamentalism, 

sycophancy and finding solutions to these problems. 

On the fifth day, Gr. L.K. Dadhich, Retd. Principal, 

J.D.B. College, Kota and Eminent Environmentalist 

interacted with the students on the issues related 

to Environmental Pollution and Global Warming. 

Harmful effects of the increasing use of poly bags and 

subsequent remedial measures were brought to students’ 

awareness. 

On the last day Dr. R.C. Sahni, a well known 

personality from medical profession and a social 

worker gave a lecture on the harmful effects of tobacco 

addiction and suggested students to keep themselves 

away from these habits. 

Students from Class V to Class IX actively 

participated in the Vigilance Awareness Week. 

Flowing tributes were paid to the ‘Iron Man’ of India 

Sardar Vallabhbhai Patel. Week long activities were 

planned and students along with teachers took pledge 

to fight against social evils. The programme was well 

co-ordinated by Mrs. Namrata Cocasse and Ms. 

Manorama Joshi. Principal Mrs. Vandana Sharma 

delivered a lecture on Value – Based Education along 

with Intellectual Education which would help students 

to have integrity in their character to raise voice against 

such evils and stand united to fight such forces of 

corruption, child labour, drug- abuse, violence, etc. 

The programme concluded with the pledge 

taken by the students to discourage the use of tobacco 

in the society. 

Smt. Kamala Saklecha Gyan Mandir, 

Bhanpura 

Founder's Day Programme 

The Founder’s Day Programme was conducted in 

Smt. Kamala Saklecha Gyan Mandir, Bhanpura on 13th 

October, 2011. Mrs. Mannoo Bhandari, eminent Hindi 

writer was the Chief Guest. The highlights include: 

● 

Exhibition- Models, charts and projects related 

to Science, other subjects, arts and craft were part 


● 

● 

● 

● 

of the exhibition inaugurated by Mr. Ghanshyam 

Somani, PR Officer of Ambuja Cement. 

Gandhi Kuteer - A ‘Gandhi Kuteer’ with 

rare photos, books, CDs and items related to 

Gandhiji’s life and activities was setup. 

Inaugural Function – The inaugural function 

included a cultural programme, speeches by the 

Chief Guest, Mr. Sharad Saklecha, Chairman 

and Mr. C. Moras, Principal, distribution of 

honour roll certificates to toppers in each class 

and trophy to the best student of Class XII 

(Session 2010-11). 

Workshop and Seminar – Young entrepreneurs 

Ms. Neeti Modi and Mr. Naman Saklecha, 

conducted workshop and seminar on ‘Be Your 

Own Boss’ and ‘Corruption and the Role of 

Youth’ respectively for the students of Classes X 

to XII. 

Harmony – a Musical Play – The students 

of LKG to V presented Harmony – a musical 

play and regaled everyone in their intimidating 

style. 

The students of Primary classes rocking in a musical play during the 

celebrations of Founders’ Day. 

● 

● 

● 

● 

Group Discussion – A thought provoking 

group discussion on the topic, ‘Aaj ka Chhatra, 

Gaon ka Kal’ was conducted by the Chief Guest, 

Mrs. Manoo Bhandari and supported by 

writers Mr. Charansingh Pathik and Mrs. 

Lata Sharma. The students of Classes V to 

XII participated. 

Incredible India – The students of classes VI 

to XII presented thematic cultural show – 

Incredible India. 

Group Discussion- A very engaging group 

discussion on – ‘Corruption in India’ was 

conducted by Mr. Gopal Mohan, member from 

Shri Anna Hazare’s team in which the students 

of classes III to XII participated. 

Prize Distribution and Teachers' Award 

Function – Prize distribution to the winners of the 

Interhouse Competitions in the session 2010-11 

was followed by felicitation of the staff members 

for their meritorious service to the school. 

S.S. Bajwa Memorial Sr. Secondary School, 

Gurdaspur 

Diwali Fete 

S.S. Bajwa Sr. Sec School, Qadian, celebrated 

Diwali Fete with great enthusiasm and fervor in the 

school campus. The school was tastefully decorated for 

this occasion. The function was witnessed by a gathering 

of about thousand people including students and the 

teachers of the school. The tiny tots of the school won 

the appreciation of the spectators for their wonderful 

dances and sweet songs. The Principal Dr. Rajeev Niryal 

welcomed the gathering. The Director M.L. Sharma 

(National Awardee) congratulated the staff and students 

for the spectacular cultural show putup by them. The 


function came to end with the vote of thanks by the 

Co-coordinator Mrs. Shalini Sharma. 

The Principal, Mrs. Rashmi Maingi, laid stress on 

the importance of remembering such important days. 

Cultural Extravaganza 

The students of G.M.A City Public School, 

presented a cultural extravaganza depicting an 

environment of natural love and respect among the 

people essential to endure harmony. The stage showed 

a confluence of a variety of dances and folk songs 

from different parts of the country. Haryanvi dance, 

Rajasthani dance, Giddha and Bhangra were also 

performed. Folk songs based on different cultures and 

'Sakhis’ (stories) based on life of sikh gurus were the 

highlights of the event. 

Tiny tots of S.S. Bajwa Memorial Sr. Secondary School performing during 

the Diwali Mela. 

Gma City Public School, 

Hoshiarpur 

Kargil Vijay Divas Celebration, 

Kargil Vijay Divas was celebrated at G.M. A 

City Public School on 26th July, 2011 to exaggerate 

the feelings of patriotism among the students. A small 

skit depicting the battle of Kargil was presented by 

the students. 

Students of GMA City Public School performing a traditional dance in the 

Cultural Extravaganza. 

D.A.V. Centenary Public School, 

Jind 

District Level Competitions for Legal Awareness 

among the Students 

Students of GMA City Public School modeling Kargil battlefield. 

Under the patronage of the Dist. Legal Services 

Authority, Jind and the leadership of Erudite District 

& Sessions Judge, Jind, Hon’ble Shri Ramendra Jain, 

various District Level competitions were held in the 

campus of D.A.V. Centenary Public School, on 14th 

September 2011 to disseminate legal awareness among 

the students. These competitions were held at Block level 

and went on till 5th August 2011. Total recommended 


name of First, Second and Third position holders in 

each Competition at block level were 126 but only 71 

students participated in the various competition. 

Sh. Dilbag Singh Malik, Deputy D.E.O. 

and Sh. Haresh Pal Panchal, Principal inaugurated 

the programme with traditional lamp lighting and 

Vedic hymns. Events like On-The-Spot Painting, 

Slogan Writing, Declamation and Poem Recitation 

were organized in the Jr. Wing Block, whereas other 

competitions like Debate and Essay writing were held 

in the Sr. Wing Block of the School. These events were 

judged by Mrs. Harvinder Kaur (B.E.O., Saffidon), Sh. 

Ram Bhagat Sharma (B.E.O., Alewa), Ms. Sudesh 

Siwach (Principal, Govt. Sr. Sec. School, Shamdo). 

At the valedictory ceremony, Mr. Dilbag Singh Malik 

(Deputy D.E.O, Jind) graced the function as the 

Chief Guest. He blessed the participants and gave the 

message that we should know about our duties along 

with our rights. 

Contest was planned in two phases. In the first phase 

held on 35th Nov. 2011, 15 teams of students from 

different schools participated. Distinguished professors 

from Sociology, Journalism and Public Administration 

departments shortlisted four teams for this round 

which was the elimination round. The topics for the 

Declamation Contest were:- 

Group-A: 

 

 

Group-B: 

 

 

V itality of Lokayukt in curbing 

corruption 

Role of education in shaping personality 

Women reservation an indispensible tool 

for women empowerment 

Today’s youth can redefine present political 

scenario. 

Students of D.A.V. Centenary Public School participating in the district 

level competition for legal awareness. 

D.A.V. Centenary Public School, 

Rohtak 

Ch. Ranbir Singh Inter-School Declamation Contest 

On 26th November, 2011, D.A.V. Centenary 

Public School, Rohtak celebrated the ‘Constitution Day’ 

with great enthusiasm and Inter-School Declamation 

Students of D.A.V. Centenary Public School receiving the award 

On the final day, the shortlisted teams made 

the presentation before distinguished guests which 

included Sh. Tarun Bajaj, Commissioner, Rohtak 

Range; Mrs. Asha Hooda, wife of Hon’ble Chief 

Minister of Haryana and the local M.L.A. Sh. Bharat 

Bhusan Batra. 


Besides the Running Trophy and individual 

trophies, there were Cash Prizes for 1st, 2nd and 3rd 

position holders. D.A.V. Public school, Rohtak bagged 

the running Trophy and also the Cash Prize. 

The function concluded with a Kathak 

performance by Ipshita Chatterjee, a Kathak dancer 

of International fame. 

English as part of Formative Assesssment II. In this 

show interview of Sri L.R. Saini, Regional Director, 

DAV Public School, Ranchi Zone and other Academic 

Incharges were taken in addition to other cultural 

programmes. 

Dav Public Sr. Sec. School, 

Bina 


Northern Coalfields Limited, Bina Project, Dist. 

Sonebhadra (U.P.) organized a Vigilance Awareness 

Week in D.A.V. Public Sr. Sec. School, Bina, to make 

the students vigilant and aware of their surroundings. 

During this week, Essay Writing (English & Hindi) 

and Drawing- Colouring Competitions were conducted 

on ‘Black Money is the Root cause of corruption in 

politics & bureaucracy’. 

Students of D.A.V. Public Sr. Sec. School participating in Essay Writing & 

Drawing-Colouring Competition during the Vigilance Awareness Week 

Radio Show 

Class X students of D.A.V. Public Sr. Sec. 

School, Bina, conducted a Radio show under CCE in 

Students of D.A.V. Public Sr. Sec. School, Bina participating in Radio Show 

Parth Public Sr. Sec. School 

Reading Day Celebration 

Reading is widest and most easily accessible door 

to knowledge! In an endeavor to cultivate and enhance 

the habit of reading, Parth Public School celebrated 

‘Reading Day’ on 20th November 2011 in which the 

students participated actively. Principal, Director and 

staff members were present too. Pledge was taken by all 

the students and staff that they will attend all workshops 

and seminars. 

We are always telling children that books 

and reading are good for them but have we ever 

really thought about, why that is true? Does reading 

matter? 

Reading should be viewed as a pleasurable 

activity – a source of interesting tales and useful and 

important factual information. So keeping the purpose 

of reading in mind the school celebrated this day as a 


‘Reading Day’. It was observed that the children were 

extra curious and excited as they made different books 

for that day and collected the material, composed it and 

compiled it in a beautiful way. 

the school to commemorate the Kerala Piravi. He gave 

an inspiring speech about values and morals that the 

students need to inculcate and emphasized on the need 

to facilitate civilized cultures in the family and society 

in order to lead refined lives. 

Students of Parth Public Sr. Sec. School participating 

the Reading Day Celebration 

The Director said that if children can read well 

and if they see reading as a source of information then 

for the rest of their lives they will have access to all 

accumulated knowledge of mankind, access to all the 

great minds and ideas of the past and the present. 

Kerala Piravi 

Paramekkavu Vidya Mandir, 

Thrissur 

The State of Kerala was created on November 

1, 1956. The year 2011 marks the 55th Annnivarsary 

of Kerala Piravi. The Day was celebrated with patriotic 

fervor at Paramekkavu Vidya Mandir on November 2, 

2011. Talks, Kavyalapanam (Recitation), Kaviyarangu 

and cultural programmes by students depicting the 

traditions of the land were organized. The students in 

their special uniform made a formation of Kerala in the 

quadrangle which was the main attraction of the day. 

Murali Adaat, famous folklorist and dramatist visited 

Students of the Paramekkavu Vidya Mandir in the formation of Kerala Map 

Children’s Day 

Children’s Day was celebrated with much fanfare 

in the auditorium of Paramekkavu Vidya Mandir on 

Monday, 14th November 2011. The morning session 

was dedicated to the KG and Primary sections. A 

Fancy dress contest was held. The Program anchors 

were Krishna and Ashwin. The teachers and students 

organized a range of programmes to make the day 

memorable. The celebrations started with a vibrant 

Pooja Dance by the KG teachers followed by solo 

performance by Gane and Shruthi of class XII. The 

boys and girls of class XII put up a variety of dances 

and Hrishi of class XII enthralled the audience with his 

beautiful Guitar presentation. There was also colourful 

Dance Medley and Anthaksari by teachers. The 

highlight of the event was a jugalbandi between teachers 

Mr. Midhun and Mrs. Sangeetha on the Flute and 

Violin, and the students Sankarnath on Tabla, Dileep 

on Mridangam, Adarsh on drums, and Malini on Veena. 


Teachers and students of Paramekkavu Vidya Mandir performing during 

the Childen’s Day Celebration 

D.A.V. Public School, Ashok Vihar, 

Delhi 

Good Deed – A Reason to Smile 

By participating in the three days exhibition, the 

DAV Public School took a noble venture to promote 

the hand-made items, handicrafts items and chocolate. 

All items were made by poor, illiterate down trodden 

destitude section of the society. The sale money collected 

on all the three days was used to help the people to 

provide them market for their goods. The highlights of 

the exhibition were the live Charkha- Weaving done 

by 100 students from all over Delhi regions, Spell 

bound Cultural Programmes like – Social Plays, Skits, 

Regional Folk Dances and Live Musical performances 

by the students of DAV Public School, Ashok Vihar, 

Delhi. The whole atmosphere was charged with the 

shadows of good deeds which could bring a ray of 

smile on the faces of the poor and needy people present 

there. 

Mrs. Kusum Bhardwaj, Principal extended 

her gratitude to Dr.(Mrs.) A.K. Bindra President – 

Manav Kalyan Sansthan for being there throughout 

the exhibition to assist the school children as well as 

motivate the poor unskilled people to become selfdependent. 

A Visit to Rashtrapati Bhawan – the President's 

House 

Students of the DAV Public School performing Classical Dance 

in Khadi Exhibition 

D.A.V. Public School, Ashok Vihar upholds all 

the motives to uplift the Society through performing 

various social activities in collaboration with Manav 

Kalyan Sansthan (Reg.) International. 

The school participated in Khadi Exhibition on 

the occasion of birth anniversary of the Father of the 

Nation, Mahatma Gandhi which was organized at 

Pragati Maidan from 2nd October 2011. 

Students of the DAV Public School met Honourable President of India 

alongwith School Principal and the Supervisory Head on the Children’s Day 


Nov. 14, 2011, Children’s Day, was a grand day 

for DAV Sr. Sec Public School as the students and 

teachers of the school visited Rashtrapati Bhawan. 

President’s House to seek the blessings of Mrs. Pratibha 

Patil, Honourable President of India. The excitement 

knew no bounds, students were thrilled at the thought 

of meeting the highest authority of India. Everyone was 

amazed by the majestic beauty of Rashtrapati Bhawan, 

and were awed by the security arrangements there. 

of Class 10th were taken to Kothagudem Thermal 

Power Plant situated in Paloncha, A.P. to explain them 

about various forms of energies, how the electricity is 

produced from coal. Students went around the plant 

and gathered good information. They were also given 

a questionnaire which made them enquire, about the 

topic. In short, the school with such activities tries to 

make its students socially responsible, competent and 

knowledgeable. 

Mrs. Kusum Bharadwaj – Principal, Mrs. Devika 

Dutt and Mrs. Kiran Khullar, Supervisory Heads and 

five students from Class I to XII were part of the 

memorable trip. 

Vasavi Ideal Public 

School 

Education is an integral part of our overall 

personality development . Fundamental concepts that 

are learnt in school initiate practical applications. 

Lessons learnt in school impart fundamental knowledge 

that guide a person throughout his lifetime. We think 

that quality and education are synonyms. We feel that 

the role of school does not end by just saying that 

we are following CBSE syllabus. Our school focuses 

on learning integrated with self-development and 

encourages the students to pursue continual excellence. 

To emphasize this in action, we changed the old 

traditional classroom teaching to the world outside 

the classroom. “Sampoorna Vidya” is the Motto of our 

school. We strongly belive that learning solely based on 

traditional classroom teaching is like a barrier to the 

quality initiatives in education. Field trips play a very 

important role in teaching and learning. It is said that 

anything learnt through practice is better than thousand 

spoken words. So, to make the students aware of certain 

topics, they were related to real life situations by field 

visits, excursions, etc. On August 11, 2011, the students 

Students of the Vasavi Ideal Public School visited Kothagudem Thermal 

Power Plant. 

Subodh Public School, 

Jaipur 

Techno Week By Babbage Club 

Subodh Public School, Airport, Jaipur organized 

‘Techno Week’ under the flag of Babbage Club from 

October 8 to October 14, 2011 for classes Nursery – 

XII. The main objective was to create awareness and 

creativity among students of all age groups regarding 

latest updates in the emerging technology. 

Many activities were conducted during the week 

for all age groups. The opening ceremony was celebrated 

with a bang. The students of pre-primary classes 

(Nursery, KG and Prep) displayed the peripherals 


of computer and demonstrated them. The primary 

students (classes I-III) dressed up as aliens and came 

out of the rockets for ramp walking. Their dresses were 

made of old newspapers. The show was liked by all. 

The students participated in desktop wall 

paper designing, CD cover making, mobile models, 

mythological cartoon making, website making, power 

point presentation, etc. 

rampant use of mobile phones by young children. The 

team then sat with their educators to decide on how 

best to convey the ill effects of using mobile phones. 

It was a common consensus that short animated film 

would be the most effective tool and thus came the idea 

of "Mobile… Na Baba Na". 

The idea was to depict the mobile phone as a 

Monster. While some students brainstormed what 

the monster would look like, others sat down to write 

dialogues for the Mobile Monster, Bus Monster and 

the Report Card Monster. 

Soon it was time to shoot the film. Media mentors 

and educators provided tips on the technique of Stop 

Motion Animation. The Stop Motion Animation that 

was then put on the timeline of their video and final 

edits with voiceovers was ready. 

Website Presentation on Smart Board (Class XI-XII) during 'Techno Week' 

under Babbage Club. 

A visit to MNIT campus (Engineering college) 

was also organized for classes XI-XII (Informatics 

practices batch only) under Dr. Vijay Laxmi Gaur, 

HOD, Computer Deptt. MNIT. The students asked 

about the career prospects in computers which they 

can pursue even through Science and Commerce 

backgrounds. 

Noida Public Sr. Sec. School, 

Gautam Budh Nagar 

Mobile 'Na Baba Na' 

Participating in 'Adobe Youth Voices Programme', 

students of classes VIII and IX brainstormed various 

social evils affecting their lives. They focused on the 

Through this multimedia storytelling activity 

the team not only created their first short film for a 

real audience but also learnt new techniques for using 

digital tools and teamwork. Most importantly, they are 

now proud creators of an amazing and original video 

created with a purpose! 

Kendriya Vidyalaya, 

Bhanala 

Constitution of Integrity Club 

The children are the future of our nation. 

The values inculcated will help them in becoming 

responsible citizens of India. Kendriya Vidyalaya 

Bhanala constituted the Integrity club on 18th August 

2011 to inculcate the moral values in students and 

organized investiture ceremony. The students have been 

divided into six groups, viz. Patriotism, Secularism, 

Honesty, Compassion, Respect and Unity with a 

group leader of each group. The Principal Sh. A Jerald 

felicitated the Young Champions of Ethic (YCE) 


with a scarf and a badge. The Young Champions of 

Ethic (YCE) took pledge under the administration 

of Integrity Club manager. The club members also 

presented theme song of their club. 

Mukand Lal Public School, 

Yamuna Nagar 

Annual Day Celebration 

Mukand Lal Public School, Sarojini Colony, 

Yamuna Nagar celebrated its Annual Day in all its 

grandeur and gaiety on 19th November 2011. State 

Election Commissioner, Haryana, Sh. Dharam Vir, 

IAS, was the Chief Guest. Parents and elite graced 

the occasion. Principal Mrs. S. Bathla welcomed the 

guests and highlighted the achievements of the school. 

More than 1000 students in colourful dresses presented 

a cultural bonanza based on the theme ‘Social Work 

and Compassion’. Messages such as ‘Save Daughters, 

Save Trees, Save Water’, ‘Spread Smile Everywhere’, 

‘Sacrifices of Soldiers’, ‘Importance of Father in a Family’ 

were conveyed. The meritorious students were awarded 

for their achievements. The Chief Guest in his address 

to the gathering applauded the efforts of the students 

and the staff. The exuberant celebration concluded 

with a graceful dance performance by senior students. 

Pollution Free Diwali 

Eco Club of Mukand Lal Public School 

organized a rally across the town appealing for a 

Pollution Free Diwali on 25th October, 2011. The 

main focus of the rally was to give an extra push for 

noiseless and cracker free Diwali, and also to create 

civic and environment consciousness thus showing 

concern for the city. The rally was flagged off by 

the Principal Mrs. S. Bathla. Students spread the 

awareness of protecting the environment through 

various colourful banners, placards and posters 

with slogans like ‘Diwali is a festival of lights, not 

sound’, ‘Burning crackers is burning environment’, 

‘Say no to crackers’. The children’s excitement drew 

the curiosity of various principals and educationists. 

Encouraging the students Mrs. Bathla spoke on the 

importance of such activities where students get 

opportunities to display their innovation, consistency 

and commitment thus molding their personalities 

into ideal citizens. 

World Heritage Day 

Gwalior Glory High 

School 

This special day offers an opportunity to raise 

public awareness concerning the diversity of the 

world’s heritage and the efforts that are required to 

protect and conserve it as well as to draw attention to 

its vulnerability. On 15 th April being World Heritage 

Day, students of Heritage club of Gwalior Glory High 

School, gave a power point presentation supported by 

a group song. 

This group comprised of students from 6th to 

8th class. The presentation was mainly focused on the 

conservation of Indian Heritage; the video of this 

presentation helped the children to understand the 

importance of our Heritage and Culture. 

India International School, 

Jaipur 

Independence Day Celebration 

15th August was celebrated at India International 

School where network fraternity along with students 

from classes IX to XII joined in with full national 

fervor and enthusiasm. Around 115 students of IIS 

presented a cultural programme with the theme “Ma 

Tujhe Salaam”. The Director, Dr. Ashok Gupta gave a 


motivating speech addressing the staff and the students. 

This was followed by light refreshment for the entire 

IIS network fraternity. 

Teachers’ Day Celebrations 

Teachers’ Day was celebrated with a lot of fervor 

and zeal. A very unique and creative programme was 

organized by the students of class 11th. The Principal was 

welcomed by the staff members with a huge bouquet of 

flowers. The programme was initiated with pre-recorded 

greetings from the alumni of the past five years. 

This was followed by a semi-classical dance. 

Kaun Banega Maha Guru-the Mega Quiz with four 

teams- Alpha, Beta, Gamma and Delta was the next 

program. 

A self composed poem was dedicated to the 

teachers by Tanushri Jain from class 11th followed 

by Aantakshri the musical show, to identify the 

Nightingale’s voice. Sahil Chaudhary, came out with his 

melo-dramatic ‘Chatpate Sawal Ke Chulbule Jawaab’. 

The IIS orchestra played on the self composed Hindi 

song sung by the students. English group song was 

also sung by the 11th class students. The Principal Dr. 

Ashok Gupta, appreciated and applauded the efforts of 

the students. The programme ended with a sumptuous 

lunch hosted by the students of 11th class. 

21st Foundation Day 

The School celebrated its 21st Foundation Day 

on 16th July 2011 in the school Auditorium. On this 

occasion an inter school debate was organized in the 

memory of Abhishek Dangi, a bright petal of this 

institution, who passed away in Canada. The topic 

for the debate was “Politician should retire at the 

age of 65”. There were 12 schools that participated 

in the debate. 

Students participating in the Inter Schol Debate held at 

India International School, Jaipur 

It was also a great day as the Alumni from 

1995 batch were present. On 16th July, class XII 

Students presented a memorable cultural show for 

the Alumni of 1995 batch. The show was enjoyed 

and appreciated by all. Dr. Ashok Gupta, Director 

IIS University, threw light on the growth of IIS 

to a massive University. He also felicitated Shri. 

Jagdish Narayan Sharma, one of the seniormost staff 

member, who retired in 2005. There were inmates 

from Missionaries of Charity, i.e., Mother Teresa’s 

Home, who also witnessed this progresses. 

World Food Day 

Gwalior Glory High School, 

Gwalior 

World Food Day is celebrated every year around 

the world on 16th October in honor of the date of 

the formation of Food and Agriculture Organization 

(FAO) of United Nation’s in 1945. In the year 2011 

the theme is “Food Prizes- from Crisis to Stability”. 

It’s a worldwide event designed to increase awareness, 

understanding and provides information about the year 

round planning and action to alleviate hunger. It adopts 


different themes every year in order to highlight areas 

needed for action. 

Gwalior Glory High School celebrated ‘World 

Food Day’ on 15th October 2011 in the campus. During 

the morning assembly students of class VIII gave a 

speech on the “World Food Day” and made students 

aware of its importance. They elaborated on agricultural 

aspects and how agriculture and investment together 

with support of education and health will make the 

situation of our nation better. 

Also various activities were conducted like 

making healthy food like sprouts and cereals and 

making healthy drinks. A training session on personal 

grooming and hygiene was undertaken too. 

There was also a seminar conducted by Dr. N.N. 

Laha (M.D. Ph.D., M.A.M.S. Consultant Physician, 

Gwalior) who taught the students what to eat in the 

monsoon season and how to maintain hygiene and stay 

healthy. Students participated enthusiastically and it 

turned out to be a very interesting seminar. Children 

learned a lot and gained a lot of knowledge. He also 

laid emphasis on the fact that “humanity is the biggest 

worship”. We should use food items for the benefit of 

humankind specially for those people who are below 

poverty line and struggle every day for their survival. 

Students also learnt how to work hand in hand for 

upliftment of human race, keeping all barriers aside. 

Cambridge Court High School, 

Jaipur 

Cambridgians Celebrate Vigilance Week 

Cambridge Court High School, Jaipur was 

abuzz with various activities on the inaugural day of 

Vigilance Awareness Week (11th November to 15th 

November 2011). A number of presentations were 

put up by the Cambridgians which included Salad 

Dressing Competition and stage performances on the 

theme ‘Corruption’. In the Salad Dressing competition 

children learnt the importance of nutritious food and 

art of making delicious salad, in the stage presentation 

Cambridgians presented a song and a skit depicting the 

current social and political ethos of our country. 

In the debate competition students of class 

IX-XII counter argued on the topic ‘Can Citizens 

in Democracy Prevent Corruption?’ and strongly 

supported their motion. The week came to an end with 

a brief session on the significance of Vigilance Week 

and the prize distribution ceremony by Ms. Lata Rawat, 

the Principal of the School. 

Rajendra Lohia Vidya Mandir, 

Hathras 

Project for Developing Science Attitude 

Senior PGT Mr. Vikram Singh, HOD Maths of 

Rajendra Lohia Sr. Sec. School (VM), Hathras became 

the editor of the magazine of National Children's 

Science Congress "Bal Vigyan Chayanika 2010" 

(Science & Technology Department, Govt. of India). 

This magazine comprises of documentation of project 

reports and abstracts. For the year 2010, the focal 

theme was land resources: use for prosperity, save for 

posterity. 

The magazine contains the selected projects of 

the students of different Boards like Central Board of 

Secondary Education, U.P. Board, ICSC, etc. A Project 

titled “Effects of Pollutants on Soil Biota” of the school 

was also published. It was guided by Mr. Vikram Singh, 

HOD Maths and the leader of this group was Master 

Pranshul Rawat. It was praised by the jury also at the 

State level. 


Tagore International School, 

Vasant Vihar, New Delhi 

VIGILANCE AWARENESS WEEK 

Thou shall not fall if you’re alert 

Thou shall not fail if you’re careful. 

Tagore International School, Vasant Vihar, 

observed Vigilance Awareness Week from 31st October 

to 5th November, 2011 to commemorate the birthday 

of the Bismarck of India, Sardar Vallabhai Patel who 

represented the best values in the Indian tradition as 

far as governance is concerned. 

Activities were organized to create awareness 

and sensitize students about the importance of being 

responsible and being accountable for their actions. 

They displayed how each of their action could benefit 

society and the nation. 

Classes VI and VII enthusiastically participated 

in ‘Jingle Making’ activity, and they were graded as part 

of their Formative Assessment 3. Their work was then 

displayed for other students to see and they were also 

motivated to practice. 

Classes IX and X did an investigatory project on 

the relevance of ‘Right to Information’ and presented 

their research work in scrap book. Their work included 

details of the unsung heroes who have always worked 

for human rights. 

The display of posters on Consumerism by Class 

XI was an eye opener for all and would definitely be 

helpful to the students when they decide to purchase 

anything. 

The highlight of the week was the speech by 

Mr. Ved Prakash, SHO Vasant Vihar, on the topic of 

“How we can be the eyes and ears of Delhi Police.” 

Students had innumerable queries on how they could 

help Delhi Police in fighting corruption and other evils 

of the society and were given tips on playing a bigger 

role for the betterment of the society. 

Good Shepherd Public School, 

Sri Ganganagar, Rajasthan 


The school observed the Vigilance Awareness 

Week from 31st October, 2011 to 5th November, 

2011. The celebration started with the introduction 

of the topic by Mrs. Asha Garg and Mr. Brijesh 

Talwar. First of all two minutes silence was observed 

to pay homage to our late Prime Minister Smt. Indira 

Gandhi on her martyrdom and then the contribution 

of Shri Vallabh Bhai Patel, Bismarck of India was 

remembered for his contribution for the best values in 

Indian tradition and governance. The teacher incharge 

spoke high of his attempts to integrate the country on 

getting independence from British rule. There were 

more speakers who spoke about the social barriers that 

hamper the growth of the nation. Corruption, drug 

addiction, in fighting of various communities and local 

problem of vehicles theft, child abuse, etc., were also 

highlighted. 

Students were invited to take an active part in 

checking the wrong doings in their surroundings. The 

week long celebrations continued on the second day 

with ‘Jasmine Badwal’ of IX ‘O’ delivering speech on 

‘Social Awareness’ and its importance. She addressed 

the assembly on RTI (Right to Information). On the 

3rd day Ishita Makkar of IX standard, addressed the 

assembly and asked students to fight against corrupt 

practices in society. On 3rd November, Thursday, there 

was a small dance drama depicting the condition of 

those who give or take bribe. On 4th November, Friday 

Komal Chalana of IX ‘W’ recited a poem highlighting 

the problem caused by taking or giving bribe or other 

forms of corruption in the society. 


On the concluding day of ‘Vigilance Awareness 

Week', the Principal Mr. R.K. Wadhwa addressed 

the school regarding vigilance awareness. He told the 

students the importance of the rules of society, school, 

roads, etc. He told them that the ordinary steps in our 

day to day life need our careful attention. Conservation 

of all resources like water, food, electricity, paper and 

trees, etc., is very important. A check on the hygienic 

living condition, use of polythene and other health 

hazards like junk food issues should be handled with 

utmost care. 

We need to be completely aware of current local, 

national, and international happenings. Students wrote 

essays, slogans, etc., on the topic. This weekly celebration 

was repeated in the class by various classes and subject 

teachers. 

Delhi Public School, 

Ghaziabad 


Participation in activities outside of academics 

makes for a well rounded individual and demonstrates 

a number of qualities that help make students valuable 

additions to their selves and society. The need of the hour 

is to channelize the dynamic force of the youngsters, 

educate them and make them responsible. This can be 

done by honing their life skills- communication, critical 

thinking, time management, creativity and problem 

solving. 

Keeping this objective in mind ‘Vigilance Week’ 

was organized in Delhi Public School, Ghaziabad from 

1st to 5th Sept, 2011. 

Eco club by the name of ‘Vox Populi jr.’ is 

running in the Primary Wing that conducts various 

activities related to sustainable development, social 

interest, culture & heritage and community service. 

For Vigilance Week the following awareness 

activities were conducted: 

● 

● 

● 

● 

● 

Energy Saving - Incandescent bulbs were changed 

to CFL. The ‘Energy Warriors (monitors) keep 

checking the wing for wastage of electricity. 

Dengue Awareness – The whole area in and 

around school was checked for breeding points 

for mosquito and then insecticides were sprayed 

in those areas. A special assembly was conducted 

to make them aware of the do’s and don’ts. 

Awareness about Ozone Depletion- A special 

assembly was conducted for students’ awareness. 

A skit was presented; a rally was organized and a 

pledge was taken raise concern over the Ozone 

layer. 

Cleanliness Drive- A temple area was chosen 

to clean by students & class IV employees to 

sensitize general public towards cleanliness. 

Emergency drill is conducted from time to time 

for teaching students to handle situation in case 

of emergency. 

In order to create awareness in the students on 

how the prevalent corruption in society hampers good 

governance, sustainable development and undermines 

peoples faith in Public institutions, various activities 

were organized at the Senior Wing. The students paid 

a visit to the CBI Academy to learn how corruption 

can be tackled. On 9th December 2011, on occasion 

of the Anti Corruption Day rally, students met Mr. 

Shashi Bushan the District Magistrate of Ghaziabad. 

Tableaus on the lives of Mahatma Gandhi and Aung 

San Suu Kyi were showcased. If one wishes to bring 

about a metamorphosis in the youth who would act as 

catalysts, thereby creating awareness and bringing about 

a permanent change in society, such events should be 

organized in school. 


Annual function 2011 

City Public School, 

Noida 

The annual function Nrityanjali was celebrated at 

City Public School, Noida with outmost fervor, gaiety 

passion and a spirit of unity. 

discrimination. The students presented a number of 

songs which emphasized the bounties of nature; its all 

pervading power and magnificence. 

An amalgamation of western and classical dance 

forms was seen in a number of dance performances, 

which also enunciated the modern lifestyle that we 

lead now-a-days. 

‘Prem Se Humko Jeene Do’ and ‘All Things 

Bright and Beautiful’ dances were enacted by the 

students that mesmerized the audience. A ‘Gift for the 

King’ a play was conducted by the CPites to spread the 

message of love to all. Prayers were also rendered to the 

Almighty to seek his blessings. 

Students performing during Nrityanjali 

Nrityanjali as the name suggests, an amalgamation 

of dance drama was presented in colourful hues. This 

special occasion was further graced by the presence of 

Sh. Surendra Singh Nagar- Member of Parliament 

(U.P). the guests of Honour were Sh. Naseeb Singh- 

M.L.A Vishwas Nagar, Delhi and Dr. S.P. Khatana- 

Controller of Examination, SCERT, Delhi. They 

were accorded a warm welcome by the Chairman of 

the School, Sh. Moolchand Chaudhary and by the 

Principal, Mrs. G.Kaul. 

Nrityanjali, the dance drama programme started 

after paying obeisance to Lord Ganesha- a Vandana 

was sung in the Lord’s Praise. 

The young lads and delicate damsels presented 

a variety of programmes which emphasized our rich 

culture and traditions irrespective of social and racial 

C.P.S. also celebrated 150th Birth Anniversary of 

the famous playwright, Gurudev Rabindra Nath Tagore 

and performed Tagore's dance drama Chandalika 

which focused on the plight of a young damsel who 

is ostracized from society due to the bane of casteism. 

It highlighted that how a monk discards the curse 

of untouchability and accepts water from her hands. 

The dance drama truly awakened the sensibilities and 

compels the audience to introspect. 

The programme culminated with a patriotic song 

which focused on the realms of patriotism. 

The Chairman of City Public School applauded 

the performance of the students and stressed on the 

importance of discipline, diligence and value based 

education. 

The Principal of C.P.S. extended a vote of thanks 

to the parents, students and staff members for their 

cooperation and effort. 

‘Nrityanjali’ was truly a memorable event and 

the enchanting evening culminated with a thunderous 

applause from the audience. 


Burnpur Riverside School, 

Burnpur 

Annual prize, Scholar Badge & Gold Medal 

Distribution Ceremony 

Students being felicitated at Burnpur Riverside School 

Annual prize, Scholar Badge & Gold Medal 

Distribution Ceremony was organized on 20th 

November, 2011 under the guidance of Principal 

Shri. S.K. Sinha. The ceremony was graced by Shri 

Molay Ghatak, Hon’ble Minister Law & Judicial, 

Government of West Bengal, as Chief Guest. Almost 

1500 prizes and awards were given away for academic 

and non-academic activities. 

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Delhi Public Academy, 

Gwalior 

Education to All – A Fundamental Human Right 

On the 24th of December, 2011 the students of 

standard 9th of Delhi Public Academy, Gwalior showcased 

the play, ‘Education for All – A Fundamental Human 

Right’ before the students of standard 6, 7, 8, 9 and 10. 

The objective of this activity based learning 

was to sensitize the young students about the need 

of educating every single child and help children in 

becoming wise citizens of tomorrow. The message of this 

basic human right was best conveyed by the students, 

to the students which is ultimately for the students. 

The school also implemented CCE with sincerity 

and in its true essence. 

premises from 31 st Oct, 2011 to 6 th Nov 2011. To mark 

the birth anniversary of Sardar Vallabh Bhai Patel who 

is known for representing the best values in the Indian 

tradition so far as Governance is concerned. Several 

activities such as a speech on the life and works of 

Sardar Vallabh Bhai Patel, poster making on people 

who stood up against corruption and other social evils, 

a skit and speech highlighting the health hazards from 

use of cell phones, one act play on problems leading to 

corruption and debate was held during this week. 

Two students of the school, Mimansa Kandhwal 

and Sanskriti of Class XII participated in ‘National 

Level Debate Competition’ on the topic “Need for 

Lokpal Bill When There Are Provisions of Checks and 

Balances in the Constitution” at Sutlej Public School, 

Panchkula on 24 th Sep. 2011, conducted by CBSE. 

The play put forward the story of a poverty 

stricken and debt ridden family where the children-one 

12 year old and another 14 year old are subjected to 

child labour by a selfish Hotel Manager and an illiterate 

and helpless father. 

Then, there came into scene the intervention of 

Human Rights Officials who not only made everybody 

understand the offense of child labour but also 

enlightened everybody's mind with the need of education. 

Thus, the students of the school were educated 

by Activity Based Learning under the guidance of Ms. 

Disha Khare (Neha), the CCE incharge of the school 

and Mr. Narendra Verma, Head of the Department, 

Music of Delhi Public Academy, Gwalior. 

Kali Ram D.A.V. Public School, 

Safidon ( Jind) 


Kali Ram DAV Public School, Safidon ( Jind), 

Haryana, observed Vigilance Awareness Week in its 

****** 

The students of Kali Ram D.A.V Public School performing a skit during 

the Vigilance Awareness Week. 

Sh. N.H Khanna, Principal of the school 

expressed his views on this occasion. He threw light on 

the life of Sardhar Vallabh Bhai Patel. He expressed his 

concern over the serpent of corruption present in our 

society. He made a call to the students and teachers to be 

aware and vigilant against such evils. Only then we can 

make India a developed, prosperous and corruption free 

country. He emphasized on the need of cultivating and 

developing moral values among the students as today’s 

children will be responsible citizens of tomorrow. 


Green Page 

St. Xavier’s High School, 

Bilaspur 

Environment Week Celebrations 

Environment degradation has become a matter 

of grave concern over the years. In order to create 

awareness among the children regarding forest wealth, 

natural resources and clean environment the ‘Tree 

Plantation Ceremony/Van Mahotsav’ was organized in 

the campus of St. Xavier’s High School, Bharni, Bilaspur. 

The Managing Director of the group Dr. G. S. Patnaik 

inaugurated the ceremony. He called upon the students 

to take up the responsibility of planting saplings and 

conserve the forest. It was conducted to make students 

understand the importance of growing trees in order 

to ensure a “Healthy – Green Environment”. A wide 

variety of plants were planted during the week at St. 

Xavier’s High School which included Gulmohar, Silcer 

Palm, China Palm, Ashoka, Neem and Rose. Besides 

plantation, posters, models and charts on environmental 

awareness were prepared and displayed by the students 

on the bulletin boards. Students through speeches and 

activities emphasized on maximum plantations, use 

of alternative fuels like LPG, CNG and judicious use 

of water. All the students of the school took a pledge 

to create public awareness to safeguard the interest of 

Mother Earth and conservation of its resources. 

Hundreds of saplings were planted by the 

students on the sprawling acres of the campus and a 

special bond was carved when the children tied rakhis 

to these delicate vegetation and vowed to protect 

them forever, a reminder of the CHIPKO movement. 

The Principal, staff and the students reflected the 

spirit of the celebration by wearing different shades 

of green and the weeklong event culminated with 

slogan writing, poster making and pot decoration 

competitions. 

Environment week celebrations 

at St. Xavier’s High School, Bilaspur 


BCM Arya Model Sr.Sec. School 

Ludhiana 

Young BCM Aryans out to Satluj’s Rescue : 

Project to Save ‘River’ Water 

Under Green School Programme to save 

environment, B.C.M Arya Model Sr. Sec.School, 

Shastri Nagar joined hands with RBS Roots (an NGO) 

to save the water of River Satluj from being polluted 

further. 

B.C.M Arya took up the project under Green 

School Programme encouraging the students to be 

environmentally responsible. The project sensitized the 

student community as well as general public to save 

the precious water, raised environment awareness and 

understanding to protect habitats and green spaces. 

A lot of teachers, general public and students 

assembled for the opening ceremony to support the 

team at Phillaur Bridge National Highway-I in this 

noble cause. Students presented various songs, poems 

and also played a musical show to convey their message 

to save water and protect Mother Earth. 

not to throw litter and polythene bags in the river 

Satluj. The students also formed a human chain at 

the bridge. 

An interesting part of the programme was the 

‘Signature Campaign’ wherein the BCM Aryans and 

a large number of passers-by committed themselves to 

an eco-friendly life style by signing on a banner and 

making a promise not to pollute the precious river 

water, to conserve energy and also to preserve the 

Biodiversity. 

N. St. Mathew’s Public School 

Vijayawada 

Green Earth Club 

With environmental degradation in the form 

of deforestation and global warming looming large 

in the world today, the onus is on the citizens to do 

something to contribute as per his or her might so 

that a cleaner and greener earth is handed down to 

the next generation. 

Students of B.C.M. Arya Model Sr. Sec. School during 

the 'Save Satluj' campaign 

The excited school children carrying placards, 

banners and posters were seen imploring the people 

Students of NSM Public School during the “Globe Going Green” 

campaign 

With an aim as lofty and sublime as this the 

NSMs have started a club known as the “Green Earth 

Club” wherein the whole school is on a “Globe Going 


Green” campaign. Every aspect of Green Globe is 

looked into with great care and attention. Right from 

banning the use of plastic bags and planting saplings 

on birthdays. The school is abuzz with activities that 

cater to noble endeavour of spreading greenery and the 

corresponding wellness. The Principal says – "We leave 

no stone unturned to turn over a new leaf and live up 

to the motto of the school 'Towards a better world'. 

Perhaps we could also redefine it with green and make 

it 'Towards a greener and better world'. 

Environment Club : 

Bal Bharati Public School 

Sector-21, Noida 

Bal Bharati Public School, Noida observed 

an ‘Anti Cracker Campaign Week’ from 17 Oct to 

22 Oct 2011. A movie ‘Say No to Crackers and Yes 

to Life’ was screened for Classes Mont-I to II- XII. 

The film was specifically designed to bring awareness 

among children about the harmful effects of bursting 

crackers. A number of activities like ‘Display Board 

Competition’ and ‘Poster Making Competition’ were 

also conducted for Classes VI to X. The members of 

interact club also joined hands with the Environment 

Club in this initiative and motivated the students of 

each class to bring about a change in the society by not 

bursting crackers. 

The campaign culminated by conducting a Special 

Assembly on 22nd Oct 2011. A humorous skit was 

also presented by the students of the Classes VI to 

X. The entire school took a pledge of not bursting 

crackers this Diwali. The initiative taken by BBPS 

(Noida) has definitely set an example to bring about 

change in the mindset of children who are the builders 

of the society. 

Maharaja Agrasen Model School, 

Delhi 

Grafting workshop for class XI students 

The students of class XI (Medical) got an 

opportunity to learn grafting technique under the 

guidance of teacher incharge Ms. Neha Sanan. 

The students were imparted knowledge of various 

hands on concepts involved and also got hands-on 

experience on joining shoot system of one plant over the 

stump of another related plant and learning the process 

of artificial vegetative propagation in plants. Also, they 

were shown the various varieties of plants produced 

through grafting. Overall it was a knowledgeable 

experience for the students. 

Students learning various grafting techniques with their teacher incharge 

Gyan Mandir Public School, 

New Delhi 

Green School programme 

Gyan Mandir Public School, Naraina 

participated in Green School programme. The Green 

School programme envisages self-assessment of the 

environmental practices of the school by its students 

using the Green Schools manual. This is called 


‘inspection’ or ‘survey’ of environmental practices at 

school environmental auditing. The students from 

classes VI to X formed teams and went around the 

school on an exploratory journey and found out what’s 

happening–to the water, energy, land and waste in the 

school campus. 

presented by the students of V, VI and VII class. Poster 

making competition was also organized to increase the 

awareness towards ‘Clean and Green Environment’. 

The negative attitude of men towards nature was the 

main theme of their presentation. Even the articles 

on the Display Board were proclaiming the same. 

Principal, Mrs. Rashmi Maingi appreciated the efforts 

of students. 

Green School programme in full swing at GM Public School 

The fun part was that till now the students 

got report cards from school but by doing the Green 

Schools programme the students got an opportunity 

to give a report card to the school on its environmental 

performance. The data was collected by students, 

working with their teachers so that schools have a self 

assessment of their environmental practices. 

Van Mahotsav 

Tree plantation drive by GMA City Public School 

DAV Centenary Public School, 

Jind 

GMA City Public School, 

Chandigarh 

A plan for green planet by G.M.A. City Public 

School, Chandigarh 

G.M.A. City Public School, Celebrated Earth 

Day on 22 nd April, 2011 by planting approximately 

100 plants in the school. The saplings of herbal and 

medicinal plants were planted by the students and 

staff members. A small skit on the same topic was also 

Tree plantation as part of Van Mahotsava celebrations 


‘Van Mahotsava’ was celebrated in D.A.V.C.P.C. 

School Jind on 30th August, 2011 with enthusiasm 

and fervor by the students of eco-club in the presence 

of Principal, Shri Haresh Pal Panchal, accompanied by 

the teachers. A tree was planted near ‘Yajna Shala’ to 

mark the occasion. Students held banners containing 

messages to spread awareness regarding saving Mother 

Earth. On this pious occasion the students took an oath 

to maintain the sanctity of the environment by planting 

more and more trees and by not creating pollution. 

Addressing the students regarding the importance of 

clean and healthy environment, Mr. Panchal motivated 

the students to plant at least one tree in their life and 

motivate others also for this noble cause. 

R.D.S. Public School, 

Rewari 

Celebration of Environment Day 

by the Principal. He gave a short but impressive 

speech on 'Environment and How to Save it’. The 

Principal informed the students of the ways to save 

the environment from being polluted. Preeti of class VI 

talked about the ‘Production of Carbon with the use of 

Electrical Appliances’. She requested all to minimize 

the use of such equipment. All the staff members and 

the students took a pledge to save environment as 

much as they can and plant at least one tree in their 

surroundings. Tree Plantation was also done by students 

in the school campus. Projects and models on theme 

environment were prepared by the students one day 

earlier and demonstrated on this day. It was a great 

success. 

Eco Club 

Akshara school, 

Kakinada 

Students taking a pledge to save the environment 

Environment Day was celebrated by R.D.S. 

Public School, Dharuhera in the school campus on 

21st October, 2011. It was a day of great enthusiasm 

for students as well as teaches. A well known social 

worker from Bharat Vikas Parishad was invited to 

school to inaugurate the celebration. He was welcomed 

Members of the Eco Club of Akshara school 

Akshara Eco Club started functioning since 

1996 with the motto “Nurture the Nature and Save 

the Future”. It aims at creating a society of enlightened 

citizens committed to conservation, preservation and 

protection of environment and striving towards a life 

of perfect harmony with nature. 


An array of activities were designed to make use 

of local Flora and Fauna, available resources and facilities 

and to take cognizance of local environmental problems. 

Members were exposed to activities connected with 

nature. They were encouraged to initiate action on their 

own by providing opportunities and guidance. Some of 

the activities performed by the eco members were: 

1. Preparation of nursery beds in the school 

Botanical garden. 

2. Compost preparation 

3. Recycling of paper 

4. Collage preparation 

5. Nature talks and Nature walks 

6. Development of kitchen garden 

7. Display of placards of scientific name of flora of 

school garden. 

8. Preparation of wrist bands, neck ties, etc., of 

endangered and endemic species of fauna. 

9. ‘Vanmahotsava’ celebrations 

10. Participation in I-MATTER Rally conducted by 

JNTU.K on friendship day for Environmental 

conservation. 

11. Tying friendship bands to trees and adopting 

plants and nurturing them. 

Shiv Jyoti Convent Senior Secondary School, 

Kota 

Clean Environment Mission 

Understanding the concern for cutting the 

carbon emission and climate change issues, the 'Eco 

Club' of, Shiv Jyoti Convent Senior Secondary School, 

Kota took initiatives to combat global warming. 

Spreading the message that fossil fuel burning and 

deforestation are the core agents responsible for it, 

the club conducted a one week long drive on 'Saving 

Environment' with just one aim “ONE GOAL ONE 

VISION, CLEAN ENVIRONMENT IS OUR 

MISSION”. There were many activities conducted 

including Quiz on Environment, classroom display 

board decoration and most important one was protect 

and preserve greenery. The young environmentalists 

of the school had proudly showcased the green zone 

with posters and saplings. The drive that had started 

on 8th November, 2011 closed on the Children’s Day. 

The vibrations of it were sent through the little plants 

that were carefully handed over to the students and 

parents along with a vow to nurture them throughout 

their lives. 

12. Taking a pledge to conserve the Environment 

with peer and spread messages “Say No to 

Plastic”. 

Members of Eco-Club through such activities 

will be able to gain knowledge and hands on experience 

to tackle various environmental problems, thereby 

helping them to get motivated in order to work together 

and individually for a better man-nature relationship. 

Members of Eco-Club with saplings on Children's Day 


Chinmaya Vidyalaya, 

Thrissur 

“CHINMAYA BHAISHAJAM” at a glance 

Chinmaya Vidyalaya , Thrissur has secured a 

dual success with their “SEED PROJECT” (Student 

Empowerment for Environmental Development) 

launched by Mathrubhumi and Environment protection 

Association, Aluva and Herbal Garden Development 

Project by OISCA- International (Organization for 

Industrial, Spiritual and Cultural Advancement – 

International). The school won the award for “Best 

Herbal Garden”, by OISCA. Vidyalaya maintains 

a Herbal Garden with approximately about 500 

medicinal trees of different species. In addition to these 

are a collection of plants corresponding to “Birth Stars”, 

“Dasapushpangal”- the ten wonders in Ayurveda, 

“Dasamoolangal” – the ten basic plants for ayurvedic 

combinations and plants for Triphala, Trikadu and 

Nalpamara, etc., for home remedies. 

outside the campus by planting trees and supplying 

seedlings to the neighborhood. 

We have undertaken a project “Love Plastic, 

Save Earth” campaign to make earth free from plastics. 

This project was inaugurated by Former President of 

India Shri A.P.J. Abdul Kalam at Trivandrum. Plastics 

collected by students were sent to recycling unit 

periodically under the aegis of the Club. Site visits, 

quiz, poster making, drawing competition, notice board 

preparation, etc., are being done in the Vidyalaya related 

to these “green” activities. 

Tree Plantation Drive 

Dav Public School, 

Muzaffarpur 

Tree plantation drive by Dav Public School, Muzaffarpur 

Students looking after the 'Best Herbal Garden' at Chinmaya Vidyalaya 

The SEED project aims at preserving nature. Its 

main objective is to empower students and sensitize 

them in the fields like planting, conservation of energy, 

water harvesting, etc. The students extend their activities 

To mark the observance of 2011 as the 

International year of Forests, DAV Public School 

MTPS Kanti, Muzaffarpur, Bihar took the initiatives 

of tree Plantation in the colony as well as the adjoining 

villages. Tree plantation drive and observance of Van 

Mahotsava marked from 24-08-2011 to 06-09-2011. 

Almost 500 plants/saplings comprising of Kadam, 

Gulmohar, Mahogany, Ashok and Lemon were planted. 


On 24-08-2011, CEO and Project Manager, MTPS, 

inaugurated the Drive by planting sapling in the colony 

premises. In Barkurba, Machia, Rupwara villages, trees 

were also planted. Staff of the school and students of 

Std. IX and X actively participated in tree plantation to 

contribute towards clean and green environment. 

An Eco-venture 

St. Mary’s Central School, 

Thiruvananthapuram 

The Eco-Club students of St. Mary’s Central 

School, Poojappura, Trivandrum joined hands with 

W.W.F. in organizing and executing a campaign on 

‘Save Your City's Lungs’ program with the logo ‘Let 

Your City Breath’. The students traversed through the 

city and its outskirts expressing their feelings in the 

form of slogans and placards. 

The entire school fraternity including the 

Principal and teaching faculty observed a tree plantation 

drive in the school campus. Investing hopes on a green 

future, the students thus ensured the safety of our 

mother nature. 

Students showing Posters and Placards during the 

'Save Your City's Lungs’ Programme 

Bharatiya Vidya Bhavan’s Public School, 

Hyderabad 

Winner of ‘The Grand Banyan Project’ 

Bharatiya Vidya Bhavan’s Public School, Jubilee- 

Hills, Hyderabad was adjudged as the winner of the 

‘The Grand Banyan Project’, an initiative of the British 

Council in collaboration with the NGO, I Love My 

Mother Earth (ILMME) Foundation. It is one of the 

biggest paper recycling projects and contributes towards 

saving the environment and helping a huge number of 

less advantaged children with notebooks made from 

recycled paper. More than 300 schools across India 

participated in the contest. Through the different 

components of the project students demonstrated their 

exemplary work - by conducting rallies, wall painting 

competitions, making dresses from newspaper for a 

fashion show, generating awareness in community on 

the importance of recycling and reusing. 

The selected Eco Champs (ECs) came up with 

innovative campaigns to ensure maximum collection 

of paper waste during the project period from the 1st 

of August to 30th of November, 2011. 

All these Eco champs planned and co-ordinated 

the inter-house competitions as a part of their campaign. 

The ECs enthusiastically went from class to class 

motivating students to collect maximum paper waste. 

Some of the methods which they used for motivating 

the students and to bring awareness were different 

competitions such as stage talk , poetry writing, slogan 

writing, essay writing , making display board, best out 

of waste exhibition, etc., the ECs conducted seminars 

and workshops for their peers. 

The students collected waste papers not only from 

their houses but also from their neighborhood in order 

to have an edge over other peer competitors. The school 

public address system was used effectively to convey the 


necessary information from time to time. Eco champs 

actively took part in providing bins for collection of 

paper waste and preserving material in their allotted 

places. Many paper items such as newspapers, books and 

other wastes were collected every Friday. ECs prepared 

an advertisement (dialogues and songs) and played it 

during assembly on every Thursday, as a reminder for 

paper collection on Friday. The house which collected 

maximum paper waste in a week was awarded points. 

The ECs responsibly monitored the actual collection 

of paper waste on a weekly basis and recorded this 

information. 

chopping trees. This act of theirs brought awareness 

in the community. The work done by ECs was well 

appreciated. As a result, there was tremendous response 

from the students, willingly and proactively. 

Reduce, Reuse and Recycle was very effectively 

carried out by the Eco Champs. 

As part of the Grand Banyan Project, the school 

observed Cleanest day Drive on 23rd September, 2011 

and was adjudged as winner in south India. 

Rama Krishna Vivekananda Vidyapeeth 

Senior Secondary School Anuppur (M.P) 


Students participating in the 'Cleanest day Drive' of BVB Public School, 

Hyderabad 

The ECs created awareness among their 

peers, teachers, helpers/ janitors, family members 

and neighbours in understanding the importance 

of recycling waste paper and about 'the Grand 

Banyan Project', an initiative of the British Council 

in collaboration with the NGO ‘I Love My Mother 

Earth (ILMME) foundation’. They made an appeal to 

contribute waste paper towards saving the environment 

and helping a huge number of less privileged children 

with notebooks made from recycled paper. The ECs 

stressed on how wasting paper is directly related to 

Students of Ramakrishna Vivekananda Vidyapeeth during the 


A "Tree Plantation Drive" was organized in 

Rama Krishna Vivekananda Vidyapeeth in the month 

of August. It was inaugurated by Mrs. Samel and Dr. 

S.R. Singh. Teachers and students actively participated 

in this drive. It was organized in the school campus. 

Students planted saplings in the school premises. More 

than 55 saplings were planted. These included Neem, 

Peepal, Jamun and Mango saplings. These activities 

help the students to understand the importance of 


protecting our earth. It also instills the idea of respecting 

and caring for nature. Students and teachers decided to 

carry on with this endeavour as a part of ‘Protect the 

Earth Campaign’. 

us, these aesthetic forms of light seem so appropriate 

and most essential while celebrating the ‘Festival of 

Lights’. 

Rukmini Devi Public School 

Pitampura 

Eco Club Event – Community Rally / Nukkad 

Natak 

“Say ‘No’ to Fire Crackers and ‘Yes’ to life!” 

Did you know that diyas (earthen lamp) lit on the 

moonless Diwali night signify the end of the darkness of 

ignorance and the beginning of light that enlightens all? 

Well, this Diwali the students of Rukmini Devi Public 

School, Pitampura enlightened the society towards the 

hazards that boisterous celebrations of Diwali poses to 

our environment. 

Students participating in the Nukkad Natak 

For most people lighting of firecrackers is the 

highlight of Diwali. Brighter the sparkles, louder the 

noise and the greater the thrill! In fact to many of 

Students during a rally to promote smoke free diwali 

But little do people realize that in our increasingly 

populated and polluted cities, the temporary joy of 

watching the firecrackers is soon replaced by the intense 

air pollution caused by them. The toxic substances used 

in the firecrackers release toxic gases that are harmful 

to the health of all living beings. The high level of noise 

generated by the crackers cause immense suffering to 

birds and animals. Besides, Diwali crackers are dreaded 

by the sick and the ailing. Keeping the same in mind 

the students of RDPS, Pitampura organized an Anti 

Cracker Rally in CD Block Pitampura and urged the 

masses to shun this habit of bursting crackers. The 

students also did a signature campaign wherein students 

and teachers vowed to celebrate an eco friendly Diwali. 

A Special Assembly was organized in which students 

enacted scenes from Ramayana and depicted the reason 

behind celebration of Diwali. Students lighted diyas, 

made beautiful rangolis and celebrated the festival of 

lights in its true spirit. 

****** 


Health & Wellness Clubs 

Delhi Public School 

Gwalior 

Adolescence Programme 

In the year 2010, Delhi Public School had 

conducted a session on 2nd November 2010 on the 

subject, “Adolescence and its Psychological Aspect” 

observing the Children’s Day. 

This year too, on 14.11.2011 the school conducted 

a seminar on “Adolescence- The Need to Attend To” 

in order to scientifically attend to the stigmas, taboos 

and issues which an adolescent faces during this fragile 

age. The session was organized to clear the negativities 

which have occupied the minds of the young students 

due to exposure towards various media. 

The students were provided with a “share my 

state” box in which the adolescents dropped in their 

problems. Subsequently, on 14.11.2011 the box was 

opened by Dr. Praveen Mittal, a well known pediatrician 

and child psychologist of the town who took account of 

these issues and answered every query of the students. 

The programme was also graced by Dr. Ravi Ambey, 

Asst. Professor Medical College Gwalior and Child 

Psychologist who solved the unsolved riddles of 

adolescence. 

The session was attended by the students of 

standard 7th to 11th. The experts shared a dialogue 

with the students to channelize their perspective and to 

understand adolescence and the issues concerned. 

Thus, 2010 and 2011 ensured awareness and 

information dissemination to adolescents who will 

make a difference in the manner in which discussions 

of adolescence are conceived in general. 

Dental Health Classes 

Our Lady of Fatima 

Secondary School 

In today’s epoch of modernization, everyone, 

especially the teenagers give more importance to their 

looks. This has put the personal hygiene behind curtains. 

Taking in consideration the importance of health & 

hygiene, Our Lady of Fatima Sec. School took the 

initiative for making smiles more beautiful with the 

help of a Seminar on “Oral Hygiene” for classes V 

to X. This was led by Dr. Mohd Abbas Khan, from 

Ziauddin Dental College (AMU), also an alumnus of 

the prestigious institution. He made everyone aware 

of the dental problems and the ways to tackle mouth 

diseases. He also showed the correct way of brushing 

teeth. Everyone was asked to fill the questionnaire on 


personal hygiene. Through this meeting the students 

were made aware of the various types of oral cancers 

with the help of a powerpoint presentation. At this 

meeting everyone took an oath to maintain personal 

hygiene. As the motto of the school says “Absorb, 

Radiate”, the students also proved it by creating 

awareness in the society particularly in the lower classes. 

The students informed the gathering about the benefits 

of brushing the teeth properly as well as advising them 

not to chew tobacco so that everyone together smiles 

brightly. 

Healthy Food Day 


Hoshiarpur 

Healthy food day was organized in the school 

campus for encouraging the awareness towards healthy 

eating habits. For achieving such motive salad making 

competition was held. The teachers guided the small 

children about table manners and the importance of 

healthy food. 

To inculcate healthy eating habits among the 

students of kindergarten the children were asked to 

bring fruit salad, sprouts and healthy food in their 

tiffins. On this day Principal Mrs. Rashmi Maingi said 

that a healthy mind resides in a healthy body. 

BRSK International Public School 

Safidon 

Awareness Programme on World Aids Day 

On the occasion of the World Aids Day, the 

students of BRSK International Public School, Safidon 

invoked a spirit to be alert and informed about the 

deadly disease Aids. They raised the slogans that 

awareness is the most effective remedy. They stood up 

for this cause and made a human chain to depict ‘RED 

RIBBON’ symbol of fight against Aids. The science 

teachers of the school delivered lectures in the assembly 

to create awareness among the students. The Principal 

Mrs. Veena Gupta, in her address, asked the students 

to have awareness and a positive attitude towards the 

sufferers. 

World Aids Day 

The Renaissance Academy, 

Tilhar 

World Aids Day was celebrated in the 

Renaissance Academy by making posters depicting 

salient features of the disease and its preventive 

measures. All the students wore red ribbons and there 

was a talk by one of the eminent physician of the city, 

Dr. Alok Agrawal, for classes XI and XII. With the 

help of power point presentation Dr. Agrawal detailed 

out the history of AIDS and the staggering figures of 

its prevalence in the world and in India. He informed 

about its causative organism HIV, clinical features of 

the syndrome and body’s immune mechanism. 

He also mentioned about the methods by which 

HIV spreads namely by blood and blood products like 

plasma, platelets and red blood cells transfusion, organ 

transplantation, sexual intercourse, sharing the needles 

and syringes, and from mother to child prior to delivery 

in the womb, during delivery in birth canal and after 

delivery through breast feeding. 

Dr. Agrawal also stressed on the activities 

by which HIV does not spread like shaking hands, 

embracing, kissing, sharing utensils, sharing classroom 

or bed using public toilets, coughing or sneezing, by 

mosquito or insect bite or by donating blood. 

Stressing upon the fact that there is no vaccine 

or cure of aids till date, Dr. Agrawal mentioned the 

ways to prevent AIDS. He also urged the students not 


to indulge in practice of sharing syringes and needles 

to take intoxicating drugs, to remain quite vigilant 

regarding tattooing and circumcision should be done 

by totally sterilized instruments and to be extra cautious 

in case of any blood transfusion. 

Dr. Agrawal told that the theme for the year 2011 

was ‘ Getting to Zero’, meaning thereby zero new HIV 

infections, zero discrimination and zero aids related 

deaths. He also told about the role of NACO (National 

AIDS Control Organization) to achieve this goal. 

A lively question and answer session followed 

the talk. Principal Mr. Anurag Mathur also shared his 

view about the dreadful disease and thanked Dr. Alok 

Agrawal for his valuable talk and the lucid manner 

in which he discussed the matter related with this 

sensitive issue. 

Bhavan’s Vidya Mandir, Elamakkara, 

Kochi 

Healthy Living 

Given the inextricable link between health 

and education, Bhavan’s Vidya Mandir, Elamakkara 

promotes programmes that support students physical, 

social and emotional well-being. Some of the key 

initiatives apart from the regular physical training, 

calisthenics, major and minor games that promote 

physical wellness are walking and cycling to school, yoga 

and aerobics. Health programmes such as seminars by 

nutritionist and pediatricians, regular health check-ups, 

exhibitions, contests, poster designing competitions 

and skits on healthy habits, all contribute to creating 

awareness amongst students. Aesthetic sensibility 

essential to the holistic development of children, is 

nurtured through classes in dance, music, drawing, 

painting and craft. Social initiatives endeavor to 

inculcate in our children the desire to lend a helping 

hand to those less fortunate and thus bring about 

personal growth and a greater sense of understanding of 

self. Children contribute generously to provide financial 

assistance to buy medicines and food to the adivasis 

of Wayand district. They also contribute aid in the 

form of clothes, bed sheets and nutritional meal to the 

patients of the Cancer Ward and the Destitude Ward 

of the General Hospital. ‘Darshan’, a life skills initiative, 

seeks to empower the youth to meet the demands and 

challenges of everyday life. 

Guru Nanak Higher Secondary School 

Ranchi 

"Clean Hands –Save Lives" 

Whenever Puja Chatterjee gears up to have a 

meal, she washes her hands and dries her palms with a 

towel. “ I miss no opportunity to tell others to do it as 

a ritual,” she says with a smile on her face. 

Puja, a class IV student is not a single case. 

Here at the Junior Section of the Guru Nanak Hr. Sec. 

School, Ranchi, most students have got habituated to 

wash their hands with soap before and after taking 

meals and using toilet. 

This remarkable change in their habit is due to 

the international hygiene agenda of the UN General 

Assembly (UNGA). As per the agenda, hand washing 

with soap is among the most effective and inexpensive 

way to prevent diseases like diarrhea and pneumonia, 

which together are responsible for the majority of child 

deaths in the world. Every year, more than 3.5 million 

children do not live to celebrate their fifth birthday 

because of these diseases. 

This shocking reality made the international 

body sit up and take note that despite its life saving 

potential, hand washing with soap was seldom 

practiced. Hence UNGA took it as a challenge to make 

hand washing with soap from an innovative idea into 


an innate behavior performed in homes, schools and 

communities across the world. 

To do so, it marked October 15, 2008 as the first 

“International Year of Sanitation and Global Hand 

Washing Day”. In India, it made cricket star Sachin 

Tendulkar as its brand Ambassador. Jr. Section of the 

Guru Nanak Hr. Secondary School observed Global 

Hand Washing day on October 20 with a catchy slogan 

– "Clean Hands –Save Lives". 

dks vklikl ds xkaookfl;ksa ds lkFk ckaVus dk fu'p; 

fd;kA bl lkekftd ftEesnkjh dks fuHkkus ds fy, 22 

vDrqcj 2011 dks 20&20 fo|kfFkZ;ksa dh ikap VqdfM+;ka 

lkbZfdyksa ij vkSj dqN fo|kfFkZ;ksa us Ldwy clksa esa iM+kslh 

xkaoksa esa tkdj LoPNrk ds lans'k dks Hkyh Hkkafr igqapk;kA 

izR;sd xkao esa fo|kfFkZ;ksa us Lyksxu] Hkk"k.k] xhr vkSj 

iksLVj vkfn ds ek/;e ls dk;ZØe dks fnypLi cuk;kA 

During the day, children were told about 

the ‘germs’ that cannot be seen and that can cause 

respiratory and stomach infections. Puja addressed the 

children. At the end all students took a pledge with 

Harshit of Class V not to eat food without washing 

their hands with soap. 

A month later, a random survey conducted on 

900 students of this school revealed that a massive 

change had come about in their habits. More than 60 

per cent of these children had not broken the pledge 

even once. The rest 40 per cent students admitted that 

they were still to imbibe the habit. 

Notably, none of them lacked awareness of the 

usefulness of washing their hands with soap before and 

after taking meals and using toilet. Headmistress Neena 

Das, under whose supervision the survey was carried 

out observed, "This is a major achievement of the school 

management and the UNGA’s initiative.” 

xq:dqy ofj"B ekè;fed fo|ky;] efV.Mw] 

lksuhir 

LoPNrk lkbZfdy jSyh¸ 

xzkeh.k vapy esa fLFkr xq:dqy ofj"B ek/;fed 

fo|ky; ds fo|kfFkZ;ksa us ^'kjhj vkSj okrkoj.k dh LoPNrk 

ls fcekfj;ksa ij vadq'k yxk;k tk ldrk gS* blh fopkj 

fo|kFkhZ ^LoPNrk lkbZfdy jSyh* ds ek/;e ls LoPNrk dk lans'k nsrs gq, 

,u-lh-lh- o LdkmV ds fo|kfFkZ;ksa us efV.Mw xkao 

esa v/;kidksa ds lkFk feydj xfy;ksa o ukfy;ksa dh lQkbZ 

dhA 

lHkh xkaookfl;ksa us fo|kfFkZ;ksa ds bl iz;kl dh 

iz'kalk dh vkSj dbZ ljiapksa us xkaoksa dks lkQ&lqFkjk j[kus 

dk ok;nk Hkh fd;kA 

Hand Washing Day 

Dayanand Public School, 

Model Town Iii, Delhi 

15th October is considered to be Global Hand 

Washing Day. 


It was declared as Hand Washing Day in the 

School. In the morning assembly, students were 

explained that washing hands several times a day can 

help to avoid from getting sick. It is the best way to 

prevent cold or flu, other respiratory as well as infectious 

diseases. 

Five steps of Proper Hand Washing were 

explained to the students: 

• Wet your hands with clean water and apply 

soap. 

• Lather by rubbing hands together, be sure 

to cover all surface. 

• Continue rubbing hands together for 15 

to 20 seconds. 

• Thoroughly rinse hands under running 

water to ensure removal of residual 

germs. 

With a view of apprising students about the 

importance of washing hands properly, Mr. Chakshu 

Joshi from School Health Annual Report Programme 

(SHARP) graced the occassion. To catch the attention 

of the students, they were shown self-explanatory videos 

made specially on school students so that the students 

can relate them to their routine activities. The videos 

were divided into three parts, each part followed by a 

question-answer session based on the video. The video 

showcased the life of a school girl named Suhani who 

could not attend her school regularly due to illness. She 

was recommended to take rest at home. As time passed 

by, she recovers from her illness. She is then haunted by 

voices around and suddenly her hand appears in front 

of her as a cartoon character. This character makes her 

realize that her illness was caused due to germs which 

are micro-organisms that cannot be seen by the naked 

eye. 

• Use towel to dry your hands. 

Outcome - Students started bringing paper 

soaps and small hand towels. Some of the students 

were also seen using wet wipes / dry wipes and hand 

sanitizers. 


Pitampura 

HEALTH AWARENESS CAMPAIGN 

Rukminians are always ahead to acquaint the 

children with the environmental and social needs. A 

session was arranged for them to create awareness 

among students about personal hygiene and to apprise 

them about the importance of safe hand wash. Children 

are encouraged to inculcate good cleaning habits in 

their daily routine. 

Health Awareness Programme at Rukmini Devi Public School 

The students enjoyed the video and were 

captivated by the message given through the video in 

the form of rhymes. This was evident through their 

enthusiastic and varied responses given after the videos. 

The videos highlighted scientific facts on germs, the 

areas where they are found, how they spread, etc. 


In short, the students realized that germs are found 

anywhere and everywhere and they cause various 

disorders especially stomach disorders. 

All the above mentioned facts made it amply 

clear that washing hands is one of the best solution 

for all the disorders that attack human body. “Wash 

hands, stop germs and bye-bye illness” was a slogan 

repeated by the students after watching the videos, 

after all “Precaution is better than cure”. Concluding 

the session, students were shown six steps for proper 

hand-washing in the following order : 

1) Wet hands, apply soap. 

2) Rub hands till soap becomes bubbly. 

3) Rub the back of the hands. 

4) Rub back of fingers interlocked. 

5) Rub around each thumb. 

6) Scratch and rub both palms with finger 

tips and rinse the hands with water. 

The students were encouraged to share 

their experiences with all. At the end, they took a 

pledge: ‘I promise to wash my hands regularly, with 

soap and water, to ensure my hands are clean and 

free of germs.’ On the whole, the session was the 

need of the hour as hygiene is the priority for the 

growing children. 

The education which does not help the common mass 

of people to equip themselves for the struggle for life, 

which does not bring out strength of character, a spirit 

of philanthropy, and the courage of a lion – is it worth 

the name? 

 


****** 


Sahodaya Updates 

Central Academy Shikshantar 

Senior Secondary School, Kota 

Kota Sahodaya Inter School Quiz Competition 

2011 

Central Academy Shikshantar Senior Secondary 

School, Police Line, Kota hosted the Kota Sahodaya 

Complex Inter School Quiz Competition on November 

16, 2011. 25 teams from different schools participated 

and the trophy was won by Lawrence and Mayo. 

Students participating in the Inter School Quiz Competition of 

the Kota Sahodaya School Complex 

The quiz consisted of three rounds. First round 

was Preliminary written round, from which 8 top 

scoring teams entered for live quizzing semifinal round 

and thereafter 4 teams for finals. 

The Principal Mr. Gaurav Sen Jhala gave trophies 

to the winning teams. 

Psg Public School, 

Coimbatore 

Coimbatore Sahodaya–1st Inter School Carrom 

Tournament 

Coimbatore Sahodaya Schools Complex 

organized its 1st Interschool Carrom Tournament 

on 4th November, 2011 at PSG Public School, 

Coimbatore. Students from Coimbatore Public School, 

Air Force School, National Model School, Chinmaya 

International Residential School, Brindavan Vidhyalaya 

School, Karamadai, KMC Public School, Tirupur and 

PSG Public School participated in the tournament. The 

Principal, Mr. E. Girish and the Headmistress, Mrs. B. 

Velumani inaugurated the event. 

Brindavan Vidhyalaya School won the Singles 

championship in the U-14 boys’ and girls’ category, 

while PSG Public School won in the U-16 boys’ and 


girls’ category. National Model School and PSG Public 

School were the winners of the U-19 boys’ and girls’ 

category respectively. 

In the U-14 doubles, Brindavan Vidhyalaya 

School and National Model School secured the 

championship in the boys’ and girls’ category respectively. 

Chinmaya International School were the winners of 

the both U-16 and U-19 girls’ category. In the boys’ 

category, PSG Public School won the U-16 and U-19 

team championship. 

PSG Public School was awarded the overall 

Championship trophy in both boys’ and girls’ 

categories. 

School Principals on October 11, 2011. Around 20 

Principals from esteemed organizations of Jaipur 

Sahodaya School Complex and Alwar attended the 

workshop. The programme commenced by a formal 

meeting of the Principals followed by the workshop. 

Conceptually, Sahodaya signifies ‘Rising 

Together’. This came into being in the year 1986, 

to facilitate synergy of ideas among the schools of 

CBSE family for excellence in education. A Sahodaya 

School Complex is a group of neighbourhood schools, 

voluntarily coming together to share their innovative 

practices in all aspects of school education. 

The Resource Person for the day was Mr. M.S. 

Krishna Kutty from Amrita University, Coimbatore. 

He is a Post Graduate in Economics and MBA in 

Marketing having 31 years of corporate experience. 

Mr. Kutty has served Taj Group of Hotels, Avery, 

Jenson & Nicholson, MRF, TVS Group and Auto 

Print. He was a visiting faculty at Thiagraja School 

of Management, Madurai and has been conducting 

Marketing Management classes for Indian Business 

Academy, Bangalore, University of Trivandrum and 

many of schools in the rural areas. 

Winner team of the 1st Inter School Carrom Tournament organized by 

Coimbatore Sahodaya School Complex 

Subodh Public School, 

Jaipur 

Workshop cum Orientation Programme by 

Sahodaya Group of Schools 

Subodh Public School, Airport, Jaipur organized 

a Workshop cum Orientation programme under the 

banner of Jaipur Sahodaya Schools Complex for the 

Workshop cum Orientation Programme by 

Sahodaya Group of School, Jaipur 


Kamla Nehru Public School 

Chakhakim, Phagwara 

World Diabetes Day 

Kamla Nehru Public School, Chakhakim, 

Phagwara celebrated World Diabetes Day on 14th 

Nov 2011 and the first ever Sahodaya Inter School 

PowerPoint Presentation Competition based on 

diabetic children in U.K. and India was conducted 

on this day in which 25 different schools of CBSE 

participated. The participants gave presentations on 

diabetic children in U.K. and India, their comparisons, 

reasons for diabetes, how to reduce its risks, care in 

school, care at home and medication. The school 

Principal Ms. P.K.Dhillon gave away the trophies to 

the winning teams of DRV DAV Centenary Public 

School, Phillaur, Lala Jagat Narain DAV Model School, 

Jalandhar and Woodland Overseas School, Hoshiarpur 

for securing I, II and III positions respectively. 

The Health and Wellness Club of Kamla Nehru 

Public School, Chakhakim, Phagwara also organized 

Diabetes Awareness Rally on 15th Nov., 2011. This 

rally began from S.P. Office, Phagwara. Along with the 

students and teachers of Kamla Nehru Public School, 

the students of Arya Model Senior Secondary School 

and Kamla Nehru College of Education for Women, 

Phagwara also joined this rally. This rally was carried out 

in three different groups on three different routes. The 

students with their placards and slogans enlightened 

the citizens of Phagwara about diabetes. After visiting 

different parts of the city, the rally came to an end at 

P.W.D. Office, Phagwara where Dr. Sooch, Secretary 

IMA, Phagwara addressed the gathering, giving more 

information on diabetes. 

When learning is purposeful, creativity blossoms, When 

creativity blossoms, thinking emanates, When thinking 

emanates, knowledge is fully lit, When knowledge is 

lit, economy flourishes. 

 

– A P J Abdul Kalam 

****** 


Sports Arena 

Guru Harkrishan Public School, 

Vasant Vihar, New Delhi 

Closing Ceremony of Cbse Cluster Xii Football 

Tournament 

Guru Harkrishan Public School, Vasant Vihar 

was the venue for the ten day long CBSE Cluster XII 

Interschool Football Tournament for boys under 19. 

As many as 72 schools had participated. The Air Force 

School, Subroto Park playing consistently, maintaining 

perfect timing and fast pace lifted the trophy. The 

second position was won by Salwan Public School, 

Mayur Vihar. 

The Chief Guest of the day was Mr. Sunil Garg 

IPS, Jt. Commissioner of Police. Sr. Gurmeet Singh 

Shunty, General Secretary, DSGMC, School Chairman 

Sr. Jatinder Singh Sahni, School Manager Sr. Gurmeet 

Singh Lyallpuri and other distinguished members 

presided over the function. Mr. P.I. Sabu, Regional 

Officer, CBSE was also present to witness the show. 

After the formal welcome of the Chief Guest by the 

Principal Mr. S.S. Minhas, the Chief Guest addressed 

the audience. The final two teams were introduced 

and the match started. The players played with full 

enthusiasm and vigour. The Air Force School, Subroto 

Park won the match with 4-0. Thereafter, there was mass 

PT, yoga and a very vibrant bhangra display. 

Winning team with the winner's trophy for the 

Cbse Cluster Xii Football Tournament 

Then, Mr Gurmeet Singh Shunty, General 

Secretary, DSGMC addressed the gathering and said 

that sports were very important in students’ lives. He 

highly appreciated the school Principal Mr. S.S. Minhas, 

the staff and Vice-Principal who took special pains to 

organize such a prestigious event on such a large scale. 

After the award ceremony, Mr. Shunty honoured the 

officials from Delhi Soccer Association, viz., Mr. Abdul 

Salim. Mr. Kuldeep Singh, Mr. Abdul Hanif and Mr. 

Sanjay Kumar. Mr. Shunty handed over the CBSE flag 

to CBSE Observer Mr. Rajesh Vashisht and declared 

the meet closed. Mr. Minhas, Principal proposed a vote 

of thanks and said that we need to work very hard in 

October-December 2011 

87

the field of sports and improve the stamina and skill 

of the students. 

Rawal International School, Ballabgarh, 

Faridabad 

Cbse Cluster Xiv Kho Kho Tournament 

Rawal International School was assigned by 

CBSE to organize the CBSE Cluster XIV Kho Kho 

Tournament 2011-12. It was held at the school from 

28th Oct., 2011 to 01st Nov., 2011. The event was a 

grand success. The mega event had dignitaries from 

various areas viz. Politics, Sports, Academics and also 

dignitaries from CBSE (Delhi / Panchkula) as Chief 

Guest and Guest of Honour. 

50 schools of Rajasthan participated in this prestigious 

tournament. 

On the way to reaching the finals the TIS team 

gave superlative performance in all departments of 

the game and beat St. Xaviers, Jaipur in quarterfinals, 

Vidyasthali, Jaipur in semis and Chinar Public School 

Alwar in the finals. Akhila Sharma of the winning team 

was adjudged the Best Player of the tournament. 

The victory in the Regional finals took the team 

to the Nationals to be held at Chinatrappini in the 

Thrissur district of Kerala in December 2011. 

Gold Medal in Cbse West Zone Tennis Champs 

Tagore International School 

Jaipur 

Gold Medal in Cbse Cluster X Volleyball 

Tournament 

Ecstatic girls of Tagore International School, Jaipur with their trophy for 

winning the CBSE west zone Tennis tournament 

Students of Tagore International School with their trophy for winning the 

CBSE cluster X volleyball tournament 

The under -19 Girls Volleyball team of Tagore 

International School, Jaipur outclassed all the teams 

they played against to win the Championship in the 

CBSE Regional Volleyball Tournament (Cluster X) 

held at BRJD Public School, Bhorugram in Churu 

district from 12th to 15th October 2011. As many as 

One more feather in the cap of Tagore 

International School, Jaipur. The girls team has made 

the school proud by winning Gold Medal in the CBSE 

West Zone Girls (under -19) Tennis Championship 

tournament held at N.H. Goel World School, Raipur 

(Chhattisgarh) from 8th to 12th November 2011. 

Meenal Meherwal was declared the Best Player of the 

Tournament. 

The team members comprising of Purnima 

Nathawat, Meenal Meherwal, Amarpreet Kaur 

and Itika Sharma gave superlative display of their 

games and spirit in all the matches they played 

from Quarterfinals to Finals of the Tournament 


in which as many as 25 schools from four states, 

viz., Rajasthan, Gujarat, Maharashtra and Madhya 

Pradesh participated. They thus secured their 

berth for the nationals to be played in Amravati 

(Maharashtra) in December 2011. 


Hoshiarpur 

Annual Athletic Meet at G.M.A City Public 

School 

Master Ajay Singh of Class X of Central Academy Shikshantar 

Sr. Sec. School, Kota being felicitated 

Students of Gma City Public School staging a march past 

during the Annual Athletic Meet. 

To promote Physical Activity Meet coaching was 

provided by the teacher of physical education. House 

wise competitions of various sports like Football, Kho- 

Kho race and so many athletic events like relay race, 

100 mtr, 400 mtr race, long jump, shot put, etc., were 

also organized. 

Central Academy Shikshantar 

Sr. Sec. School, Police Line Road, Kota 

Ajay Singh – Excellent Performance on the 

Basketball Court 

Ajay Singh, Class X B, student of Central 

Academy Shikshantar Sr. Sec. School, Police Line Road, 

Kota, was awarded and appreciated for his excellent 

performance in the Basketball tournament. 

He was the only student who was selected 

and got an opportunity to participate at the National 

Level Basketball tournament. He was the only one 

representing Hadoti at a National level tournament 

which was organized in Rajasthan’s Pali district. Due 

to his excellent and applausing performance Rajasthan 

team stood at second position at the National Level. 

Principal Gaurav Sen Jhala, Vice Principal Mandavi 

Singh, students and entire staff were present to 

appreciate Ajay Singh’s hard work and efforts. Principal 

Gaurav Sen Jhala said that Ajay’s victory was a fruitful 

result of the positive environment provided by school 

and efforts of Physical Education teachers and Coaches. 

Principal Gaurav Sen Jhala also promised the children 

participating in future tournaments for best coaches 

and faculties. The children who participated at state 

level were also blessed and awarded. 

City Public School, 

Noida 

Cbse Cluster East Zone Judo Championship 

City Public School celebrated with fervor their 

win at the CBSE National Judo Championship held 

from 1st to 4th November, 2011 at Pratap Singh 

Memorial Senior Sec. School, Kharkhoda, Sonepat, 


Haryana in which City Public School bagged 3 medals 

–1 silver and 2 bronze. 

The students celebrated their victory with gaiety 

and jubilation. 

CPS also participated in the CBSE Cluster East 

Zone Judo Championship held at Sapience Senior 

Secondary School, Vikas Nagar, Dehradun from 10- 

12th October, 2011. 

the students and stressed upon the importance of being 

diligent, sincere and disciplined. 

DAV Public School Thermal Colony 

Panipat 

State Level Kick Boxing Championship 

Under the expert guidance and coaching of Mr. 

Pramod Yadav, City Public School won accolades and 

bagged the winner’s trophy in the Boys' category and the 

Runners-up Trophy in the Girls' category. The school 

also won the ‘Overall Championship of the year 2011’. 

This is the second successive year that CPS has bagged 

the trophy. Among the meritorious students 7 won 

gold, 3 won silver and 9 students won bronze medals. 

The students who won gold medals are Neha 

Yadav (Class VIII), Shivani Rana (IX), Sahil Kasana 

(IX), Shivangi Kasana (IX), Tarun Yadav (XI), Praveen 

Yadav (XI) and Bittoo Kaushik (XII). 

The winners of silver medals are Deepak Yadav 

(XI), Parul Baisoya (IX) and Diksha Tiwari (VI). 

The bronze medals were won by Shilpa (VI), 

Raman (VI), Shelchan (VII), Jyotishana (VII), Prashant 

(XII), Ankit Rana (VIII), Manisha (IX) and Pinky 

(XII). 

Shivangi Sharma (XI), Abinav (XI), Hitesh (V) 

and Amit (VIII) were among the other competitors. 

The team was managed with excellence and 

disciplined by the Team Manager Ms. Preeti Singh. 

It was truly a memorable event and a matter of pride 

for the CPS. 

A special assembly was held to celebrate this 

victory in the Judo Championship. The Chairman and 

the Principal, Mrs G. Kaul lauded the performance of 

Students staging a march-past during the State Level 

Kick Boxing Championship 

From 8th to 10th Dec, 2011 a State Level Kick 

Boxing Championship was organized in Faridabad in 

which Vikas Lashkar a student of DAV Public School, 

Thermal Colony Panipat, bagged Silver medal and 

secured position for the National Level. The budding 

boxer added another feather in the cap of his school 

and the State.The competition was announced open by 

Sh. Anand Mohan Sharma, IAS,Director Panchayat 

Department. The prizes were given by Justice Shiv 

Charan Sharma (High Court Allahabad). In this 

competition participants from all the districts of 

Haryana State participated. Dr.D.Vidyarthi, Director 

DAV Panipat Zone welcomed the promising Kick 

Boxer in the school and praised him whole heartedly 

for his achievements. He emphasized on the need of 

participation in games along with studies. He informed 

that the school provides enough facilities to upcoming 

athletes and players in various games. 


G.K. Shetty Vivekananda Vidyalaya Junior 

College, Ambattur, Chennai (Unit of 

Vivekananda Educational Society) 

CBSE CLUSTER-V ATHLETIC MEET 

Sports reveal the life, the culture, the perspective and 

sense of values of an individual, a team or a nation. Sports 

not only provide relaxation to the mind but also help in 

bringing fame to the country. 

G K Shetty Vivekananda Vidyalaya Junior 

College, Ambattur, was privileged to be the host for 

CBSE Cluster-V Athletic Meet 2011-12 held from 

23rd to 25th November 2011 at Jawaharlal Nehru 

Stadium, Chennai. 2350 students from 114 schools 

affiliated to CBSE (Tamil Nadu & Pondicherry) 

participated enthusiastically and earnestly for three days. 

Natarajan, International Athlete lit the Olympic torch 

and also declared the CBSE Cluster-V Athletic Meet 

2011-2012 open. Sri.K.V. Ramana Shetty, President, 

SMDC, GKSVVJC, Managing Director, M/s. G.K. 

Shetty Builders, Chennai, in his presidential address 

wished the participants for the grand success and 

also congratulated the staff and the students of G. 

K. Shetty Vivekananda Vidyalaya Junior College, for 

their wonderful team work. Principals, Vice Principals, 

Correspondents, Assistant Correspondents and higher 

officials from various schools graced the occasion with 

their valuable presence. 

Sri.T. Chakravarthy, Secretary of Vivekananda 

Educational Society welcomed the gathering and 

introduced the guests of honour. 

On 23rd November, the eye-catching inaugural 

ceremony commenced at 8 O’ clock by lighting the 

Kuthuvilakku followed by a Prayer and Flag hoisting 

Ceremony. Shri. N. Nagaraju, Director (Academics), 

CBSE, New Delhi, inaugurated the athletic meet 

and addressed the gathering. In his special address, he 

stressed on 3 ‘Ds’ - Dedication, Determination and 

Discipline, which are the shining and attractive qualities 

of Vivekananda Educational Society. He insisted on the 

importance of sportsman spirit and also said that the 

glory of sports came from dedication, determination 

and desire. 

The colourful and vibrant March Past by the 

participant schools made the event magnificent 

and elegant. Among 46 schools who participated in 

the march past, St. John’s International Residential 

School, Poonamallee was selected as the Best March 

Past team, and it was honoured by Sri.N. Nagaraju, 

Director (Academics), CBSE, New Delhi. Sri.R. 

Glitterati of guests at the CBSE Cluster-V Athletic Meet 

The cultural programme by the students of 

Vivekananda Educational Society added to the beauty 

of the inaugural function. Various gymnastic formations 

like waves, bullock carts, buildings, crackers, etc., were 

formed in a creative novel way through the Pyramid 

by the students of Dr. Nalli Kuppuswamy Vivekananda 

Vidyalaya Junior College. 

‘Yoga cures all ailments which cannot be 

cured’. Students from Smt.Narbada Devi J.Agarwal 

Vivekananda Vidyalaya demonstrated yogasana, 

which was appreciated by everybody. Students from 

G.K. Shetty Vivekananda Vidyalaya Junior College 

performed a folk dance which was a cultural feast for 

the spectators.The inaugural function came to an end 


with vote of thanks by Sri.G. Ravindran, the Hon. 

Correspondent of G.K. Shetty Vivekananda Vidyalaya 

Junior College. 

From 23rd to 25th November, 2011, more than 

70 athletic events like discuss throw, shot put, javelin 

throw, relay race, etc., were conducted. Right from the 

beginning, the events were meticulously organized and 

the certificates were distributed immediately. The winners 

were honoured on the victory stand after each and every 

event. The volunteers, physical education teachers and the 

officials in-charge made the field events a flawless one with 

their dedicated and meticulous work. 

On 25th November, the valedictory function 

commenced at 5.00 pm after the completion of all 

the track events, at the indoor stadium, with an 

invocation to God. Sri.L. Ramamoorthy, Additional 

Secretary of Vivekananda Educational Society 

welcomed the gathering and introduced the guest 

of honour. 

“Thappattam”, the dance with the drums in 

their hand, an excellent programme by Sreevatsa 

Viswanathan Vivekananda Vidyalaya added to the glory 

of the valedictory function. ‘The Lezim’ and the ‘Folk 

dance’ by Smt.Kasturba Nimchand Shah - P. Muthayalu 

Chetty Vivekananda Vidyalaya Junior College and 

G.R. Thangamaligai Vivekananda Vidyalaya, Manali 

New Town were highly colourful and made the 

spectators feel enlightened. The cultural programme 

was appreciated by one and all. 

The scintillating cultural programme by the 

students of Vivekananda Educational Society stole the 

heart of everybody and made the valedictory function 

very colourful and magnificent. 

Sri. D.T. Sudharsan Rao, Regional Officer, 

CBSE, Chennai, in his presidential address, emphasized 

on diligence and also said that a sportsman can reach the 

target if he has hard work and sincerity as the twin sides 

of a coin. Shri. J.P. Thirunavukkarasu, CMD, SVPC 

Group of Companies, said that sports is most important 

in our life and can cure all the diseases. Followed by his 

speech, Sri. M. Vijayakumar, I.A.S., Member Secretary, 

SDAT, Chennai, said that competitive sports would 

give confidence to the students and also asked them to 

train the brain, the body and the mind. 

V. Anusuya Bai, Arjuna Awardee, inspired 

the students by narrating her personal experiences 

which paved the way for her to get the Arjuna award. 

She insisted the athletes to do walking exercise 

which develops the strength and stamina. The guests 

distributed the prizes to all the winners and the 

prestigious overall championship trophy was won by 

S.B.O.A. School and Junior College, Anna Nagar. 

The valedictory function came to an end 

with vote of thanks by Sri.G. Ravindran, the Hon. 

Correspondent of G.K. Shetty Vivekananda Vidyalaya 

Junior College. 

Sunbeam School, Lahartara 

Varanasi 

CBSE National Table Tennis Championship 

The CBSE National Table Tennis Championship 

was held from 14th-18th October, 2011 at Sunbeam 

Lahartara. A Ceremonial Torch of the championship 

was carried by the sports champions of the various 

Sunbeam branches and was lit by Samriddhi Jaiswal- 

Sports Blue of Sunbeam Lahartara during the Grand 

inauguration which included welcoming of the 

delegates by the Mrs Amrita Burman, Deputy Director 

of Sunbeam Group of Educational Institutions. 

The Chairman of the Sunbeam Group, Mr. 

Deepak Madhok and Director, Mrs. Bharti Madhok 

introduced the teams to the cultural capital Varanasi 

which has produced many teachers, poets, musicians, 

artists and has also been the birth place of Kabir— 

The Mystic Poet. The oath taking ceremony was 


administered by the Principal of the host school Mrs. 

Sudha Singh and the oath was led by Akshat Upadhyay, 

Team Captain, Sunbeam Lahartara. The championship 

was held in the Under-14, Under-16 and Under-19, 

individual and team events for boys and girls. More 

than 650 players from 80 National schools and 14 

International schools participated in the event. The 

cultural program put up by the students of Sunbeam 

Lahartara was appreciated by each one present in the 

Sunbeam Lahartara premises. 

to the winners by the Chief Guest-8 times former 

National TT Champion Ms. Indu Puri. Dr. Veera 

Gupta, Secretary CBSE was the Guest of Honour 

while Mr. Pushkar Vohra A.E.O. Sports CBSE was 

the special guest for giving away the prizes. 

Match Results 

After five days of ping-pong battle, the following 

teams were declared champions: 

Boys Team 

Championship 

Girls Team 

Championship 

Under 

14 

• Hansraj Model School, 

Delhi 

• Bhartiya Vidya Bhavan, 

Hyderabad 

• Dehradun Public 

School, Ghaziabad 

• Chinmaya Vidyalaya, 

Chennai 

• St. Xavier, Jaipur 

• Manavsthali, Delhi 

• DAV Public School, 

Chandigarh 

• DAV Public School, 

Navi Mumbai 

CBSE National Table Tennis Championship in progress at 

Sunbeam School, Varanasi 

On this occasion Mrs. Shikha Choudhury, 5 

times State Table Tennis Champion and National 

player, Mrs. Sarita Gokarn, former State Champion 

and member of Varanasi Table Tennis Association and 

International hockey players Mr. Nagendra Singh and 

Mr. Sunil Seth were felicitated. 

The five days event included not only the regular 

matches but also the evening attractions like Karva 

Chauth Celebration, Sunbeam Ke Super Stars, Rock 

Band and Dandiya Night. 

The prize distribution ceremony on the 18th was 

also full of vibrant colours and spread energy in the 

auditorium. The prizes and certificates were distributed 

Under 

16 

Under 

19 

• Maheshwari Public 

School, Ajmer 

• Hansraj Model School, 

Delhi 

• Vidya Mandir, Chennai 

• Dehradun Public 

School, Ghaziabad 

• Manavsthali, Delhi 

• St. Mary, Alappuzha 

• DDPS, Ghaziabad 

• Kalyani, Barasat 

• Jermel Academy, 

Siliguri 

• Chiranjieev Bharti, 

GGN 

• Maharishi Vidya 

Mandir, Chennai 

• Modern School, 

Nagpur 

• SBOA School, 

Chennai 

• Kalyani Public 

School, Barasat 

• DPS, Duliaganj 

• Carmel Convent, 

Chandigarh 


Academic Updates 

Cbse Science Exhibition 

2011 

Cbse Science Exhibition 2011 

The purpose of a Science exhibition is to develop 

scientific attitude in the young generation of our 

country to make them realize the interdependence of 

science, technology and society and the responsibility 

of the scientists of tomorrow. These objectives may 

be achieved by presenting the exhibits as an exciting 

experience of creativity of children, innovations through 

improvisations of science kits, and various devices and 

models for providing solutions to many present and 

future socio-economic problems, particularly those 

confronted in the rural areas, using available materials 

and local resources. 

Exhibitions help children and teachers learn 

from each other’s experiences and motivate them to 

design and develop something new and novel. They 

also provide a medium for popularizing science and 

increasing awareness among the public. The objectives 

of organizing science exhibitions may briefly be put 

as follows: 

1. Stimulating interest in science and 

technology and inculcating scientific spirit 

in younger generations; 

2. Exploring and encouraging scientific and 

technological talent among children; 

3. Inculcating in them a sense of pride in 

their talent; 

4. Providing exploratory experiences, 

encouraging and promoting creative 

thinking and promoting psychomotor 

and manipulative skills among children 

through self devised exhibits or models 

or simple apparatus; 

5. Encourage problem solving approach 

and developing the appropriate 

technologies, especially for rural areas 

and integrating scientific ideas with 

daily life situations; 

6. Popularizing science among masses and 

creating an awareness regarding the role of 

science and technology in socio-economic 

and sustainable growth of the country; 

7. To help the students understand and 

appreciate the close inter-relationship 

between Science, Technology and 

Society. 

8. To help students develop process- skills 

and apply scientific principles to problemsolving 

in everyday life situations. 


The Board has initiated many steps in the recent 

past to provide such experiences. One such step is 

organization of Science Exhibitions at Regional and 

National levels. The event is aimed at providing a 

common platform to schools, teachers and students 

to give shape to their creative and innovative ideas. 

These exhibitions were organized at Regional level in 

the month of July/August and at National level in the 

month of September/October every year. 

The main theme and sub-themes for this year’s 

Science Exhibition were: 

Main Theme: Science and Technology for 

challenges in life. 

Sub-Themes: 

• Bio-diversity – Conservation and 

Sustenance 

• Agriculture and technology 

• Green Energy 

• Transport and Communication 

• Community health and Environment 

• Mathematical modeling 

Total number of participating schools and 

students at Regional Level Exhibitions 

• About 1000 schools, 2500 students and 

Science teachers participated in Regional 

Level Exhibitions. 

Total number of school and students participating 

in the National Level Event (Present Event) : 

• 180 schools, 360 students and about 

180 teachers from different parts of the 

country and overseas participated in the 

National Level Exhibition which was held 

on 21st and 23rd Oct., 2011 at Modern 

School, Barakhamba Road, New Delhi. 

Certificates and Awards 

1. Schools teams of best twenty exhibits 

selected at National Level Science 

Exhibition were given cash award of 

`. 3000/- each and a certificate of Merit. 

2. All students who participated in the 

National Level Exhibition were given 

participation certificates. 

The results of the CBSE National Level Science 

Exhibition-2011 were as follows: 

Sub Theme: Mathematics in Everyday Life 

S. Name & Address of School 

No. 

1. Chettinad Vidyasharam 

Chettinad House, Greenways Road 

R A Puram, Chennai-600028 

2. Delhi Public School 

C-5, Vasant Kunj, New Delhi 

3. Kulachi Hansraj Model School 

Ashok Vihar, New Delhi 

Title of the 

Exhibit 

Intelligent Traffic 

Control System 

Simply fly 

Boolan Algebra in 

every day life 

Sub Theme: Information & Communication Technology 

1. Springdales School 

Binito Juaraz Marg 

Dhaula Kuan, New Delhi 

2. DAV Public School 

Unit-8, DAV Bhawan 

Bhubaneswar, Khurda, Orissa 

3. Army School Daman 

Jammu 

Wireless Bomb 

Crane 

Multitouch Screen 

Icruzer i386 a 

multipurpose robot 

Sub Theme: Climate changes- Causes & Consequences 

1. LaMontessori School 

Kelhali VPO-Kelhali 

Distt. Kullu, HP 

2. Naimisharanya School 

New Bhavnagar 

Use of Wind & Solar 

Energy in Hybrid 

Automobiles 

Production of 

Biodegradable 

plastic from 

domestic waste 


3. St. Joseph’s English School 

Bio Adsorbents 

41-91, NR Krnool, AP-518001 

Sub Theme: Biology in Human Welfare 

1. Vivekananda Kendra Vidyalaya 

Mission Road, Golaghat 

Guwahati 

2. Bala Vidya Mandir 

4th Main Road, Adyar Chennai 

3. Jawahar Navodaya Vidyalaya 

Shivara Gudda, Besagarahalli (O), 

Mandya, Bangalore 

Demonstrations on 

a reeling machine 

for cut & pierced 

cocoons of Muga 

Silk worms 

Farm Ville 

Green Plastics 

Sub Theme: Green Energy 

1. DLDAV School, New Delhi 

Pitampura 

Future Vehicle 

2. Kasiga School, 

Purkul Dehradun, Uttarakhand 

3. Bharatiya Vidya Bhavan’s 

VM Public School, Vadodara 

4. Campion School 

Bhopal 

5. O P Jindal Modern School 

Hissar, Haryana 

PICO Wind 

Turbine 

Eco Rail 

Green Building 

Osmotic Power 

Generations 

Sub Theme: Science & Technology in Games & Sports 


Sec-29, Block B, Sushant Lok 

Ph-1, Gurgaon, Haryana 

Mimic 

2. Maharshi Patanjali Vidya Mandir 

28-A, Shilakhona, Rasulabad Ghat Rd, 

P O Teliaganj, Allahabad, UP 

Wheels on 

Greendrive 


Racing Cycle & its 

Numaligarh, Numaligarh Refinery Ltd., parts 

Distt. Golaghat, Assam 

Surendranath Centenary School, 

Hazaribagh 

CBSE Heritage Quiz 

Surendranath Centenary School had the proud 

privilege to host the zonal finals of the CBSE India 

Heritage Quiz in Ranchi on 21st November, 2011. Nine 

schools from Jharkhand and Bihar participated in the 

mega event. They were Sainik School, Nalanda Bihar, 

DPS Bokaro, DPS Dhanbad, DPS Dhurva Ranchi, 

DAV Public School, Hazaribagh, St. Xaviers School 

Hazaribagh, DAV Public School, Bariyatu, Ranchi, 

DAV, Khagaul, Patna and the host school. It was 

conducted by the mastermind and reputed Quiz master 

Mr. Pranab Mukherjee who created a competitive and 

healthy quizzing environment. There were four rounds 

of which two were general, one audio and one video 

respectively. The participants braced up for the battle 

of wits and performed brilliantly. 

CBSE India Heritage Zonal Final in progress 

Heritage Quiz has initiated the students to 

venture into new areas of learning through a healthy 

competitive environment. The audience too was actively 

involved and had an enriching and knowledgeable 

experience. The winning team was DAV, Khagaul, Patna 

followed by DAV Public School, Bariyatu, Ranchi and 

the host school securing the third position. 

Sishya School, 

Hosur 

Teaching Special Children 

Students and teachers are unique in many 

ways. A class consists of gifted, average and below 


average students. These categories exist at all levels. 

But teachers have to be gifted, flexible, empathetic and 

sympathetic. 

In today’s scenario it is essential that every 

teacher addresses all the categories of children. Beyond 

this there is a band of children who are “learning 

disabled”. It is the duty of every teacher to work whole 

heartedly towards such children. 

India is a country with diverse culture and 

different languages. This leads to difficulty in acquisition 

of language especially English. As most of the parents 

prefer English medium School, the children are under 

constant pressure. Teachers have a vital role to play. 

Instead of labeling these as lazy, stupid or fool, we need 

to motivate these children. By fixing an ‘achievable goal’ 

these children can be ‘trained’. 

There are times when we feel like giving up, 

frustrated and irritated. But if we try without showing 

our impatience, these children can be 'moulded'. 

Teachers of Sishya School teaching children with special needs 

Teachers need training in this regard. There are 

many courses available which vary from six months 

to two years. These are certificate courses to degree 

courses. At least one teacher from a school can be 

trained to create awareness among teachers, parents 

and children. 

CBSE offers many accommodations and the 

children with learning difficulty appearing for Board 

exams can avail it. Obtaining a certificate from a 

Doctor (a clinical psychologist) is essential. CBSE 

offers extra time, use of calculators depending upon 

the child’s need. The children with special needs 

are benefited by these. School management should 

encourage and motivate these 'Learning Disabled' 

children in all areas. 

N.H. Goel World School 

Raipur, Chhattisgarh 

CBSE Conducts Workshop for Principals and 

Teachers 

N.H. Goel World School was privileged to get 

the opportunity of hosting two major workshops:- 

1. The Mentoring and Monitoring Workshop & 

the Induction Programme for the Principals 

of newly affiliated Schools of Odisha and 

Chhattisgarh. 

2. Capacity building Workshop for Formative 

Assessment for Teachers. 

These programmes were conducted on October 

21st and 22nd 2011 respectively. 

Nearly 80 Principals participated in the Mentoring 

& Monitoring and the Induction Programme. In spite of 

the Diwali vacations declared by the local Government 

most of the Principals of all leading schools of Raipur, 

Bhilai, Durg, Rajnandgaon and other small towns of 

Chhattisgarh and parts of Odisha made it a point to 

attend the same. 

Dr. Sadhana Parashar, Director (Training) CBSE 

took the onus of training the large gathering. She 

answered all queries and cleared the doubts regarding 

the recently launched CCE by CBSE. The Mentors 

and Monitors were briefed about their duties and 

responsibilities. 


Dr. Parashar’s session was appreciated by one 

and all present in the audience. Her gentle friendly 

demeanor and helpful stance won everyone’s heart. The 

newly inducted Principals also went back with a lot of 

enthusiasm and confidence. 

The Raipur Chapter of The Sahodaya Complex 

was revived and relaunched wherein a few new members 

were also included. 

On 22nd October Dr. Srijata Das and Mrs. 

Renu Anand took the sessions as the resource 

persons. Dr. Avtar Singh came as an Observer. 

More than 250 teachers attended the workshop. 

They travelled from as far as Ghaziabad, Varanasi 

and Tararpur to be a part of this important training. 

It was worth every moment spent in the training 

venue. Teachers were more ecstatic as the trainings 

were subject specific. The venues reverberated with 

peer learning, purposeful and focused interaction and 

keenness to learn new practices besides reaffirmation 

of certain existing practices. They were given tasks 

to form their own formative assessments. Books on 

Formative Assessment by CBSE for grades IX and 

X were also made available to them. Teachers went 

back satisfied having more clarity of the objective. 

The programme was inaugurated by Mr. Vineet 

Joshi, IAS, Chairman CBSE, along with Prof. Marmar 

Mukhopadhyay, Director, ETMA. The leadership 

Programme comprised of five modules chaired by 

eminent educationists and academicians. The various 

modules included: 

● 

● 

● 

● 

● 

Content, policies and plans in Secondary 

Education 

Understanding Self and Others 

Instructional / Pedagogical Leadership 

Module on Management of Quality 

Strategic Leadership 

The Session on Management of Quality – 

Secondary Education – International experience was 

chaired by Dr. Usha Ram, Principal, Laxman Public 

School, Hauz Khas. 

Laxman Public School, 

New Delhi 

Strategic Leadership for 21st Century Schools 

Management at Laxman Public School, Hauz 

Khas Enclave, New Delhi – 16 

A five day Strategic Leadership Programme for 

Principals of CBSE affiliated Schools, from various 

parts of India, was conducted by ETMA (Educational 

Technology and Management Academy) from 21st 

to 25th November, 2011 at Laxman Public School, 

Hauz Khas Enclave, New Delhi. 35 Principals from 

Public Schools and Kendriya Vidyalayas attended this 

programme. 

Mr. Vineet Joshi, Chairman, CBSE along with the participants of the 

‘Strategic Leadership Programme’ at Laxman Public School, New Delhi. 

She presented a broad picture of her visit to 

Harvard University (USA) and the experiences she 

gained on skills of management and inclusive education. 

She emphasized that: 

● 

Personal and professional transformation not 

only supports the institution’s planning but 


● 

● 

● 

also strengthens its competitive position in 

challenging times. 

It helps in formulating a holistic approach to 

identifying problems, formulating solutions and 

adapting to change. 

Calls for visionary leaders. 

Motivates individuals to build strategic skills for 

effective decision making and implementation. 

Based on her visit to UK – Bath / Nottingham, 

she spoke about her workshop in education. This 

event was extended to create opportunities for cultural 

exchange and seed knowledge, learning and network 

with educators all over the world. She also referred 

to International Cultural Exchange Programme and 

Indo-Japan Partnership Summit -2011. 

The summit was held with the aim of 

expanding reinforcement framework for co-operation, 

comprehensive in various fields including technology 

and academics. 

At the end of the 5 day programme, the 

participating Principals felt greatly enriched in 

professional and management skills. The programme 

gave them an opportunity to clarify certain apprehensions 

faced by them in the management of their respective 

schools. 

Tagore International School, 

East of Kailash, Delhi 

Students Participate in the Shanghai International 

Children's Cultural and Art Festival 

Tagore International School, East of Kailash 

participated in the Shanghai International Children's 

Cultural and Art Festival held in China from 31st 

July to 4th August, 2011.The festival is held once in 

3 years and is essentially an exchange programme 

to display national art and culture. This year, the 

students of our school got an opportunity to perform 

and portray India’s diverse culture in front of schools 

from all over the world. It was indeed a proud 

moment, as Tagore International School was the 

only school representing India in this international 

festival. 16 students from classes VII-XI along with 

their teachers, Ms. Reeta Mathews and Ms. Kavita 

Bhatia went to China to showcase India's cultural 

heritage. 

The students of Tagore International School 

proudly presented India's rich cultural heritage 

in the Opening Ceremony dressed in the typical 

Indian attire – girls in beautiful sarees and bindis 

and the boys in kurta-pyjamas. The effect of their 

enthralling performance, attired in gorgeous dresses 

was absolutely astounding. Many from the audience 

came forward to compliment and get photographed 

with our team. However, the Opening Ceremony was 

just the beginning. Our students also performed at the 

China Welfare Institute Children’s Palace in a variety 

programme where they presented a mix of classical 

and folk dances, coupled with a classical song recital. 

The foot tapping and energetic Bhangra and widely 

acclaimed ‘Jai Ho’ were rewarded with a huge round 

of applause, which provided a boost to the morale of 

the students. For the Closing Ceremony, the students 

performed a dance based on Gurudev Rabindranath 

Tagore’s composition which was simply breathtaking 

and much appreciated by one and all. 

Apart from their performances, the students were 

also able to get an insight into the Chinese tradition, 

culture and way of life. The students participated in 

the Youth Forum where they discussed how to lead a 

low carbon life. The students also went to the China 

Pavilion and Science and Technology Museum. Amidst 

the hectic schedule, the group also got an opportunity to 

visit the Yuyuan garden in Shanghai and in Beijing the 

Tian’anmen Square, the Forbidden City, the Bird’s Nest 


(Olympic Stadium), jade, pearl and silk factories, and 

the Great Wall of China for sight-seeing and shopping. 

The famed 'Tea Ceremony' was another unforgettable 

cultural experience for the students. 

This festival was indeed a memorable and mind 

expanding experience for the participating teams 

from across the world, to interact with each other and 

display their cultures and traditions through dance and 

music. All in all, the visit to China was one of the best 

experiences and an amazing exposure for the students 

of Tagore International School, to make their mark on 

this great stage of international acclaim. 

parameters for various co-scholastic activities, anecdotal 

record, narrative report and portfolio. The changes in 

the format of report card were also discussed. 

Sh. N.H Khanna, Principal of the school 

appreciated the tremendous step taken by CBSE 

for introducing Continuous and Comprehensive 

Evaluation scheme for classes VI-X. He expressed his 

strong belief that the new education policy would be 

very helpful for the holistic growth of the children. The 

new scheme would provide a platform to the teachers 

to go to the level of the students and bring out their 

hidden talent. 

Kali Ram D. A. V Public School, 

Safidon ( Jind) 

Workshop on ‘Life Skills’ 

Kali Ram DAV Public School, Safidon ( Jind) 

organized workshop on “Life Skills” for teachers and 

parents in its premises on 29th Sept., 2011. The chief 

objective of this workshop was to make the teachers 

and parents aware about the need, importance and 

significance of “Life Skills” in the present scenario. 

Mr. Sube Singh and Mrs. Mamta Verma, Master 

Trainers of CCE shared their views and experiences 

about “Life Skills” with the teachers and parents. They 

satisfied the queries of the parents regarding CCE. Ten 

Life Skills, i.e., self-awareness, critical thinking, creative 

thinking, effective communication, interpersonal 

relationships, managing emotions, coping with stress, 

empathy, decision making and problem solving, were 

discussed in detail during the workshop. The master 

trainers emphasized the need of “Life Skills” for all 

round development of the students. The teachers were 

divided into groups. They were given various life skills. 

A sample case study was discussed during the workshop 

to train the teachers to give reasonable and suitable 

grades to the students. The Master Trainers suggested 

the teachers the criteria of assessing the students, i.e., 

The participants of ‘Life Skills’ workshop held at 

Kali Ram DAV Public School. 

D A V Public School, Chandrasekharpur, 

Bhubaneswar 

Nationwide Education World Survey Results 

As per the Nationwide Education World Survey, 

DAV Chandrasekharpur was ranked as No. 1 in Odisha 

and 2nd in the Eastern Zone. 

The Highlights 

1. The most respected school in the State of 

Odisha. 

2. The school was adjudged as No. 1 at the All India 

Level for value for money. 


3. In Leadership and Management quality, the 

school Ranked No. 2. at the National Level. 

4. The school Ranked No. 3 in Community Services 

at the All India Level. 

5. The Competence of Faculty is Ranked No.4 at 

All India Level. 

6. The School Ranked No. 9 in Teachers’ Welfare 

and Development at the National Level. 

7. In Discipline and Life Skills, the school Ranked 

No. 10 at the National Level. 

8. The school is ranked overall as No. 28 amongst 

all schools in India. 

The Shri Ram School, Vasant Vihar, New Delhi 

secured the top rank in the Nationwide Education 

World Survey, India’s most respected schools survey 

conducted by Education World, an acclaimed monthly 

Human Development magazine. 

In Eastern Zone league, Modern High 

School, Kolkata secured top position, while DAV 

Chandrasekharpur ranked No. 2. Besides DAV Public 

School, Bhubaneswar ranked No. 9, DPS Kalinga 

ranked No. 17 and KIIT International School ranked 

No. 20 in the Eastern Zone. 

The survey was conducted on 14 parameters 

like – academic excellence, teacher welfare and 

development, competence of faculty, academic 

reputation, co-curricular activities, sports education, 

individual attention to students, discipline and Life 

Skill education, infrastructure, value for money, 

leadership/management quality, parental involvement, 

quality of alumini/students, disabled friendliness and 

community services. 

C-Fore conducted the survey in 1.6 lakh schools 

in the country after screening 400 selected primary 

and secondary schools chosen at the national level 

for final round survey. The survey had also taken into 

account the opinions of principals, parents, teachers and 

independent educationalists for grading the schools. All 

the 14 parameters carry 1500 marks out of which DAV, 

Chandrasekharpur secured 1199 marks whereas The 

Shri Ram School, Vasant Vihar, New Delhi, Ranked 1 

secured 1293 marks. 

Education World, the Human Development 

magazine is steered by leading corporate and 

educationalists like Mr. N.R. Narayan Murty of Infosys, 

Mr. Adi Godrej, Dr. Ramdas Pai (Manipal) and Prof. 

n.r. Ramaswamy, etc. 

Universal Public Senior Secondary School 

Delhi 

Visit to Japan under JENESYS Programme* 

"Good opportunities become good experiences, and 

good experiences become good memories.” 

Sometimes one gets rare opportunities in life 

which leave deep and everlasting imprint on one’s mind. 

One such opportunity knocked my door in May this 

year when I was informed about my selection in the 

JENESYS ( Japan East Asia Network of Exchange 

of Students and Youth Program) under which I got a 

Golden chance to visit Japan in November. My beautiful 

journey took a start on 26th November when I went to 

Hotel Surya in Delhi. There we were informed about 

our respective groups according to the cities we had to 

visit in Japan. There were about 130 students separated 

into 6 groups visiting 6 different cities namely – Tokyo, 

Kochi, Aichi, Hyogo, Okhinawa and Mia Zaki. My 

group was Kochi. It is a prefecture famous for its 

profound nature situated in south of Japan. There were 

total of 21 students in my group from different states of 

India and also two supervisors, a ma'am from Bangalore 

and a sir from Himachal Pradesh. 

Thereafter we attended an introductory 

orientation about Japan and JENESYS followed 

*Article written by a student 


y a group activity where we got familiar with our 

group and chose two leaders. I was very delighted 

to be chosen as a leader among the girls. All my 

group members were very friendly and we eventually 

made friends with each other. Next day, i.e., on 27th 

November we had yet another orientation regarding 

our stay, then a send off party and finally we left for 

Indira Gandhi International Airport at nearly 4 pm. 

Our flight departed at 8:20 pm and we arrived at 

Narita Airport, Tokyo, next day at 7:20 am (according 

to the time in Tokyo). There we were taken to one of 

the famous hotels Grand Prince Hotel New Takanawa. 

After taking rest we again went for group activity 

where we were provided with our schedule in Kochi. 

On 29th November we all went to Keio University 

in Tokyo, one of the best Universities in Japan. The 

University students had introduced us with Japanese 

culture and society and useful tips on how to live 

with Japanese people. They were all very polite and 

contentious and pleasant by nature. That evening we 

had a chance to visit Edo Tokyo Museum displaying 

Edo Era and fascinating history of Japan. On 30th 

November we finally moved to Kochi by air. Upon 

reaching, we were absolutely enthralled by the scenic 

beauty of the place, it looks as if nature truly loves 

Japan. But one must notice that Japan also loves nature 

and takes proper initiatives to preserve it. On the day 

of our arrival in Kochi we visited incineration plant 

where we learnt that how waste is managed and is 

used to produce energy in an eco-friendly way. There 

are total of 6 such plants in Kochi and about 200 in 

Japan. Afterwards we went to Aeon Mall in Kochi. It 

was much like the malls in India. 1st December was 

the most awaited day as we went to Kochi Shogyo 

High School, and interacted with students of our age 

group. The students were very lively and curious. We 

instantly made friends with them. They welcomed us 

with great zeal. We attended classes with them and 

learnt things like Japanese calligraphy and flower 

arrangement. We also did a cultural performance 

wherein girls performed on ‘Vande Mataram’ and boys 

on a ‘Tamil Song’. We even sang the National Anthem 

of India. It was praised by all. Next Day, we did yet 

another exciting thing of Japanese culture. We learnt 

‘Tosa Washi’ or Japanese paper making. We even made 

our handmade paper and decorated it with flowers and 

leaves. Therafter, we went to Japanese paper museum 

which has a beautiful display of paper works. We saw 

a beautiful gown made of Japanese paper and then the 

most beautiful place, the Katsuranam Beach which 

faces Pacific Ocean. In the evening, the moment for 

which we all were super excited finally came. We met 

with our host families at whose place we had to stay 

for a day. The family in which I and my friend went 

had four members – mother, father, a younger sister of 

11 years and a granny of 79 years. They were all very 

caring and genuine people. During our one day home 

stay, my Japanese mum took me and my friend to the 

Naichi 200. She even wore us Kimonos. That day we 5 

Indian friends cooked Indian Dinner for them which 

they loved. We all were very happy. Next day we had 

a farewell party. Within a day we were so attached to 

our host families that we literally cried on parting with 

them, but with a promise to always stay in touch. 5th 

December, we again moved back to Tokyo and Keio 

University for our experiences in Japan. 

The beautiful journey ended with our landing 

at IGI Airport on 6th December. But it is not an end, 

rather a start of new friendships, new memories. 

I am heartily grateful to the JENESYS 

programme, Japan International Cooperation Centre 

( JICE), Le Passage to India (LPTI), CBSE, my Kochi 

group, my School, My Principal, Teachers and all my 

friends for their support and wishes which made my 

journey unforgettable. 

****** 


Best Practices 

Bhavan’s Sl Public School 

Amritsar 

Teacher’s Day Celebration 

flourish. After morning assembly, students extended 

a floral welcome to Madam Principal and then the 

students of 4th and 9th standard showed their love 

for their teachers through the short skits. All the 

teachers took oath to discharge their responsibilities in 

a proper way. Vindhyanchal house organized a special 

programme for this event. Dr. (Mrs.) Anita Bhalla 

addressed the teachers and said that only teachers can 

help in shaping the future of the children and make 

them disciplined. Some games were also organized for 

the entertainment of the teachers like Salad Making, 

Ring Dance, Modeling, etc. Winners were also awarded. 

At the end, teachers cut the cake and with a gala time, 

the programme came to its last stage. 

Teachers taking oath to discharge their responsibilities properly 

Bhavan’s SL Public School celebrated Teachers’ 

Day under the guidance of Chairman Mr. Avinash 

Mohindru, Vice Chairman Mr. Anil Singhal and 

Principal Dr. (Mrs.) Anita Bhalla in the School. It is 

celebrated in the sweet and loving memory of Dr. S. 

Radhakrishnan on Sep 5 every year. It is a magnificent 

way to extend one’s gratitude towards the teachers as 

they water the saplings and help them to grow and 

Bcm Arya Model Sr.Sec. School 

Shastri Nagar, Ludhiana 

Chemistry Festival 

To commemorate the International Year of 

Chemistry (IYC-2011) and to recognize the achievement 

of Chemistry and its contribution to the well being of 

humans, a 4-day Chemistry fest-2011 was organized 

at BCM Arya Model Senior Secondary School, Shastri 

Nagar, Ludhiana from 11th Oct to 14th Oct., 2011. 


103

Guest and gave away the prizes to the winners. He 

was all appreciative of the sincere efforts put up by the 

students as well as the school authorities. 


Pitampura 

Cultural Exchange 

A student addressing the gathering during the Chemistry Festival 

The goal of IYC–2011 by UNESCO is to increase 

the public appreciation of Chemistry in meeting world's 

needs, to encourage interest in Chemistry among young 

people and to generate enthusiasm for the creative 

future of chemistry. 

Dr. K. K Chahal, HOD, Department of 

Chemistry, Punjab Agricultural University, Ludhiana, 

was the Chief Guest on the opening ceremony of 

the festival. She highlighted the role of chemistry in 

everyday life. 

A wide array of Inter School competitions viz. 

declamation contest, quiz, poster making, PowerPoint 

competition and Chemistry Olympiad organized 

during the festival was able to generate interest of 

young students. 

The Chemistry festival really got a tremendous 

response from the students as well as participating 

schools and turned out to be a grand success. It 

motivated the students to know more about the subject 

and generated a lot of enthusiasm for the creative future 

of chemistry. 

Mr. M.M Vyas Chairman, Improvement Trust, 

Ludhiana graced the closing ceremony as the Chief 

Rukmini Devi Public School, Pitampura hosted 

the delegates from Liceo Classico Statale Luciano 

Manara, Italy, Rome. 

In the fast paced era of globalization when 

thoughts, views and opinions are changing at a dynamic 

speed; education is going through transition as well. 

Rukmini Devi Public School, a renowned institution 

in North West Delhi, has always strived to give an 

‘out of the textbook’ exposure to its students and staff 

members, which helps in shaping their personalities 

holistically. In its zest to brace new ties with the outside 

world to strengthen cultural exchange and keep children 

abreast with the tradition of other countries, the school 

is involved in various cultural exchange programmes 

with countries such as France, United Kingdom, Italy, 

Germany, Singapore to name a few. In the world of 

Cultural Exchange Programs, learning transcends the 

walls of classrooms. These cross-cultural exchanges 

have spread fragrance of our values and culture around 

the globe while learning about the same. Keeping 

with its long traditions of multicultural exchange 

programmes with international schools, RDPS, 

Pitampura conducted a cultural exchange programme 

with Liceo Classico Statale Luciano Manara, Italy, 

Rome from 8th October to 23rd October, 2011. The 

visiting Italy school delegation comprised 16 students 

and 2 teachers. The programme was aimed at providing 

a holistic view of Indian culture, tradition and values 

to the visiting school delegation. The foreign students 


stayed with the families of their counterparts in India 

that provided them a glimpse of Indian ethics, culture, 

family and value system through personal observation. 

The itinerary of the Italian delegates was scheduled in 

such a fashion that every minute of the stay during the 

exchange was utilized to the optimum. Through various 

well-designed activities like classroom communication, 

workshops, interactions and visits, the delegates 

enhanced their knowledge about the education system. 

Cultural exposure not only enables the students to be 

confident and conscientious but also sensitizes them to 

acknowledge and appreciate cultural diversity. 

‘Great Indian Hospitality’. She laced her motherly 

touch in listening, talking and even serving sweets to 

the students. Her positive words created ripples in the 

minds of students and teachers of RDPS and their 

Italian counterparts. 

In an interaction with Italian Ambassador, 

Giacomo Sacfelic Di Monteforte, the exchange partners 

shared their experiences. The Ambassador enlightened 

the delegation about the strong ties that both countries 

share and appreciated the school's efforts in further 

strengthening this bond of friendship. 

Aditya Birla Public School, Kovaya, 

Amreli, Gujarat 

Joy of Giving 

‘No one has ever become poor by giving.’ 

The students of the Aditya Birla Public School 

experienced the joy of giving through various activities 

throughout the week which began on October 2 to 8, 

2011. 

Multi-cultural exchange programme at Rukmini Devi Public School 

As a part of the exchange program, the delegates 

also interacted with the Hon’ble Chief Minister of 

Delhi – Mrs. Shiela Dikshit. The interaction enabled 

the Italian delegates to develop an insight into India’s 

political set up, administration and governance. The 

exchange group was highly benefited by the pearls 

of wisdom shared by the Chief Minister. The session 

was purposeful and contending. The Chief Minister 

initiated the dialogue and discussion by asking the 

Italians about their experience of Indian food, family, 

people, etc., and the response given by the Italian 

delegates was highly appreciating complementing the 

Students collected pictures showing poverty 

around us and created awareness regarding why do we 

share the food and materials. They compiled quotes 

related to the topic and decorated the soft board 

accordingly. They also collected chocolates and various 

other useful items and distributed it to the under 

privileged. Some students even shared their lunch 

and some shared experiences wherein they had given 

something and changed someone’s day. The students of 

Std-XI had gone to the extent of helping blind cows 

by donating fund to the caretaker at Panjarapur. Some 

of the slogans coined by the students were “No one has 

ever become poor by giving”, “One is more blessed by 

giving than receiving”. 


“If you have much, give your wealth. If you have 

little, give your heart.” The students were bubbling with 

energy and brimming with enthusiasm throughout the 

Joy of Giving week and they all decided to exemplify 

it in their life. 

Pristine Public School 

Charity Begins at School 

Pristinians of class VI to X of Pristine Public 

School went on a rampage of removing all litter and 

garbage along with sweeping, clean the street in front 

of their school on the 26th of September, 2011. 

The residents of the area were in awe of the 

hygiene campaign carried on by the students in their 

vicinity and showered them with numerous praises. 

This kind of endeavor on the part of the students 

is within the school syllabus prescribed by the Central 

Board of Secondary Education, New Delhi aptly titled 

‘Shramdaan’. 

Students voluntarily and eagerly participated in 

such a venture. They were monitored by their very able 

teachers who guided them in this undertaking. 

Chinmaya International Residential School, 

Coimbatore 

International School Award Program 

Chinmaya International Residential School, 

Coimbatore truly became international when signed 

up for the International School Award Project with the 

British Council. These projects opened up the minds 

of the children and helped the teachers and children to 

go beyond text books. School worked on ten projects 

on topics connected to the curriculum, across all the 

subjects and age groups of children. 

“Beats Across The Globe”, was taken up by the 

Junior School students. They partnered with a school 

called ‘The Brihaspathi Vidyasadan’ in Nepal. The Skype 

interaction they had with the students of the School 

was one that is worth mentioning. Interaction with 

the world famous British Afro pop band, ‘Osibisa’ was 

yet another amazing learning experience the kids had. 

Through these interactions, students understood how 

the beats are connected to celebrations in countries like 

Sri Lanka, Japan, Nepal, Africa and India. 

Class XII students brought newspapers from 

China, Singapore, USA, Indonesia and Middle 

Eastern Countries and compared the differences and 

similarities of the reporting style presentation and paper 

quality. Thus the project titled "Newspapers Across the 

Globe" brought into limelight the various insights. An 

interaction with Mr. Douglas Kennedy from Minnesota 

startled the students’with the statement that print 

papers are losing business to non-print online versions. 

The most enterprising activity for this project was the 

making of “CRIS-Chronical” and “I-Voice” which 

provided a real time experience to children. 

Chinmaya International ResidentialSchool was 

awarded the International School award on the 21st 

October in a function in New Delhi organized by the 

British Council. 

Good Shepherd Public School, 

Sri Ganganagar (Raj) 

Celebration of the Communal Harmony Week 

As per the CBSE directive “Communal 

Harmony Week” was observed in the school from 


19th November to 25th November 2011. The week 

long celebration began with the laurel tributes paid to 

Smt. Indira Gandhi the first woman PM of India on 

her B’ day. She was remembered for her contribution 

to the progress of the Nation. Then there was the 

worship of Lord Rama the deity of Hindus known 

for his high moral character and integrity. The pooja 

(worshipping) was performed by the renowned 

temple Sidh Peeth Jhanki Wale Baba Ji related group 

of worshippers. The next day there were the speech on 

the teachings of the Bible by Ms. Dolly Nadhani of 

class IX and the mass recitation of X-Mas Carols. The 

third day saw the students of class X Neeraj Sharma 

and other boys deliver a spell binding speech known 

as Lord Krishna’s Sermon to Arjuna. Verses from the 

Gita were recited. A short play on the Communal 

harmony was enacted by the students of class VI and 

VII. On the fourth day there was a speech based on 

the teachings of Quran and then the verses from 

the same by Master Sahil Khan of class X and his 

friends. They maintained that the teachings of all the 

religions were always the same and emphasized the 

peaceful co-existence and sharing and caring among 

all the living beings. On the fifth day, Ms. Prabhjot 

Kaur of X recited verses from Guru Granth Sahib 

to which the whole school followed. There were 

wonderful and interesting examples from the life of 

the founder of the Sikhism Guru Nanak Dev. His 

devotion to the self less cause of the humanity and 

then the need and the importance of the community 

meal “Langar” was highlighted. On the concluding 

day, there was a speech on the other religions of India 

and the world. There was a Serv Dharam Prarthana 

(Prayer based on the all the religions). There were 

expert views on the topic by the Principal Mr. R. 

K. Wadhwa. In his address to the students and the 

teachers he emphasized the need to nurture our 

young generation in a way that they understand the 

importance of peaceful mutual co existence. The 

weeklong celebration ended with a lasting impact 

on the young minds of the students. 

DAV Public School, Pokhariput, 

Bhubaneswar 

A Spellbinding session with SPIC MACAY 

DAV Public School, Pokhariput, Bhubaneswar 

had organized the SPIC MACAY programme on 

the 11th of November, 2011 in order to promote the 

cultural heritage of our country. The programme was 

aimed at providing an awareness among the students 

towards the rich and heterogeneous culture tapestry 

of our country. 

The programme on this particular day was 

devotional music by the Bharti Bandhus. 

The troupe consisted of the renowned Swami 

GCD Bharati, Anand Bharati, Bhusan Bharati, 

Sanidhya Bharati and Anubhav Bharati. It was an hour 

of spell binding and mesmerizing performance by the 

Bharati Bandhus. The students thoroughly enjoyed it 

and were clamouring for more presentations. There 

was an interesting interaction among the students and 

artistes. 

The SPIC MACAY (Society for the Promotion 

of Indian Classical Music and Cultural Amongst 

Youth) is doing a commendable job by organizing 

programmes on classical music, Indian Classical 

dance and other aspects of Indian Culture in schools 

and creating awareness of the culture traditions and 

heritage of India. It is a wonderful attempt at reviving 

the otherwise forgotten traditions. 


MKVN(10+2 Residential School) 

Kotdwar, UK 

“MANTHAN-An Inter School Debate 

Competition” 

Suditi Global Academy 

Itawa 

Training Session on CCE 

The 3rd Pujya Pt. Devi Prasad Kothari ji 

Memorial Inter School Debate Competition-Manthan 

held on 2nd Oct.2011 at MKVN premises witnessed 

a cut throat competition from 16 prestigious schools 

from Kotdwar and Bhabhar. 

Judged by Retd. Principals Mr. S.S.Bhandari 

& Mr. D.C.S. Negi and Retd. Chief Manager,PNB 

Mr.H.S. Bhandari, Chief Guest Dr. R.P. Dhyani 

(Ex- Deputy Director of Education), MD Mr. P.C. 

Kothari and Principal Mrs. Sindhu Kothari distributed 

the cash prizes of INR 5100+Cer.+Gold Medal, INR 

2100+Cer.+Silver Medal,INR 1100+Cer.+Bronze 

Medal to the winners in both junior and senior category. 

The topic for the juniors was Coaching and Tuitions- A 

boon or bane and for seniors was Reservation policy 

of the Indian Government. 

Appreciation Certificates were awarded to 

all the participants followed by the crunchy lunch 

organized by MKVN family located on the foothills 

of Shivalik Range and the birth place of Raja 

Bharat on whose name our country is known as 

BHARATVARSH. 

MKVN family also took an Oath that they 

themselves will not consume alcohol ever and will 

not let others do it during any social functions and 

MD sir announced a cash prize of INR 11000/- for 

the Village Panchayat(Gram Sabha) which will cooperate 

to eradicate this nasty social evil of drinking 

from the society along with Uttarakhand Nasha Bandi 

Parishad. 

Training session in progress at Suditi Global Academy, Etawah 

Suditi Global Academy, Mainpuri organized 

a Teachers capacity building on CCE pattern under 

the guidance of CBSE authorized agency HCL 

Info System Ltd. on 4th Dec., 2011. Representative 

Mrs. Naziya Izvi and Mr. Vijay Yadav, Head of the 

Institution Dr. Ram Mohan had nicely managed the 

whole programme. For the running session both areas 

of CCE system (Scholastic and Co-scholastic) were 

the matter of discussion. Under the scholastic area, 

they discussed on nature and grades of summative and 

formative assessment. While under the co-scholastic 

area, they discussed on format, nature, grades and 

descriptive indicators of various fields like life skills, 

attitude and values, physical and health education, art 

education and work experience (2-A, 2-B, 2-C, 2-D, 

3-A, 3-B) with its latest version. They also enlightened 

about the upgradation of grades. For the feedback of 

the learning, group and individual activities on above 

mention topics were held. A major drill about mark 


sheet-preparation was also done by learners. Its method 

was totally based on discussion, demonstration and 

group activity, printed papers and guidelines released 

by CBSE were their tools. They used projector and 

drilling techniques as helping aids. 

Burnpur Riverside School, 

Burnpur 

Book Fair, Science Exhibition & Fun Fair 

A three day long Book fair, Science Exhibition 

and Fun Fair was organized by Burnpur Riverside 

School under the supervision of the Principal of the 

school, Sri S.K. Sinha from 17th November to 19th 

November 2011. 

A grand inauguration ceremony was held on 

17th November. The fair was graced by the presence 

of eminent dignitaries. 

Students of Burnpur Riverside School exhibiting their work 

While English focused on the correlation 

between life and literature, Bengali, Hindi & Sanskrit 

depicted the life and works of stalwarts of literature. The 

science section included stalls of Physics, Chemistry, 

Biology and Biotechnology. There were stalls of 

Environment, Commerce & Economics, Social Science, 

Art & Craft, Physical & Health Education, Math and 

Computer. The games and the food stalls served as 

an added attraction. The fair was visited by the home 

students, students of neighboring schools, parents and 

other guests. 

With the rhythm of music played by the school 

band, the entire atmosphere was geared up with the 

spirit of festivity and joy. 

Full Lunar Eclipse 

Shiv Jyoti Public School, 

Jalandhar 

Night sky watch was organized on 10th 

December, 2011, on full Lunar Eclipse in collaboration 

with Pushpa Gujral Science City, Kapurthala by Eco 

Club of the School. 323 students from classes VI to 

X came to see this mega event in school premises at 6 

p.m. They watched Jupiter and its three moons as well 

as Lunar Eclipse through Electric telescope. Students 

were thrilled on seeing the Eclipse and Jupiter. At 

the outset, our worthy Principal, Mrs. Vibha Sharda 

introduced the team of ‘Pushpa Gujral Science City’ 

Jalandhar and the purpose of this program. Then, one 

of the staff members from ‘Science City explained the 

phenomenon of full and partial lunar eclipse and other 

related astronomical features to the gathering. This was 

followed by sky gazing program. One of the telescope 

was focused to show planet Jupiter and its three moons. 

It looked like a Silver Ball in the sky. Then, through 

the other telescope, we were shown the lunar eclipse. 

The shadow of earth had covered the moon upto 70%. 

The lunar eclipse had started at around 6.15 p.m. and 

reached to near totality at around 7.28 p.m. It was a 

very spectacular view of the moon. Slowly, the shadow 


moved away from the moon. The program was quite 

informative and helped us in understanding the lunar 

eclipse phenomenon very vividly. It was indeed a 

lifetime experience. 

100 teachers from 26 schools across the 

UAE participated in this interactive session and the 

enthusiastic exchange of ideas among the teacher 

fraternity was appreciable. The complete layout of the 

scheme of Continuous and Comprehensive Evaluation 

was discussed in the workshop with the help of 

multimedia presentation. The scope of such a workshop 

is not confined to the pursuit of academic excellence 

but renders a platform to grow and learn together and 

make education accessible to each potential learner. 

Science Exhibition 


Rajkot 

Students' team eager to witness the full Lunar Eclipse 

Workshop on Cce 

Leaders Private School, Sharjah 

Leaders Private School, Sharjah conducted a 

workshop based on ‘Continuous and Comprehensive 

Evaluation (CCE)’ on 29th September, 2011 under the 

aegis of Council of CBSE affiliated schools in the Gulf 

region (UAE Chapter). 

The Annual Science Exhibition was organized by 

Delhi Public School Rajkot on 26th November 2011. 

Dr. Mahendrabhai K. Padalia, Vice Chancellor 

Saurashtra University inaugurated the exhibition. Lt. 

Col. S.L Sharma was the Guest of Honour. 

Members of the School Managing Committee, 

Members of the Parent–Teacher Council and other 

parents, students and teachers of other schools visited 

the exhibition in large numbers. 

The workshop envisaged the newly introduced 

concept of CCE and its applicable dimensions in a 

real classroom situation while teaching. There was an 

intensive discussion on the varied scale of academic 

inputs of Formative and Summative Assessment in 

the Scholastic domains. The multifaceted skills of Co- 

Scholastics areas were dealt with in detail and elucidated 

with their respective descriptive indicators. 

The key resource person was Mrs. Rafia Zafar 

Ali, Principal of the host school and the recipient of 

National Award for Teachers 2010. 

Students of the Delhi Public School, Rajkot and the guests at the Science 

Exhibition taking a stand against tobacco 


The students exhibited innovative projects 

on Electronics and Gadgets, Production of Energy, 

Human Physiology, Detecting Food Adulteration, 

Recombinant DNA Technology, Global Warming and 

Green House Effect, JCB Model, Hydraulic Lift, Home 

Barometer, Paper Re-Cycle, Mobile Security, Water 

Rocket, General Science Toys, submarine and different 

topics in Commerce and Mathematics, etc. 

Along with the project, a separate Musical Skit 

was presented to create awareness about the ill-effects 

of tobacco in the society, which received appreciation 

from the visitors. 

Dr. Mahendrabhai K. Padalia congratulated the 

school for organizing the Science Exhibition, which 

he said will certainly ignite scientific temper and 

create awareness on environmental issues among the 

students. 

& VII, Skit , Collage & Monoacting by the students of 

classes VIII to XI. The Scriptures of different religions 

were read out by students who were dressed up in the 

attires of people representing various religions. This gave 

a very noble and common message to all the students 

and teachers that all religions teach the same thing i.e. 

“GOD is ONE”. 

The week long celebration came to an end with 

fund raising on the ‘Flag Day’ . The money collected was 

donated to help the children who have become victims 

of communal riots and terrorist attacks. 

Shree Krishna Pranami Public School, 

Bhiwani, Haryana 

Student Exchange Programme 

Mr. Manoj Dubey, the school Principal 

appreciated the effort of the students and advised 

them to bring out their latent talent and become the 

builders of modern India. 

Communal Harmony 

Mother’s Public School, 

Bhubaneswar,Odisha. 

Communal Harmony Week was celebrated in 

Mother’s Public School from 19th to 25th of Nov. 

2011. The students from different classes participated in 

variety of programmes like Collage, Skit, Monoacting 

and Scripture Reading to understand, believe and 

spread the message of Communal Harmony which is 

the need of the hour. 

The highlights of the week were Jingles based on 

communal harmony recited by the students of classes VI 

Students participating in Symposium; 'Should Young Generation Emulate 

their Parents?’ at Shree Krishna Pranami Public School. 

Students from Sir Roger Marwood’s School, 

Sandwich Kent, KU were on a visit to the school from 

16th October to 23rd October 2011. They attended 

classes, musical programs and expressed themselves 

through colours in art room. The flute played by Ms. 


Helena Heath captured everyone. The exchange of ideas 

brought the two distinct cultures together. Sharing of 

projects, “Global Warming and the Family Systems”, 

made students explore avenues concerning humanities. 

Students remembered Kofi Annan’s words: “The earth 

is not ours we hold it in trust for future generations.” 

A play on the values of a family was also 

presented. The moment when Grandpa becomes old 

and is asked to leave the home for an old age home 

filled everyone’s heart. Everyone was chocked with 

emotions when the blanket was torn into pieces by the 

grandson. One for the grandpa and the other reserved 

for his own father so that when he also grows old, he 

will be handed over this piece. 

of this knowledge, a science exhibition on the theme 

‘The amazing World of Science’ was organized on 10 

Dec, 2011 in the premises of DAV Public School, 

Ballabhgarh by the students of classes VI to X. Students 

showed their creativity, innovative ideas through their 

projects. The main objective of this exhibition was to 

create awareness about environment conservation, 

the project Tiger and the protection of wild life. 

The exhibition inculcated hands on experience that 

stimulated, educated and entertained the students. The 

students also distributed printouts to bring awareness 

among parents. 

On the last day a symposium on the topic “Young 

Generation doesn’t want to Emulate their Parents” 

was conducted. Subject Expert Professor (Dr.) Renu 

Rathee, Professor of Psychology, D N College, Hisar, 

said “Parents by all means are the ideals for their 

children. They continue to be their ideals for the positive 

attitude of life, love and sacrifice. Sometimes the 

parents stop being models and remain abruct parents, 

the communication gap increases. The child then looks 

towards peers and the latter could lead or mislead”. 

Their departure left wonderful memories, with 

promises to meet again, thanks flowing from the guests 

for the wonderful hospitality. The mementos were 

handed over by reverend Shri Hanuman Prasad Kedia, 

Chairman of the School. 

Science Exhibition 

DAV Public School, 

Ballabhgarh 

To present knowledge and information on 

Science and Technology and to illustrate the importance 

Students presenting their projects during the Science Exhibition 

Dav Public School, 

New Delhi 

Action speaks louder than words 

Students of DAV Public School, Ashok Vihar 

sensitized society about the need of the hour i.e. to 

protect out Motherland, Earth. The DAVians prepared 

a model – “Eco-Friendly Village” for Zonal Level 

Competition (Science – Exhibiton 2011) organized 

by Directorate of Education – Zone- XI. 


The model won lots of appreciation by eminent 

judges at the Zonal level and was selected for Centre 

Level Exhibition, held on 19th -21st October 2011 at 

Science Centre No.-2 Delhi. At centre level it bagged 

1st Position and was selected for National Level to be 

held on November, 28, 2011 at Vasant Vihar. 


Ntpc, Vidyutnagar 

Various Activities at Dps, Vidyutnagar 

“The difference between the impossible and the 

possible lies in a person’s determination.” 

 

Hindi Deptt.of NTPC Vidyutnagar hosted 

“Hindi Pakhwara” a fortnight long awareness 

campaign to promote the Rashtra Bhasa 

from Sept. 1 to Sept. 15, 2011. A number of 

competitions were held for students in which 

DPS Vidytunagar participated with enthusiasm 

and won many prizes at Inter School Level 

Competitions, viz. 

‣ ‘Kavita Path Competition’ for the students 

of class III to Class V: 8 prizes out of total 

11 were won by DPS Vidyutnagar. 

Model of 'Eco-Friendly Village' prepared by the students of 

DAV Public School, Ashok Vihar 

This mind–opening model was prepared by 

DAV, students – Supriya Sharma and Uday Mehtani 

at Class – III level under the guidance of Science and 

Art Teachers. Through the model, DAV Students have 

succeeded in spreading the message to be conscious 

about our environment, adopt pooling and encourage 

use of public transport and bicycle to save fuel. 

The model of Eco- Friendly village also depicted 

how people are dedicated to save a healthy planet to be 

inherited by the future generation. 

Mrs. Kusum Bhardwaj, Principal and the 

Government officer at Centre Level applauded the 

effort of the school and the students. 

‣ Hindi Grammar and General Knowledge 

Test for classes VI to VIII and IX to 

XII – all 8 prizes were won by DPS 

Vidyutnagar. 

‣ Essay Writing Competition for classes VI 

to VIII – 7 out of 8 prizes went to DPS 

Vidyutnagar. 

‣ Essay Writing Competition for classes IX 

to XII – 5 out of 8 prizes bagged by DPS 

Vidyutnagar. 

‣ To promote the love for German 

Language, Ms. Marlene from Max Mullar 

Bhawan, New Delhi visited the School on 

Sept. 8, 2011 and apprised students about 

Germany and its culture. She was again 

invited on Sept. 28, 2011 and Sept. 29, 


2011 where she interacted with students 

of Class V, VI & VII in similar groups 

section wise. She was very impressed by 

the methodology adopted by the school 

in teaching the language and developing 

a love for it among young students. 

‣ Teachers' Day was celebrated by the School 

on Sept.5, 2011. Class XII conducted a 

Special Assembly and paid tribute to all 

their teachers. The Assembly was started 

by 'Guru Vandana' sung by the students 

of the Junior School. The Student Council 

Members spoke about the contribution 

teachers make in shaping the personality 

of the students. Interesting quiz, songs and 

enactments all made the assembly a very 

interesting event. 

The students of class XII took over the 

school on Sept. 5, 2011 and gave a day off 

to their teachers. They conducted classes, 

looked after the discipline and also the 

administration work. At the end of the 

day they realized the responsibilities and 

tireless efforts of the teachers and said 

thanks. This hands on experience has made 

them aware of the selfless contribution of 

 

teachers. The students of class XII put up 

a very entertaining cultural show for the 

teachers. The songs and the choreography 

presented by them were greatly appreciated 

by all. 

‣ A Special Assembly was conducted 

in remembrance of Mahatma Gandhi 

and Lal Bahadur Shastri. It was a very 

informative assembly and the students 

were apprised about the inspiring work 

and life philosophies of both the leaders 

of international stature. Clippings were 

shown to the students portraying the 

landmark events from the life of Mahatma 

Gandhi. His famous and favourite quotes 

which transcend all boundaries of time, 

age and faith were also projected. 

The school conducted a workshop on Career 

Options in the field of VFX, animation and 

film making for class XII on Sept. 26, 2011. 

Resource Persons from CG Mantra Digital Pvt. 

Ltd. interacted with the students of Secondary 

and Sr. Secondary level. They also conducted 

an introduction session for class X students on 

Sept 28, 2011. 

There is a brilliant child locked inside every student. 

 

– Marva Collins 


CBSE Circulars 

CENTRAL BOARD OF SECONDARY EDUCATION 

(AFFILIATION BRANCH) 

Shiksha Kendra, 2 Community Centre, Preet Vihar, Delhi-110 301 

CBSE/AFFL./CIRCULAR/2011 Circular No. 06 

Date : Oct. 7, 2011 

All the Heads of the Independent Institutions 

Affiliated to the CBSE 

SUB: 

Continuation of Provisional Affiliation without Break and charging of Fee for Late submission 

of Application for Extension of Provisional Affiliation. 

Dear Principal, 

This is to bring to the notice of all concerned that the Central Board of Secondary Education has made certain 

amendments in the Affiliation Bye-Laws. The amendment is in the light of the consideration that extension of 

provisional affiliation is must on the part of the schools affiliated with the Board and therefore they must ensure 

timely submission of application for extension of provisional affiliation. It is observed that delay in the process for 

grant of extension of provisional affiliation creates hardships to schools. Besides, general public also tend to develop 

doubts regarding affiliation status of the schools with the CBSE. In view of the same, following amendments 

have been made in the Affiliation Bye-Laws in the Rule 15.11. 


115

Existing Rule 15.11 Amended Rule 15.11 

Request for extension of Provisional / Regular affiliation 

for Secondary / Senior Secondary classes shall be made 

by the School Authority by 30th June of the preceding 

year in which the provisional affiliation expires. 

Request for extension of Provisional / Regular affiliation 

for Secondary / Senior Secondary classes shall be 

made by the School Authority by 30th June of the 

preceding year in which the provisional affiliation 

expires. Application will be accepted after the last date 

along with the prescribed fee and late fee. Provisional 

Affiliation granted to a school will remain valid on receipt 

of application of a school for extension of provisional 

affiliation subject to the final decision of the Board. 

It has also been decided that at present a Late Fee of Rs.10,000/- (Rs. Ten Thousand Only) per month shall be 

charged from the schools against late submission of applications for extension of aff iliation received for the academic 

session 2012-2013 onwards. 

Yours Sincerely, 

(MANOJ K. SRIVASTAVA) 

Deputy Secretary (Affiliation) 

Distribution: 

1. All the Principals of the schools affiliated to the CBSE. 

2. All the Managers of the private unaided schools affiliated to the CBSE. 

3. The Commissioner, Kendriya Vidyalaya Sangathan, 18-Institutional Area, Shaheed Jeet Singh Marg, 

New Delhi-110 016. 

4. The Commissioner, Navodaya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi. 

5. The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat, Delhi-110 054. 

6. The Director of Public Instructions (Schools), Union Territory Secretariat, Sector 9, Chandigarh-160 017. 

7. The Director of Education, Govt. of Sikkim, Gangtok, Sikkim – 737 101. 

8. The Director of School Education, Govt. of Arunachal Pradesh, Itanagar- 791 111 

9. The Director of Education, Govt. of A&N Islands, Port Blair-744 101. 

10. The Secretary, Central Tibetan School Administration, ESS ESS Plaza, Community Centre, Sector 3, 

Rohini, Delhi-85 

11. All the members of the Governing Body of the CBSE 

12. All the Regional Officers of the CBSE with the request to send this circular to all the Heads of the affiliated 

schools of the Board in their respective regions. 

13. The Joint Secretary (IT) with the request to put this circular on the CBSE website. 

14. The PRO, CBSE 

15. The Library and Information Officer, CBSE 

16. All the Officers of the Board upto the level of Section Officer. 


Feedback from Students studying English Core 

Class-XI/ XII (Code 301) (please tick whichever is applicable) 

Dear Student, 

Please spare some moments of time in filling in the given proforma. Your valuable feedback is going to help us 

revamp the English Core Course. 

1. Content / Theme: 

1.1 Are you satisfied with the themes/topics covered in the book? 

1.2 Do you think any of them need to be replaced? If yes, please give reasons. 

1.3 Would you like to suggest any other theme/topic that should be included? If yes, please mention the theme/ 

topic. If possible, attach the relevant selection with the form. 

1.4 Which texts/lessons do you find interesting? Please mention the texts/lessons which are not interesting and 

give reasons why you do not find them interesting. 

1.5 Please write in 50 words -your views on what should a good text book of English contain? 

Name of Student: __________________________________________________________________________ 

School: __________________________________________________________________________________ 


Please indicate your choice of lesson on the following scale 

Name of the book: Flamingo Class XII English Core 

Sr. No Lesson 

1. The Last Lesson 

2. Lost Spring 

3. Deep Waters 

4. The Rattrap 

5. Indigo 

6. Poets & Pancakes 

7. The Interview 

8. Going Places 

Poetry 

1. My Mother at Sixty Six 

2. An Elementary School 

Classroom in a Slum 

3. Keeping Quiet 

4. A Thing of Beauty 

5. A Road Ride Stand 

6. Aunt Jennifer’s Tigers 

Very Appealing Average Marginal Does not Appeal at all 

Appealing 

Appeal Appeal 

5 4 3 2 1 

Name of the book: Vistas Class XII English Core 

Sr. No Lesson 

1. The Third Level 

2. The Tiger King 

3. Journey To The End Of The Earth 

4. The Enemy 

5. Should Wizard Hit Mommy 

6. On The Face Of It 

7. Evans Tries O-levels 

8. Memories of Childhood The Cutting Of 

My Long Hair We Too Are Human Beings 

Very Appealing Average Marginal Does not 


Appeal Appeal Appeal at all 

5 4 3 2 1 

Name of Teacher/Student: __________________________________________________________________ 

Name of School: __________________________________________________________________________ 



Name of the book: Hornbill Class XI English Core 

Sr. No Lesson 

1. The Portrait of a Lady 

2. We’re not Afraid to Die…. 

3. Discovering Tut….. 

4. Landscape of the Soul 

5. The Ailing Planet ….. 

6. The Browning Version 

7. The Adventure 

8. Silk Road 

Poetry 

1. A Photograph 

2. The Laburnum Top 

3. The Voice of the Rain 

4. Childhood 

5. Father to Son 

Very 



Average 

Appeal 

Marginal 

Appeal 

Does not Appeal at all 

5 4 3 2 1 


Name of the book: Snapshots Class XI English Core 

Sr. No Lesson 

1. The Summer of the Beautiful White Horse 

2. The Address 

3. Ranga’s Marriage 

4. Albert Einstein at School 

5. Mother’s Day 

6. The Ghat of the Only World 

7. Birth 

8. The Tale of Melon City 

Very 


Appealing Average 

Appeal 

Marginal 

Appeal 

Does not 

Appeal at all 

5 4 3 2 1 


Name of School: __________________________________________________________________________ 


Feedback from Practising Teachers for English Core 

Classes -XI/ XII (Code 301) (please tick whichever is applicable) 

Dear Teacher, 

We at CBSE seek your valuable opinion regarding the English Core Course that you are teaching. Kindly give 

your feedback on the proforma given. It will help us to revamp the English Course. You can send your feedback 

online also. 

Thank you. 

1. Content / Theme: 

1.1 Are you satisfied with the themes of/ lessons covered in the book? If yes, please mention the lesson names. 

1.2 Do you think any of them need to be replaced? If yes, please mention the names and the reasons for replacing 

it. 

1.3 Would you like to suggest any other theme/topic that should be included? If yes, please mention the theme/ 

topic here. 

1.4. Do you think that the language of the lessons is suitable for class XII students? 


1.5 Are all the language objectives mentioned in the CBSE syllabus achieved through the exercises given at the 

end of the lessons? If yes, what other activities would you suggest? 

1.6 If no, what are the areas you would like to be included in the books? 

Name of Teacher: __________________________________________________________________________ 

School: __________________________________________________________________________________ 

_________________________________________________________________________________________ 

Complete Address: ________________________________________________________________________ 

_________________________________________________________________________________________ 

Telephone No.: ___________________________________________________________________________ 

E-mail-Id: _______________________________________________________________________________ 



Name of the book: Flamingo Class XII English Core 

Sr. No Lesson 

1. The Last Lesson 

2. Lost Spring 

3. Deep Waters 

4. The Rattrap 

5. Indigo 

6. Poets & Pancakes 

7. The Interview 

8. Going Places 

Poetry 

1. My Mother at Sixty Six 

2. An Elementary School 

Classroom in a Slum 

3. Keeping Quiet 

4. A Thing of Beauty 

5. A Road Ride Stand 

6. Aunt Jennifer’s Tigers 



Appeal Appeal 

5 4 3 2 1 

Name of the book: Vistas Supplementary Reader Class XII English Core 

Sr. No Lesson 

1. The Third Level 

2. The Tiger King 

3. Journey To The End Of The Earth 

4. The Enemy 

5. Should Wizard Hit Mommy 

6. On The Face Of It 

7. Evans Tries O-levels 

8. Memories of Childhood The Cutting of My 

Long Hair We Too Are Human Beings 




5 4 3 2 1 


Name of School: ________________________________________________________________________ 



Name of the book: Hornbill Class XI English Core 

Sr. No Lesson 

1. The Portrait of a Lady 

2. We’re not Afraid to Die…. 

3. Discovering Tut….. 

4. Landscape of the Soul 

5. The Ailing Planet ….. 

6. The Browning Version 

7. The Adventure 

8. Silk Road 

Poetry 

1. A Photograph 

2. The Laburnum Top 

3. The Voice of the Rain 

4. Childhood 

5. Father to Son 



Appeal Appeal 

5 4 3 2 1 

Name of the book: Snapshots Class XI English Core 

Sr. No Lesson 

1. The Summer of the Beautiful White Horse 

2. The Address 

3. Ranga’s Marriage 

4. Albert Einstein at School 

5. Mother’s Day 

6. The Ghat of the Only World 

7. Birth 

8. The Tale of Melon City 




5 4 3 2 1 


Name of School: __________________________________________________________________________ 

_________________________________________________________________________________________ 




Shiksha Kendra, 2 Community Centre, Preet Vihar, Delhi-110 301 

CBSE/AFFL./CIRCULAR/2011 Circular No. 07 

Date : Oct. 7, 2011 

All the Heads of the Independent Institutions 


SUB: 

Incorporation of New Provision in the CBSE Affiliation Bye-Laws under Rule 15.6 fixing a time 

limit of 3 MONTHS for schools to submit its representation against rejection of application on 

scrutiny of application form and the inspection report 


This is to bring to the notice of all concerned that the Central Board of Secondary Education has incorporated a 

new provision in the Affiliation Bye-Laws under Rule 15.6 fixing time limit in submitting representation against 

rejection of application on scrutiny of application form and the inspection report. 

Some of the schools while submitting fresh applications for affiliation do not fulfil the essential conditions of 

NOC, Land, and Society etc. as prescribed in the Affiliation Bye-Laws. Such deficient applications lie with the 

Board for long and schools submit their request for reconsideration after a long gap. Such practice has been causing 

difficulty in maintaining uniformity in processing such representations. Besides, such deficient applications reflect 

unnecessary pendency on the part of the Board. In view of the same, it has been decided to incorporate a new 

provision in the Affiliation Bye-Laws under Rule 15.6 fixing a time limit of three months for the schools to submit 

its representation against rejection of application on scrutiny of application form and the inspection report. 

Existing Rule New Rule 15.6 

Any representation against the decision of the Board 

on scrutiny of application and inspection report shall 

be submitted within three months of communication 

of decision to schools. Application of a school rejected 

----- 

after considering the representation may apply afresh 

with prescribed fee subject to fulfilling the norms of 

affiliation given in Chapter II and the application will 

be considered against the academic session for which 

it is registered. 


The school may seek refund of application fee 

after deduction of 10 percent of fee as processing 

charges against rejection of application on scrutiny 

without inspection of the schools within one year of 

communication of decision. 

With the incorporation of the new rule as above, the existing Rule 15.6 to 15.11 of the Affiliation Bye-Laws 

stands re-numbered as 15.7 to 15.12. 


Distribution: 

(MANOJ K. SRIVASTAVA) 

Deputy Secretary (Affiliation) 



3. The Commissioner, Kendriya Vidyalaya Sangathan, 18-Institutional Area, Shaheed Jeet Singh Marg, New 

Delhi-110 016. 















16. All the Officers of the Board upto the level of Section Officer. 




Phone (Off.): 011 – 22515828 

Website: www.cbse.nic.in Fax: 011 - 22057089 

dsUæh; ekè;fed f'k{kk CkksMZ 

¼Ekkuo lalk/ku fodkl ea=ky;] Hkkjr ljdkj] ds v/khu ,d Lok;r laxBu½ 

ßf’k{kk dsUæ**] 2] leqnk; dsUæ] izhr fogkj] fnYyh & 110 092 


(An autonomous Organisation under the Union Ministry of Human Resource Development, Govt. of India) 

“Shiksha Kendra”, 2, Community Centre, Preet Vihar, Delhi – 110 092. 

CBSE/CU/2011 Dated: 11th October, 2011 

Circular 74/2011 

All the Heads of the Institutions affiliated to CBSE 

Academic institutions granting admission for higher education, 

Prospective employers, 

Subject: National Academic Depository (NAD) 


Ministry of Human Resource Development (MHRD) has initiated the process for establishment of a “National 

Academy Depository (NAD)” i.e. national database of academic qualifications in an electronic format. This database 

would facilitate online verification of academic awards issued by boards and universities thereby eliminating 

attempts to use fake/ forged academic certificates. 

The NAD will provide interface to various agencies (academic institutions granting admission for higher education, 

prospective employers, background checkers etc.) who intend to verify online whether such an academic qualification 

has been issued by the institution. 

The MHRD asked CBSE to carry out pilot project so as to eliminate initial hurdles if any. The pilot has been 

undertaken with two agencies namely Central Depository Services (India) Ltd (CDSL) and National Securities 

Depositories Limited (NSDL) as these two were the only depositories registered with Security Exchange Board 

of India. 

The pilot project was awarded to CDSL and NSDL in the month of Jan.2011. The agencies worked on the pilot 

in close collaboration with the CBSE and completed the pilot which has been built, owned and operated by these 

organizations. The depositories under NAD would perform the specified functions as mentioned below: - 

• Registration of various entities (academic institutions granting admission for higher education, 

prospective employers, background checkers etc.) in NAD, 


• Upload of details of academic qualifications by registered academic institutions (boards/ 

universities), 

• Verification of awards by (schools, colleges, and business firms etc. who are registered with NAD), 

• Mapping of academic awards (Certificate holders who get registered with NAD have the facility of 

mapping their academic awards available in the system to their NAD account by submitting a request 

to NAD agent. Once the awards are mapped, certificate holder will be able to view his awards under 

a single view in his login.) 

• Request for issuance of ‘Authentication Certificate’ (Registered certificate holder can request NAD 

to issue authentication certificate / mark sheet. 

Features of NAD : 

• NAD can hold details of academic awards of the candidates in electronic form. NAD will contain 

centralised database that will host information of academic awards issued by various institutions. 

• Various academic degree granting institutions, boards, universities such as central universities, state 

universities, deemed universities, IITs, IIMs, school boards etc. can establish connectivity with NAD 

to upload details of academic awards. 

• NAD can be accessed online by all authorised academic institutions admitting students for higher 

education, employers, and government organisations etc. for verification of academic awards of 

prospective candidates. 

• NAD can also forward a printed transcript of the academic qualification (Authentication Certificate 

/ Mark sheet) on the request of the certificate holder. This facility may be used by employers, 

corporations, government organisations who may insist on authentication certificate for their 

records. 

• While the total access to NAD will be online, NSDL/CDSL will establish network of NAD 

Agents for candidates to submit dematerialisation requests of past academic awards and requests 

for authentication from NAD. 

• The system has the necessary security feature to ensure that only authorized users have access to 

authorized functions. 

• The system will also provide for integration with the Unique Identification Authority of India 

(UIDAI). 

As part of pilot implementation, CBSE has made available the academic awards of Central Teacher’s Eligibility 

Test (CTET) 2011 and CBSE Board XIIth Standard Exam 2011 on the NAD portals. The pilot project will be in 

operation for three months and after successful completion of pilot, MHRD will consider final award of contract. 

NAD provides interface to various agencies who intend to verify online whether an academic qualification has 

been issued by the CBSE. Entities that are desirous of availing online verification of the academic awards of the 

above mentioned examinations can register online at following NAD portals: 


NAD Portals 

https://nad.ndml.in/NAD/ (OR) www.ndml.in 

http://www.nad.co.in 

Email id for clarifications if required 

info_ndml@nsdl.co.in 

nad@cdslindia.com 

and avail online verification free of cost. Steps to be followed are also available on the website itself. 

As a part of pilot implementation, CBSE has made available the academic awards of following examinations 

on the NAD portals: 

• Central Teacher Eligibility Test (CTET) 2011 

• CBSE Board XII Standard Exam 2011 

You are kindly requested to make use of this facility and send us the feedback of the NAD system at the above 

address. Your feedback shall help us to further improve the system. 

Yours sincerely, 

(B M GUPTA) 

HEAD (COMPUTER CENTRE) 

Distribution: 

1. All the Principals of the schools afiliated to the CBSE. 



Delhi-110 016. 





8. The Director of School Education, Govt. of Arunachal Pradesh, Itanagar- 791111 


10. The Secretary, Central Tibetan School Administration, ESS ESS Plaza,Community Centre, Sector 3, 









National Academic Depository (NAD) 

FEED BACK PERFORMA 

Name of the website or URL : _____________________ Date of browsing : __________________ 

Purpose of browsing 

: _____________________ 

1. Type of User: 

a) Board - as a provider/ verifier of academic records 

b) University – as a provider/ verifier of academic records 

c) School – as a verifier of academic records 

d) Individual Certificate holder 

e) Employer – as a verifier of data 

f ) 

Others : (Specify) ……………………. 

2. What information were you exactly looking for in the website? 

a) Verification of Academic award 

b) Dematerialization of Academic Award 

c) Others : (Specify) ……………………. 

3. Website visited ( CSDL and NDSL) CDSL NSDL 

Pl visit both the websites 

a) Are the tabs/ instructions self explanatory ? Yes/No 

b) Is the website interactive? Yes/No 

c) Is the website user-friendly? Yes/No 

d) Would you like to visit the website again for your need? Yes/No 

e) Did you face difficulty in getting the desired results? Yes/No 

f ) Do you feel that there is adequate information? Yes/No 


4. Rate on the following aspects: 

Time of loading 

Design of the website 

User friendly 

Easy Surfing 

Desired Information available 

Help on Processes involved 

Easy to get Academic Record verified 

Excellent Good Average Bad 

CDSL NSDL CDSL NSDL CDSL NSDL CDSL NSDL 

5. In case Board wishes to go online for NAD which one would you prefer CDSL NSDL 

6. Would you like to give any suggestions for improvement? ………………………………………………… 

……………………………………………………..……………………………………………………… 

…………………………………………………………………………………………...............………… 

User details: Name: ___________________ Email id: ________________ Contact number: ______________ 


Gram: CENBOSEC Phones: 22509252-59 

Website: www.cbse.nic.in Fax: 22515826 


(An autonomous Organization under the Union Ministry of Human Resource Development, Govt. of India) 

Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110092 

CBSE/DIR (TRG)/PPL-TRG/2011 07th October, 2011 

Circular No. 75/2011 

All the Heads of Independent Schools 

affiliated to the CBSE 

Subject: 

Fifth Management Development Programme on ‘Timeless Leadership’ proposed by IIM-Kozhikode 

during November 30th to December 03rd, 2011 


As you may be aware, CBSE has been conducting training programmes for principals in ‘Strategic Management 

& Leadership’ in collaboration with the Indian Institutes of Management, NUEPA and other Management 

Institutes of repute. The overwhelming response from the Principals of affiliated schools has made the Board 

explore other avenues for providing opportunities to Heads of Institutions since the intake for these courses is 

hugely oversubscribed. 

The CBSE as a facilitating agency and in an effort to provide an exposure to the varied dimensions of growth 

enabling adults as professionals to reach their fullest potential recommends the following programme- 

Name of the Program: 

Venue: 

Fifth Management Development Programme on ‘Timeless Leadership’ 

Indian Institute of Management, Kozhikode 

Dates: November 30th to December 03rd, 2011 

Programme themes: 

1. How Do You Solve Your Most Persistent Problem? 

-Winning the war with yourself 

2. What Is That One Thing That You Would Transform? 

-Who would you be without your business card? 

3. Exploring the mind's eye 

-Enhancing your brain functioning 


4. Stories Leaders Tell: Crafting The Leadership Mindset 

-How mental models make or break leaders? 

5. The Art of Effortless Effort: Is Execution That Simple? 

-A day in my life: Action energy audit 

6. Space Meditation 

-Explore the zone of effortless performance. 

7. Silence! Your Currency of Communication 

-How do you use reflection to organize your most valuable asset: Your own experience 

8. The Invincible connection 

-Harnessing the power of emotional resonance 

9. Leading with purpose : Goal setting and action planning 

The fee for the four day Training Programme is as follow- 

Residential: Rs 37,500/- per participant 

Non-residential: Rs 30,000/- per participant 

International Participants: USD 850 

Principals who are interested in participating in ‘Timeless Leadership’ are requested to complete the enclosed 

Registration Form and send it to the following address:- 




‘Shiksha Sadan’, 17, Rouse Avenue, 

Institutional Area, Delhi– 110002 

The Registration Form can also be emailed to: sadhanap.cbse@gmail.com 

The Registration Form should not be accompanied with demand draft for the fee at this stage. The last date for 

receiving the duly filled Registration Form is 30th October, 2011. Details of mode of payment of fee, reporting 

time etc. will be conveyed to the selected participants later 


Encl: Registration Form 

(DR. SADHANA PARASHAR) 

DIRECTOR (TRAINING) 


Copy with a request to respective Heads of Directorates/KVS/NVS/CTSA as indicated below to also disseminate 

the information to all concerned schools under their jurisdiction: 


Delhi-110 016. 







8. Director of Education, SIE, CBSE Cell, VIP Road, Junglee Ghat, PO 744103, A&N Island. 


Rohini, Delhi-110 085. 

10. All the Regional Officers of CBSE with the request to send this circular to all the Heads of the independent 

schools affiliated with the Board in their respective regions. 

11. The Education Officers/AEOs of the Academic Branch, CBSE. 



14. EO to Chairman, CBSE 

15. PA to CE, CBSE 

16. PA to Secretary, CBSE 

17. PA to Director (ACAD.) 

18. PA to HOD (AIEEE) 

19. PA to HOD (EDUSAT) 

20. PRO, CBSE 



REGISTRATION FORM – IIM-KOZHIKODE 

FIFTH MANAGEMENT DEVELOPMENT PROGRAMME ON ‘TIMELESS LEADERSHIP’ 

PROPOSED BY INDIAN INSTITUTE OF MANAGEMENT, KOZHIKODE 

DATE OF THE PROGRAMME: NOVEMBER 30TH TO DECEMBER 3RD, 2011 

1. Name of the Principal: 

COURSE APPLIED FOR: 

2. Number of years spent working on this Designation: 

3. Name and Address of the school with Pin code: 

RESIDENTIAL/NON-RESIDENTIAL 

4. Status of the School: Secondary/Senior Secondary 

5. Phone No.(s) with STD Code: Office: _________________________ 

Residence:______________________ 

Mobile:_________________________ 

6. No. of the years for which the school has been affiliated with 

the CBSE: 

7. E-mail Address: 

8. Whether the Principal has already attended training programme 

YES/NO 

conducted by CBSE at any of the IIM’s or NUEPA, New Delhi 

or other Management Institute: 

(If so when and where): 

9. Whether the school has organized any programme sponsored 

YES/NO 

by the CBSE: 

(If yes please give details) 

10. Whether the school is a member of any Sahodaya Complex or 

YES/NO 

not: 

(If yes, please give details.) 

11. Any contribution to the field of Education you would like to 

mention: 

12. Articles contributed to CENBOSEC / National/International 

Journals: 

13. Books published, if any: 

(Separate list may be enclosed) 

Declaration: All the information mentioned above is true to the best of my knowledge. 

Date: ________________ 

Signature: _________________ 

Please note: 

• The last date for receiving the duly filled Registration Form is 30th October, 2011. 

• Other details of the programme including reporting time etc. will be conveyed to the selected Principals later. 

• This Registration Form SHOULD NOT BE accompanied with the demand draft for the fee at this stage. 

The participants will be required to remit the course fee directly to IIM-Kozhikode once the confirmation of participation is 

conveyed to them. The hard copy of the duly filled in Registration Form (as per the format given above) may be posted to: 

Dr. Sadhana Parashar, 

Director (Training), 

Central Board of Secondary Education, 

‘Shiksha Sadan’, 17-Rouse Avenue, Institutional Area, Delhi– 110 002 


Website: www.cbse.nic.in Phone: 23220155 

Emailid:sugandh.cbse@live.com 


(An Autonomous Organization under the Union Ministry of Human Resource Development, Govt.of India). 

“Shiksha Sadan ”, 17, Rouse Avenue, New Delhi-110 002 

CM/CBSE Heritage 2011-10-24 

Circular No.76/2011 

October 2011 

All the Heads of the 

CBSE affiliated schools 

Subject: 

Reinforcing Promotion of Indian Cultural Heritage education in Schools. 


Kindly refer to the board’s Circular No. 50/10 dated 18th August 2010 on promoting cultural heritage through 

Classical Music and Dance wherein schools were advised to organize SPIC MACAY events/workshops and avail 

the opportunity to bring great artists to the portals of their institutes. 

As you know that SPIC MACAY (Society for Promotion of Indian Classical Music and Culture Amongst Youth) 

has been taking Indian Classical Music and Dance to thousands of schools and colleges across the country for 

more than three decades. In recent years, with addition to music and dancetheatre, yoga, folk arts and an overall 

lifestyle have also become the part of the SPIC MACAY movement. They conduct VIRASAT/FEST, Conventions 

and talks which introduce students to several young, upcoming as well as senior renowned artistes, giving them 

an opportunity to witness their insightful performances and interact with them. Such enriching interactions help 

then in developing a wholesome understanding of not only the art form but also the artiste as a practitioner of 

a certain way of life. 

In order to join this movement of Promoting Cultural Heritage more effectively, it is suggested that Schools: 

1. Setup “Heritage Clubs” with preferably one teacher and five students. 

2. Conduct at least three events of SPIC MACAY out of the seven modules. 

3. Weekly meetings could be held which could include a presentation by student(s) about some aspects of 

Indian Heritage. 

4. Selected students could be sent to participate in SPIC MACAY’s National School Intensive/Rural School 

Intensive/ Zonal/ State Conventions which would inspire them to take this movement forward in their 

zones. 


The schools are further advised to avail this great opportunity and contact at the following for more information 

and assistance: 

Mr Karan Nanda Ms. Sumita Dutta Ms. Meena Joshi 

(9910023724) (09873270070) (09873422533) 

Co-ordinators – Schools, Co-ordinators – Schools Co-ordinators – Schools, 

With best wishes, 

41/42, Lucknow Road, 

Delhi 110054 

Tel: 011-26596203/26596451 

Email : cbse@spicmacay.com 

Yours faithfully, 

VINEET JOSHI, 

CHAIRMAN 


the information to all concerned schools under their jurisdiction:- 


Delhi-110 016. 





6. The Director of School Education, Govt. of Arunachal Pradesh, Itanagar-791 111. 


8. The Secretary, Central Tibetan School Administration, ESSESS Plaza, Community Centre, Sector 3, 


9. All the Regional Officers of CBSE with the request to send this circular to all the Heads of the affiliated 




12. Joint Secretary(ACAD). 






18. PA to HOD (Edusat) 


CHAIRMAN 


Gram: CENBOSEC Phones: 22509252-59 




Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110092 

No.CBSE/CE/VEA/X/2011 Date : 3rd November, 2011 

Circular No.77 /2011 

All the Heads of Schools 

affiliated to the CBSE 

Subject: 

Verification of Evidence of Assessments (EAs) of Class IX and Class X students for Academic Session 

2011-2012 


As you are aware, the Board issued uniform CCE certificates to all the students who appeared in class X in 

March 2011 Examination irrespective of the fact whether they were assessed by the Board or by the School in 

Summative Assessment-II (SA-II). 

To ensure the reliability, validity and fairness of assessment, the Board also collected marks/grades assigned at 

school level through specially designed software. 

Besides the collection of marks/grades, the Board also collected ‘Evidence of Assessments (EAs)’ conducted at 

school level under Formative and Summative assessments. 

These ‘Evidence of Assessments (EAs)’ and the marks awarded were verified by the subject experts appointed 

and empanelled by the Board at the Regional level. The objective was to assess the ‘Practices of School Based 

Assessment’. The experts submitted their report on these ‘Evidence of Assessments (EAs)’ vis-a-vis award of 

marks. Their report helped in verifying the school based assessments as well as provided a very good feedback to 

the Board about implementation of CCE scheme at grassroots level. Results of this verification exercises were 

very encouraging. 

Since last year this exercise was carried out only at Class X level that too after completion of all the FAs and 

SAs, the inference of the exercise was limited. This year, to have more objective and thorough verification, the 

Board has decided to carry out the exercise of verification of ‘Evidence of Assessments (EAs)’ both for Class 

IX and Class X and that too after each Summative Assessment. In this exercise the whole hearted participation 

of all the affiliated schools of the Board is solicited to establish and display the strength of the Continuous and 

Comprehensive Evaluation (CCE). 


Like last year , this year also the schools will be shortlisted by the concerned Regional Offices and such short listed 

schools will be requested to send the ‘Evidence of Assessments (EAs)’ for FA-1, FA-2 and SA-1, in the month 

of November and FA-3 , FA-4 and SA-2 in the moth of April. This material (FA tasks and SA answer sheets) 

will be collected in five subjects: Hindi, English, Mathematics, Science and Social Science. Please ensure that 

these ‘Evidence of Assessments (EAs)’ sent to the Board comprise of the performance of five students per class 

(IX and X ) taken from each of the three categories i.e. top, middle and bottom levels of achievements. Thus, your 

school if selected, should be submitting fifteen Evidence of Assessments (EAs) (FA tasks and SA answer sheets) 

for every assessment per class i.e. 15 for FA and 15 for SA. This is applicable only to one subject which will be 

communicated to you by the Regional Office. (Refer to Annexure I for selection of samples) 

FORMATIVE ASSESSMENT 

The school is required to send details about all the fifteen FA tasks in the subject as directed by Regional Office 

which should include the break-up of marks as well as the parameters for assessment. If the nature of the 

Evidence of Assessments (EAs) is such that it cannot be posted or transported such as oral testing, seminars, 

group discussion, model, chart etc. a brief write-up as already prepared by the teacher on the assignment may 

please be sent along with marks awarded. This should include the details of the task assigned to students 

individually or in groups as well as the strategies adopted and the parameters used for assessment. The schools 

should send only those tasks that have been taken into account for arriving at the grades for FAs. (Please refer 

to para 5 and 8 of Annexure II) 

SUMMATIVE ASSESSMENT 

Question Paper used and its marking scheme in the subject should also be attached with SA answer sheet irrespective 

of whether you have used the question paper sent by the Board or your own question paper. 

The Board would initiate similar exercise for the co-scholastic areas/activities shortly. You are requested to keep 

the ‘Evidence of Assessments (EAs)’ for the Co-scholastic areas/activities also in safe custody. 

After you are informed by the Regional Office, please ensure that all the ‘Evidence of Assessments (EAs)’ in the 

subject indicated by the Regional Office are sent through speed post or hand delivered (at school’s cost) to the 

concerned Regional Office latest by 30th Nov 2011 for Ist Term and 20th April 2012 for 2nd Term along with 

the checklist for collection of evidence (Annexure II). 

With regards, 


(M C SHARMA) 

CONTROLLER OF EXAMINATIONS 

Encl: Annexure I – Selection of Samples 

Annexure II – Checklist for Collection of Student Data – SBA- Scholastic 





Delhi-110 016. 



4. The Director of Public Instructions (Schools), Union Territory Secretariat, Sector 9, Chandigarh- 160 017. 













15. SO to Cont. of Exams., CBSE 






CONTROLLER OF EXAMINATIONS 


Annexure I 

No.CBSE/CE/VEA/X/2011 Date : 3rd November, 2011 


Subject: 

Verification of Evidence of Assessments (EAs) of Class IX and Class X students for Academic Session 

2011-2012 

SELECTION OF THE SAMPLES 

Summative Assessment: 

i. Arrange all the students of class IX and Class X(all sections) in increasing order of marks calculated for SAs. 

ii. 

iii. 

iv. 

Divide the total number of students in three groups as follows: 

a. Top one-third students, 

b. Middle one-third students, and 

c. Bottom one-third students. 

For example: If there are 100 students in Class IX or Class X in a School, the three groups may consist of 

33, 33 and 34 students after they have been arranged in increasing order of marks. 

Pick up the top five students from the first group, the last five students from the third group and any five 

students from the middle group. 

This set of fifteen students is your sample for whom ‘Evidence of Assessments (EAs)’ are to be sent. 

Formative Assessment: 

i. Arrange all the students of class IX and Class X (all sections) in increasing order of marks calculated for 

FAs of a term taken together. 

ii. 

iii. 

iv. 

Divide the total number of students in three groups as follows: 

a. Top one-third students, 

b. Middle one-third students, and 

c. Bottom one-third students. 

For example: If there are 100 students in Class IX or Class X in a School, the three groups may consist of 

33, 33 and 34 students after they have been arranged in increasing order of marks. 

Pick up the top five students from the first group, the last five students from the third group and any five 

students from the middle group. 

This set of fifteen students is your sample for whom ‘Evidence of Assessments (EAs)’ are to be sent. 

Note: Samples of 15 students selected for Summative Assessment and 15 students selected for Formative 

Assessments may differ depending on the performance of students. 


Annexure II 

No.CBSE/CE/VEA/X/2011 3rd November 2011 


Subject: Verification of Evidence of Assessments (EAs) of Class X students for Academic Session 2011-2012 

CHECKLIST FOR COLLECTION OF STUDENT DATA – SBA – SCHOLASTIC 

CLASS IX / CLASS X : 2011-12 

1. Name of the School (with Complete Address): ………………………………………………………… 

providing samples to the Regional Office 

………………………………………….…………….. 

.………………………………………….……………. 

i) School Number ………………………………………….…………….. 

ii) Name of the Principal ………………………………………….…………….. 

iii) Phone No. (School) ………………………………………….…………….. 

iv) Mobile No. ………………………………………….…………….. 

v) Email ………………………………………….…………….. 

vi) Website, if any ………………………………………….…………….. 

2. Subject/s of which Evidences of Assessments are being sent {Please tick (√)} 

i) English 

ii) 

iii) 

iv) 

Hindi 

Mathematics 

Science 

v) Social Science 

3. Number of students in Class IX and Class X ………………………………………….…………….. 

4. Number of Sections in Class IX and Class X ………………………………………….…………….. 

5. Number of tasks in FAs: 

i) English 

ii) Hindi 

iii) Mathematics 

iv) Science 

v) Social Science 

FA-……. FA-……. 


6. Criterion used in awarding final grades under FA-……. and FA-……..: 

FA-….. i) All the tasks ii) Best of All iii) Best of Two 

iv) Any other criterion: .............................................................. 

FA-…… i) All the tasks ii) Best of All iii) Best of Two 

iv) Any other criterion: ............................................................ 

7. Type of tasks in FAs (FA-1 to FA-4) (Quiz, Book Review, Visit, Field Trip, Survey Project, Models Group, 

Discussion, Debate, Declamation, Dramatization, Role play, Presentation, Seminar, Practicals, Maths 

Lab Activities, Map work, etc) 

……………………………………………………………………………………………………………… 

……………………………………………………………………………………………………………… 

……………………………………………………………………………………………………………… 

8. Formative Assessment Samples 

Samples provided in case of three categories with names 

Top level of 

Achievement 

(Top 05 students) 

Middle level of 

Achievement 

(Mid 05 students) 

Bottom level of 

Achievement 

(Bottom 05 

students) 

Names of students & 

Roll No. /Regn. No. 

assigned by the Board 

1. 

2. 

3. 

4. 

5. 

1. 

2. 

3. 

4. 

5. 

1. 

2. 

3. 

4. 

5. 

Total* 

Marks obtained in 

Total* 

Maximum marks in 

FA-…… FA-…… FA-…… FA-…… 

Types of Samples 

enclosed** 

* This pertains to the Assessments of FAs which have been finally taken into account for arriving at the grades. Samples of all assessments 

used for arriving at grades under FAs should be sent. Please refer to para 5 pre page. 

** There should be a variety of tasks / assessments and if samples are not possible, reports be attached. 


9. Question Papers for Summative Assessment (SA) 

(i) 

(ii) 

(iii) 

Question Paper sent by CBSE 

Question Paper Mixed and matched from papers sent by CBSE 

Question Papers framed by the school 

(Tick the correct option and attach relevant SA-1or SA-2 (as the case may be) Question Paper & Marking Scheme. 

Even if you opt for (i) and (ii), attach the Question Paper and Marking Scheme) 

10. Summative Assessment Samples 

Samples provided in case of three categories with names 

Top level of 

Achievement 

(Top 05 students) 

Middle level of 

Achievement 

(Mid 05 students) 

Bottom level of 

Achievement 

(Bottom 05 students) 

Names of students & 

Roll No./Regn. No. 

assigned by the Board 

1. 

2. 

3. 

4. 

5. 

1. 

2. 

3. 

4. 

5. 

1. 

2. 

3. 

4. 

5. 

Marks obtained in 

Summative Assessment 

Answer Script, 

supplementary answer 

scripts, drawing sheet, graph 

paper etc. enclosed 


11. Evidence of Assessment in Co-Scholastic (No evidence to be sent, only give write up) 

a) Report of Activities done (in one page to be attached) 

b) Indicators of Assessment used (in one page to be attached) 

I certify that the information given is correct and has been personally verified. 

Date: ……………………… 

SIGNATURE OF HEAD OF SCHOOL…………………….……… 

NAME……………………………………..…………… 

SEAL OF HEAD OF SCHOOL………………………..……. 

COMPLETE ADDRESS………………………………………….. 

………………………………………………………………………….. 

………………………………………………………………………….. 

Attachments with the checklist (Please √ ): 

1. Samples of evidences of assessments for 15 students for FAs together 

2. Samples of evidences of assessments for 15 students for SA 

(Answer Scripts, Supplementary Answer Scripts, Drawing Sheets, Graph Paper etc.) 

3. Samples of Question Paper used for SA-…….. 

4. Samples of Marking Scheme used for SA-……… 

5. Write-up on evidences of Formative Assessments that cannot be sent (if applicable) 

6. Write-up on activities done under Co-scholastic areas 

7. Write-up on activities indicators of assessment used for Co-scholastic areas. 





(An Autonomous Organization under the Union Ministry of Human Resource Development, Govt. of India). 


ACAD/CBSE/EO(C)/2011 Circular No. 78/11 

4th November, 2011 



Sub: 

Education Innovation Fund For India (Eifi). 


Your kind attention is drawn to the Education Innovation Fund for India (EIFI) which is a collaborative project 

between the Hewlett-Packard Office of Global Social Innovation and the India Council for Integral Education 

(ICIE), an initiative of the Sri Aurobindo Society. 

The purpose of EIFI is to identify and collaborate with significant innovative ideas and projects in education that 

can be developed and scaled to the next level of operation, with the sponsorship of an EIFI Grant. This is to be 

done through a nationwide search to nurture and support the most promising innovations in education within 

India. 

At school level, the Young Learners and Young Innovator programme of EIFI has been specially designed to 

support young innovators’ projects and ideas. It encourages students from schools and junior colleges between 

ages 11 and 17 to apply for grants between Rs.11, 000/- and 1 lakh rupees through their School Principal. The last 

date for submission of application is 15th December, 2011. Grants will be selected by a Jury of prominent leaders 

in India’s education, Government service and business management fields. Grant recipients will be announced at 

a national ceremony in February 2012. 

You are requested to circulate the information on EEFI to all students who are interested in taking up innovative 

projects on education. For detailed information about the fund and submission of applications, kindly visit the 

website www.eifi.aurosociety.org. 

You may also contact : 

Ms. Aishwarya Ramanujam 


Sri Aurobindo Society 

Puducherry-605002 

Email id: aishwarya@eifi.aurosociety.org for further details. 



(SUGANDH SHARMA) 

EDUCATION OFFICER (COM) 

















12. oint Secretary(ACAD). 



15. SO to CE, CBSE 













4th November, 2011 



Subject: 

Introduction of Integrity Clubs in Schools 


The Central Board of Secondary Education has taken many significant curricular and co-curricular activities 

and programmes to sensitize the students on the importance of sustainable development practices, life skills and 

upholding high values so that these are manifested in their behavior in all spheres of their lives. 

During the meeting of the Vigilance Advisory Council set up by the Central Vigilance Commission, the members 

were of the view that due to excessive influence of electronic media, internet and mobile phones, increasing practice 

of nuclear family system and rapidly growing urbanization, children are more exposed to negative values. With 

the purpose to inculcate moral values into the minds of young children so that they grow up to become socially 

and morally responsible citizens of the country, all the affiliated schools of CBSE are advised to set up Integrity 

Clubs in schools on the model followed by Airports Authority of India (AAI) and adopted by Kendriya Vidyalaya 

Sangathan in its schools. 

The integrity clubs are designed as ‘Community groups’ for cultivating ‘human values’ among students by means 

of organizing games, activities and workshops in schools. For complete details about setting up of integrity clubs 

in your schools, kindly visit the website http://www.aai.aero/vigilance/Integrity_Club_Booklet.pdf. 



(SUGANDH SHARMA) 






























Email-id: sugandh.cbse@live.com 




CM/CBSE Heritage/ 2011 Circular No. 80/11 

November 5, 2011 



Subject: 

Promoting Heritage Education Programmes in Schools. 


As you are aware CBSE has recently launched several programmes to promote heritage education in schools 

including the celebration of World Heritage Day, Adopt-a-Monument programme and functioning of Heritage 

School Clubs. The Board firmly believes that heritage education is important for the following reasons: 

• To bring history and the social science curriculum alive for the students through active learning and 

doing. 

• To promote awareness of and involvement in heritage to inculcate a respect for diversity, tolerance, mutual 

understanding, patience and promotes peaceful co-existence in school children. 

• To inspire young children and encourage them to build a future through an understanding of the past and 

the present. 

• To equip children to understand and explore their local heritage and gain a confident sense of self. 

• To encourage children to learn about national heritage as well as gain exposure to different heritages around 

the country. 

Heritage is a conceptual identity of an area which includes not only built tangible heritage but has intangible 

aspects like its language, lifestyles, ceremonies, festivities, work cultures inherent /specific of a community. 

To create and enact a heritage education programme for your school, you need to draw a Plan of Action comprising 

activities, programmes and projects planned through out the year depending on the resource availability. Just a 

small local site visit can bring alive a number of aspects of a history textbook. For this, an activity sheet would 


need to be designed and an expert found to conduct the walk. If no expert is available, a teacher can lead the walk 

with a little research. For heritage education programmes we need to encourage schools and teachers to use local 

resources and fall back on local monuments, museums and experts. 

CBSE recently met with the Sahapedia team in New Delhi to discuss ways to popularize heritage education in 

schools nation-wide. Sahapedia is an online encyclopedia on Indian culture and heritage whose main goal is to 

serve an educational resource for school students and researchers. In particular, Sahapedia is in the process of 

developing modules for heritage education for school teachers that include learning modules/heritage workbooks, 

heritage walks and heritage clubs. Please look at the concept note on Sahapedia and their heritage education 

section called “Saha Learn”, attached herewith to understand their project in the fullest. 

The Sahapedia team as part of the Heritage Education Group at CBSE, New Delhi, has developed a list of ideas 

and guidelines herewith for your perusal to help you design a project for your school. We also request you to first 

fill up the questionnaire that has been developed and uploaded along with this circular to understand the state of 

heritage education in your school and the kinds of help you may need to start a programme. Kindly submit this 

questionnaire online by 20th November 2011 to enable us to get back to you with desired help/resources. 

We at CBSE feel that heritage education is a very important part of the learning process. Shortly we may also 

be starting a heritage corner on our website for better interaction with you on all aspects of heritage. Please also 

refer to Sahapedia’s current website: http://sahapedia.wordpress.com as a resource for your heritage education 

programme. We look forward to your feedback and to your efforts at creating a heritage education programme 

with your school. 

Best wishes 


VINEET JOSHI, 

CHAIRMAN 

Encl. 

Annexure 1: A Concept Note on Sahapedia 

Annexure 2: Ideas and Guidelines for Heritage Education Activities 


























CHAIRMAN 


Sahapedia 

An Open Online Encyclopedia on Indian Culture and Heritage 

Annexure 1: A Concept Note on Sahapedia 

Vision 

Sahapedia is a definitive, multi-lingual encyclopedic web resource on Indian culture and heritage. It is an 

informational and educational project that seeks to transform the way people access and create knowledge on 

Indian cultural heritage. Sahapedia aims to foster knowledge, encourage engagement and generate action towards 

understanding and revitalizing the diversity of Indian culture. 

Background 

India’s diverse knowledge traditions spanning several centuries and different disciplines are manifested in a mode 

of interconnectedness and non-linearity. To provide an integral understanding of each discipline, tradition and 

form, Sahapedia will provide multiple entry points such as articles, images, maps, audio-video material, learning 

modules, blogs and social networking communities, thus exploring the full potential of the online medium. Such 

an experience of Indian knowledge systems and heritage, integrating multiple formats, does not presently exist 

in the web world. 

By following a participatory mode of content generation, Sahapedia opens its doors to contributors from all 

over South Asia and the world, and encourages contributors to engage in discussion on topics of their interest. 

Sahapedia will contribute in two areas—culture and education. As a project on culture, Sahapedia will provide 

information on various cultural forms and practices, and invites enthusiasts to write about little-known aspects 

of culture. As an educational project, Sahapedia will be a valuable tool for educators as well as students at various 

levels of their academic career. 

Objectives 

• To become the first-stop for reference on any aspect of India’s cultural heritage; 

• To generate and share knowledge among users with varying levels of interest and expertise; 

• To provide a unique experience of Indian history and culture on the web through multimedia content and tools; 

• To provide an inclusive space for dialogue among members of different communities and groups; and 

• To become a forum for advocacy in the area of heritage conservation and revitalization. 

The target audience includes students, teachers and scholars, heritage professionals, travelers, and enthusiasts. 

Domains Covered 

1. Knowledge systems 

2. History 

3. Cultural practices 

4. Built spaces and heritage sites 

5. Natural Heritage 

6. Literature 

7. Festive events 


8. Performing arts 

9. Material arts 

10. Museum and institutions 

11. Culinary traditions 

12. Film 

How will Sahapedia be different from other comparable sites? 

• Unprecedented focus on India and the region of South Asia to respond to global interest in the 

country and the region; 

• Sahapedia will be a total web experience with multiple types of content (jpeg-s, doc-s, mp3-s, pdf-s, 

avi-s etc.); 

• Sahapedia has launched an oral history initiative in which audio recordings are made of important 

thinkers and creators in various fields in many languages. This audio archive will be free and available 

to all users; 

• A unique workspace featuring several tools to allow users to access, create, analyze and order 

content; 

• Quality features and content contributed by editorial team; 

• Content in major regional languages of India; 

• Cultural mapping on India that does not at present exist on the internet; 

• Mobile and web-based applications; and 

• Providing a personalized experience through personal gallery spaces and social networking 

opportunities. 

About Sahapedia 

Sahapedia is a not-for-profit venture registered under Societies Act 1860. It was started by SAHA: Stirring Action 

on Heritage and the Arts, CMC Limited (A TATA Enterprise) and the International Institute of Information 

Technology (Hyderabad). 

President: Mr. S. Ramadorai (Vice Chairman, TCS and Advisor to Prime Minister, National Skill Development 

Council) 

Vice President: Dr. Sudha Gopalakrishnan (Scholar on Comparative Drama and Founder Mission Director, 

National Mission for Manuscripts) 

Contact us 

Dr. Sudha Gopalakrishnan 

Executive Director, Sahapedia 

CMC, 5th Floor, PTI Building, 

Parliament Street, New Delhi-1 

Phone no.: +91-23736151-58, ext. 650 

Email: sudha.gopalakrishnan@sahapedia.org.in 

Visit us at http://sahapedia.wordpress.com 


Annexure 2 

Ideas and Guidelines for Heritage Education Activities 

Heritage education is not merely recreation for students but should be an important part of their learning process. 

It will help them understand history and society and will inculcate values of respect for diversity and tolerance. 

While it is important to highlight aspects of national heritage, it is also important to bring local heritages into 

the purview of heritage education programmes. Very limited resources are required for the most basic heritage 

education programmes. More involved programmes require some investment. But most heritage activities, like 

heritage walks and heritage clubs, require little capital investment but can go a long way in helping children 

experience culture and heritage and bring alive many of the things they read in their history textbooks. 

Suggestions: 

1. Heritage walks in historical areas of cities/towns/World Heritage Sites 

2. Nature walks/excursions to local parks, areas of bio-diversity, even agrarian sites 

3. Site visits to museums, interpretation centres, archaeological sites. 

4. Organising SPICMACAY events and workshops. Please refer to Board’s Circular No. 

50/10/18.08.2010 

5. Essay competitions on literature (in English and local languages) and talks by writers. Students should 

be encouraged to read and write creatively in their local language. An introduction to the heritage 

of the language would be very useful – this can be done by a writer or a poet in the said language or 

a teacher who is fluent in it. 

6. Small research projects for students that can be put up as mini-exhibitions/bulletin board displays 

on heritage 

7. Involving students in documenting local living heritage like festivals, performing arts or craftsmen 

and women 

8. Establishment of heritage clubs for heritage debates, quizzes, discussions and activities like 

presentations, field trips and documentation 

9. Adopt-a-Monument scheme where students/heritage clubs can adopt a local monument, clean up 

its environs, investigate its local official and oral history, study the monument and make drawings 

of its details as well as overall plan, understand the challenges in its conservation and upkeep and 

campaign for its preservation. 

10. Painting and drawing competitions for students at built heritage sites. 

11. Workshops with artists and craftsmen and women, both traditional and contemporary to help students 

understand the basic vocabulary and techniques involved. 

12. Workshops with experts which involve hands-on learning. For example, a local classical or folk 

musician could conduct a workshop over five sessions to introduce students to the basic vocabulary 


of their musical form so that whenever students have occasion to hear the music, they can understand 

its basic outlines. 

13. Traditional recipes may be collected by the students from their parents and grandparents and a 

show-and-tell can take place introducing the importance of the recipes and their relevance to certain 

occasions like festivals or seasons. Comparisons of names for different fruits, vegetables and spices 

in different local languages can be done. 

14. Encouraging students to trace and write their own family histories and traditions, to understand 

historical change through this 

15. Site visits for students to crafts centres, textile loom units, handicraft workshops and factories to 

understand craft and industrial heritage. 

16. Students may be asked to create a nature trail in their own school premises (if possible), marking 

trees, plants and other flora. 

17. Theatre workshops in which students are encouraged to learn the nine emotional states and how to 

express them, how to make and use traditional puppets as well as other aspects of Indian performance 

theory. 

Basic steps involved in creating a heritage education programme 

1. Have a thorough understanding of heritage education programmes around the country and the 

world 

2. Make a thorough survey of local resources – including potential sites, experts and sources of 

information like publications, photographs etc. The ‘local’ is an excellent resource for heritage education 

– including local languages, writers, film, folk traditions, festivals and more as may be relevant. 

3. Identify an activity relevant to the target class group’s textbook. For instance, if the students are 

learning about the Delhi Sultans, the Tughlaqs, a site visit to a monument from that period may 

be relevant. If the school is near a Tughlaq monument, then that might be used. But if not, a local 

monument of the same time period may be selected as it may be helpful for students to understand 

what was happening in their area at the time of the Tughlaqs. 

4. Select a date and time for the activity and prepare a pre-activity worksheet or small warm-up exercise 

like writing a short essay using their imagination, or making presentations on different aspects of 

the site they are about to visit. 

5. Prepare an activity sheet for the site or activity itself. For instance, if you are taking the students to a site, 

prepare a worksheet that they have to fill there complete with a drawing exercise. Or if you are holding 

a workshop on dance, ask them to write about their impressions and what they learnt at the end. 

6. Prepare a post-activity exercise like making a presentation on the activity or putting together a little 

heritage corner in the school with drawings and write-ups and objects that they collected or made. 


7. Establish a heritage club with atleast 20-30 students and establish a weekly or bi-weekly time to 

meet. Prepare a charter with the students of what the club will do with targets for activities. 

Guidelines for conducting heritage walks for the students 

Heritage walks/tours equip children to understand and explore their local heritage and gain a confident sense of 

self. The child also learns about national heritage and is exposed to different heritages around the country. 

Pre Heritage walk activities 

1. Interaction of the faculty/parents with the students on the selection of the heritage site/museum to 

be visited. 

2. Audio-visual presentation of the site and its significance-designed in accordance to the CBSE 

curriculum of the class 

3. Students should make their own presentation based on pre-visit research and on their textbooks on 

various aspects of the site and its history/heritage 

4. Hand-out of dummy models of the architectural elements (ex. Arches, pillars and sculptures extra) 

among students for a better understanding of the structure(s) 

5. Hand-out CDs and print-outs with diagrammatic representation of the site along with photographs 

to students 

6. To get questionnaires (specific to the site) completed by each student to understand their aptitude 

and interest 

During Heritage walk activities 

1. Assistance by faculty/parents (student faculty ratio-8:1) 

2. Site tour with special reference to practical understanding of the structure and its significance. It 

may be conducted by an expert or a trained teacher 

3. Arrangement of on-site activities (quiz/painting competition/clay modeling/debates and extempore/ 

photography etc in accord to the specific age group and general interest.) 

4. To again get questionnaires (specific to the site) completed by each student to trace their progress 

and emphasise certain aspects of the site like natural heritage, architecture, structural engineering 

and how people lived there (if applicable) 

Post Heritage Walk activities 

1. Students who performed particularly well in the activities may be given certificates recognizing their 

efforts 

2. A group of students may be assigned to maintain a heritage corner for the school as it is important 

to recall the visit for students. This could include drawings, essays and objects. 


C.B.S.E. 

Qaumi Ekta Week 

(National Integration Week) 

19 th to 25 th November 

dsUnzh; ek/;fed f’k{kk CkksMZ 

dksSeh ,drk lIrkg 

(jk“Vªh; v[k.Mrk lIrkg) 

19 ls 25 uoEcj 


No. CBSE/Vig./F.13510/2011/ Circular 81/2011 

21st November, 2011 

C I R C U L A R 

Accordingly, it has been decided that the National Integration Pledge taking Ceremony will take place in the 

Conference Room 2nd Floor at Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110092 on 22.11.2011 

at 2:00 P.M. Pledge will be administered by Hon'ble Chairman, CBSE. An extempore speech will also be held 

on the topic “Qaumi Ekta / National Integration”. The officers / officials desirous of participating in the speech 

may submit their willingness to Assistant Vigilance Officer. Similarly, all the Regional / Branch Offices of the 

CBSE will arrange similar programme of National Integration Pledge in their respective offices and report the 

compliance. The bilingual text of the pledge is enclosed herewith. The enclosed copy of the logo of National 

Integration may also be prominently displayed on the publicity material during the week. 

The Ministry of Human Resources Development, Govt. of India has forwarded a D.O. letter No. I-19034/4/2011- 

NI.II dated 24.10.2011 of Hon’ble Minister of Home Affairs, Govt. of India, wherein it has been directed to all 

Ministries to observe “ Qaumi Ekta Week ( National Integration Week) from 19th to 25th November, 2011” 

for promoting communal harmony and to reaffirm our age old traditions and faith in the values of tolerance, 

co-existence and brotherhood in a multi-cultural and multi-religious society. The observation of the "Qaumi 

Ekta Week" will also help to highlight the inherent strength and resilience of our nation to withstand actual and 

potential threats to the eclectic and secular fabric of our country, and nurture a spirit of communal harmony in 

its widest sense. 

-Sd- 

( S.P. Rana ) 

Deputy Secretary (Vigilance) 

Distribution: 

01. The Director (Spl. Exams.) with the request to administer pledge to all the Officers/Officials working in 

AIEEE Branch and Regional Office, Patparganj, Delhi. 

02. The Director (Academic) / Director (Training) with the request to administer pledge to all the Officers/ 

Officials working in CBSE office at Rouse Avenue, New Delhi. 

03. All the Regional Officers of the Regional Offices located outside Delhi are requested to administer pledge 

to the staff members working under them. 

04. All the Officers upto the level of the Section Officers with the request to bring this to the notice of the 

staff members working under them. 

05. Principals of all the schools affiliated with CBSE to observe the Qaumi Ekta Week 

06. Scrap Register. 

07. Notice Boards. 

08. Guard File. 

09. JS(IT) : with request to upload the circular on the website 







‘Shiksha Sadan’ 17, Rouse Avenue, New Delhi-110002 

All the Heads of the institutions 

Affiliated to CBSE. 

Dated : 29.11.2011 

Circular No. 82/2011 

Subject:- 

41st Universal Postal Union (UPU) Letter Writing Competition 2012 -regarding 


The Department of Post shall be organizing the 41st UPU Letter Writing Competition 2012 for school going 

children on 8th January 2012. The purpose of this letter Writing competition is primarily to develop faculty 

in composition and subtlety of thought amongst the young people and to contribute to the strengthening of 

international friendship. 

1) It is requested that the Principals of the CBSE affiliated schools may be advised to organize this competition 

in their schools in consultation with the Chief Post master General/Postmaster General of their respective Circles 

/ Regions. 

2) The language to be used in holding the completion will be English or any of the recognized languages 

embodied in the 8th schedule of our Constitution. 

3) A copy of the detailed instructions, issued by the Department in this regard is enclosed. All the participating 

schools may be suitably informed that the entries may be forwarded to the Chief Postmaster General of their 

States for evaluation and further forwarding the best three entries to the Postal Directorate, New Delhi. Addresses 

of the Chief Postmasters Generals are with concerned CBSE Regional Offices for your kind information and 

necessary action. 

Kindly disseminate the above information to all the teachers and students concerned immediately. 


(N. NAGARAJU) 



Copy with a request to respective Heads of Directorates/KVS/NVS/CTSA as indicated below to also disseminated 


1. The Commissioner, Kendriya Vidyalaya Sangathan, 18, Institutional Area, Shaheed Jeet Singh Marg, 

New Delhi 110 016 

2. The Director, Navodaya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi 110048. 

3. The Director of Education, Directorate of Education , Govt. of NCT of Delhi, Old Secretariat, Delhi 110 054. 

4. The Director of Public Instruction (Schools),Union Territory Secretariat,Sector -9 Chandigarh-160017. 

5. Director of Education,Govt of Sikkim,Gangtok,Sikkim -737101 

6. Director of School Education, Govt. of Arunacahal Pardesh, Itanagar-791111 

7. The Director of Education, Govt. of Andaman and Nicobar Islands, Port Blair-744101. 

8. The Secretary, central Tibetan School Administration, ESESS Plaza, Community Centre, Sector 3, Rohini, 

Delhi-110085. 

9. All Regional Officers of CBSE with the request of send this circular to all the Heads of the affiliated schools 

of the Board in their respective regions. 

10. All Education Officers of the Academic Branch, CBSE. 

11. All Asstt. Education Officers, CBSE. 


13. E.O to Chairman, CBSE 

14. P.A. to C.E., CBSE 


16. P.A to HOD (EDUSAT), CBSE 

17. P.A. to HOD (AIEEE), CBSE 

18. PRO,CBSE 

19. Joint Secretary (IT), CBSE with a request to upload the circular on the Website 

20. The Secretary, AWES, Army Headquarters, Adjutant General Branch CW-4, Army Welfare Education 

Society, West Block -3, R.K.Puram, New Delhi 110022 

21. PRO, CBSE, Delhi. 











‘Shiksha Sadan’, 17, Rouse Avenue, New Delhi -110002 

No.AEO(P)/ACAD/ESSAY COMP/2011 Date: 28.11.2011 

To all the Heads of Schools affiliated with CBSE. 

Sub.: 

Sir/Madam, 

Circular No - 83 

Organisation of All India Essay Competition on the subject “Parliamentary Democracy: Gateway 

to Good Governance”- reg. 

The Centennial Year of the Commonwealth Parliamentary Association (CPA), the India Branch of the CPA and the 

Indian Parliamentary Group (IPG) have decided to conduct an All India Essay Completion for students studying 

in Classes IX to XII on the subject “Parliamentary Democracy: Gateway to Good Governance” in collaboration 

with CBSE in all the Schools of States and Union Territories in the country affiliated to CBSE. 

The CPA is a association of Commonwealth Parliaments who, irrespective of gender, race, religion or culture, are 

united by community of interest, respect for the rule of law and individual rights and freedom, and pursuit of the 

positive ideals of Parliamentary Democracy. The IPG is an autonomous body set up in 1949 with the Speaker of 

Lok Sabha as its ex-officio President. Membership of the Group is open to members of Parliament while former 

members can become Associate members. 

• The said Essay Competition may be conducted in schools in I/II week of Dec 2011. 

• The entries may be evaluated at school and those entries which secure the first three positions (I, II, III) 

may be forwarded to the concerned (your) CBSE Regional Office for onward submission on or before 

15.12.2011. 

• Entry may be open to all school students studying in classes IX to XII. 

• The Essay, may be written in Hindi or English or in the Regional language and must be of approximately 

1500 words. 

• The Essay must be neatly handwritten in double space, on one side of white line 8.5” x 11” Paper (A-4 size). 

It should be an original work of the student, and so certified by the Principal of the School. 

• The criteria for selection of the prize winning Essays shall be research, accuracy, creativity, conciseness, 

organisation, spelling, grammar, logical development of topic and original critical/creative thinking. 

• All prize winning entries shall become the property of Lok Sabha Secretariat. 

• One entry may be accepted per student; there may be no limit on entries per school. 

• Children whose parents are employed in the Lok Sabha / Rajya Sabha Secretariats will not be eligible for 

the Essay Competition. 


Kindly disseminate the above information to all the teachers and students concerned immediately. 


(N. NAGARAJU) 


Copy with a request to respective Heads of Directorates/KVS/NVS/CTSA as indicated below to also disseminated 


1. The Commissioner, Kendriya Vidyalaya Sangathan, 18, Institutional Area, Shaheed Jeet Singh Marg, 

New Delhi 110 016 

2. The Director, Navodaya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi 110048. 

3. The Director of Education, Directorate of Education , Govt. of NCT of Delhi, Old Secretariat, Delhi 110 054. 

4. The Director of Public Instruction (Schools),Union Territory Secretariat, Sector -9 Chandigarh-160017. 

5. Director of Education,Govt of Sikkim, Gangtok, Sikkim -737101 

6. Director of School Education, Govt. of Arunacahal Pardesh, Itanagar-791111 

7. The Director of Education, Govt. of Andaman and Nicobar Islands, Port Blair-744101. 

8. The Secretary, central Tibetan School Administration, ESESS Plaza, Community Centre, Sector 3, 

Rohini, Delhi-110085. 

9. All Regional Officers of CBSE with the request of send this circular to all the Heads of the affiliated schools 

of the Board in their respective regions. 

10. All Education Officers of the Academic Branch, CBSE. 

11. All Asstt. Education Officers, CBSE. 


13. E.O to Chairman, CBSE 

14. P.A. to C.E., CBSE 


16. P.A to HOD (EDUSAT), CBSE 

17. P.A. to HOD (AIEEE), CBSE 

18. PRO,CBSE 

19. Joint Secretary (IT), CBSE with a request to upload the circular on the Website 

20. The Secretary, AWES, Army Headquarters, Adjutant General Branch CW-4, Army Welfare Education 

Society, West Block -3, R.K. Puram, New Delhi 110022 

21. PRO, CBSE, Delhi. 



PARLIAMENT OF INDIA 

LOK SABHA SECRETARIAT 

APPLICATION FOR PARTICIPATION IN ESSAY COMPETITION FOR SCHOOL 

CHILDREN (Class IX to XII) 

Through CBSE Regional Office _____________________ 

i) Name of the school : 

ii) Name of the student : 

(a) Gender : ________ M/F (b) Roll No. ________ 

iii) Class : 

iv) Name of Parents : 

v) Address, Tel. No. e-mail of Parents : 

vi) Name of the Principal : 

vii) Address, Tel. No., e-mail of the School : 

viii) Address, Tel. No., e-mail of the Student : 

ix) 

Are any of the parents employed by Lok Sabha or Rajya Sabha Secretariats? Yes/No 

Signature of the Student 

Photograph of Student, 

duly attested by the 


CERTIFIED BY THE SCHOOL/INSTITUTION 

Mr/Mrs __________________________ is a bona fide student of Class __________________ of the 

____________________________________ School and the information furnished by the applicant is correct. 

Place: 

Dated 

Name of the Principal 

Signature and Stamp 


Phone No. 011-23231248 

Email : synapsecbse@gmail.com 


(An Autonomous Organization under the Union Ministry of Human Resource Development, Govt. of India). 

‘Shiksha Sadan’, 17, Rouse Avenue, New Delhi -110002 

CBSE/Acad./EO (RS)/2011 December 1st, 2011 

Circular No 84 

To, 

All Heads of Institutions 

Affiliated to CBSE 


Sub: Bilingual medium for writing Board Examination in Hospitality & Tourism Course March 2012. 

As you are aware that, the Central Board of Secondary Education, in collaboration with National Council of Hotel 

Management and Catering Technology (NCHMT), under Ministry of Tourism, Govt. of India, has introduced 

two vocational courses:-(1) Food Production and (2) Food Beverage Service at Senior Secondary level from the 

academic session 2010-2011. 

It is hereby informed to all the concerned that as per the direction issued by the Competent Authority, the students 

are allowed to write March 2012 examination in both Hindi and / or English (Bilingual)) medium. So far, the 

Board has not published any text books in Hindi for these newly introduced vocational courses, therefore, all the 

technical terms should be written in English. This is specifically in reference to students writing examinations in 

Hindi medium. This may be communicated to all concerned students, teachers and schools. 

Yours faithfully 

(Dr. Rashmi Sethi) 

Education Officer 


Copy to: 

1. The Commissioner, Kendriya Vidyalaya Sangathan, 18, Institutional Area, Shaheed Jeet Singh Marg, New 

Delhi-1110016. 

2. The Commissioner, Navodaya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi-110048. 

3. The Director, Central Tibetan School Administration, ESS, ESS Plaza, Sectoor-3, Rohini, Delhi-85 

4. All the Directors of CBSE, Delhi. 

5. E.O. to Chairman, CBSE, Delhi. 

6. All the Regional Officers of the CBSE, 

7. All the Education Officers of the CBSE, Delhi. 

8. Joint Secretary (IT), CBSE with a request to put the circular on the Website. 

9. The Deputy Secretary (Aff.), CBSE, Delhi. 

10. Sh. N. S. Bhuie, Director (Studies), National Council for Hotel Management and Catering Technology 

(NCHMCT), Plot no. A-34, Sector 62, Noida. 

(Dr. Rashmi Sethi) 



kj luckslsd fnYyh & 92 

Gram: CENBOSEC, Delhi -92 

Email: cbsedli@nda.vsnl.net.in 

Website: www.cbse.nic.in 

dsUæh; ekè;fed f'k{kk CkksMZ 

¼Ekkuo lalk/ku fodkl ea=ky;] Hkkjr ljdkj] ds v/khu ,d Lok;r laxBu½ 

f'k{kk lnu] 17] bUlfVV~;w'kuy {ks=] jkmt ,osU;q] fnYyh & 110 002 


(An autonomous Organisation under the Union Ministry of Human Resource Development, Govt. of India) 

“Shiksha Sadan”, 17, Institutional Area, Rouse Avenue, Delhi-110002 

CBSE/DIR(TRG)/NUEPA/2011 November 17, 2011 

Circular No- 85/2011 

All the Heads of Independent Schools 


Subject: 

Thirteenth Management Development Programme for Principals, at NUEPA, New Delhi from 

January 30 to February 03, 2012 


The Central Board of Secondary Education in its constant endeavor to empower the heads of institutions has been 

organizing training programmes for Principals in “Leadership in Educational Administration” in collaboration with 

the National University of Educational Planning and Administration (NUEPA) New Delhi. These programmes 

have been customized for better delivery on the basis of feedback received from the previous participants. The 

13th such programme for Principals of independent schools is scheduled to take place at NUEPA Campus, Sri 

Aurobindo Marg, New Delhi from January 30 to February 03, 2012. 

The main objectives of the five day programme are - 

• To sensitize the participant about new changes and challenges in leadership for school education 

• To develop and understanding of the concepts and techniques in school management in the context 

of new challenges 

The fee for the training programme will be Rs. 12,000/- per participant which will include the training fee, 

boarding and lodging of the participants at the venue, stationery, reading materials, etc. 


Preference will be given to those who have never attended any IIM/NUEPA programme earlier; are active partners 

of various initiatives of the Board (hosting workshops, seminars etc.); are members of a Sahodaya cluster; and 

contribute regularly to the CENBOSEC, the quarterly journal of CBSE. 

Principals who are interested in participating in this training programme are requested to complete the enclosed 

Registration Form and send it to the following address:- 




'Shiksha Sadan', 17-Rouse Avenue, 

Institutional Area, Delhi– 110 002 

The Registration Form can also be emailed to: cbsecp@gmail.com 

The Registration Form SHOULD NOT BE accompanied with demand draft for the fee at this stage. The last 

date for receiving the duly filled Registration Form is DECEMBER 30, 2011. The details of mode of payment 

of fee, reporting time etc. will be conveyed to the selected participant later. 


(DR. SADHANA PARASHAR) 


Encl: Registration Form 




Delhi-110 016. 



4. The Director of Public Instructions (Schools), Union Territory Secretariat, Sector 9, Chandigarh- 160 017. 






9. The Secretary, Central Tibetan School Administration, ESS Plaza, Community Centre, Sector 3, Rohini, Delhi-110 085. 















REGISTRATION FORM – NUEPA 

Thirteenth Management Development Programmes in Leadership in Educational 

Administration for Heads of Institutes of Private Independent Schools Affiliated with 

the Board at NUEPA, New Delhi 

1. Name of the Principal 

2. Name and address of the school with Pin Code: 

3. Status of the School: Secondary/Senior Secondary 

4. Phone No(s) with STD Code: Office: _________________________ 

Residence:______________________ 

Mobile:_________________________ 

5. Number of years spent working as Principal: 

6. No. of the years for which the school has been affiliated with 

the CBSE: 

7. Email Address: 

8. Whether the Principal has already attended training programme 

YES/NO 

conducted by CBSE at any of the IIM’s or NUEPA, New Delhi: 

(if so when and where) 

9. Whether the school has organized any programme sponsored 

YES/NO 

by the CBSE: 

(if yes please give details) 

10. Whether the school is a member of any Sahodaya Complex or 

YES/NO 

not: 

(If yes, please give details.) 

11. Any contribution to the field of Education you would like to 

mention: 

12. Articles contributed to Cenbosec / National/ International 

Journals: 

13. Books published, if any: 

(Separate list may be enclosed) 

Declaration: All the information mentioned above is true to the best of my knowledge. 

Date: ________________ 

Signature: _________________ 

Please note: The last date for receiving the duly filled Registration Form is DECEMBER 30, 2011 

• Details of mode of payment of fee, reporting time etc. will be conveyed to the selected participants later. 

• This Registration Form SHOULD NOT BE accompanied with the demand draft for the fee at this stage. The participants will 

be required to remit the course fee directly to NUEPA once the confirmation of the participation is conveyed to them. 

The hard copy of the duly filled in Registration Form (as per the format given above) may be posted to: 




'Shiksha Sadan', 17-Rouse Avenue, 

Institutional Area, Delhi– 110 002 


Gram: CENBOSEC 

Website: www.cbse.nic.in Telefax: 23234324 



17, Rouse Avenue, New Delhi– 110 002 

F. No. CBSE/ACAD/Dir (Trg.)/M&M/2011 December 5, 2011 

Circular No.86/2011 

Sub.: 

Mentoring and Monitoring exercise for the session 2011-12 – appointment of Mentors 

regarding. 


Mentor/Mentee schools, 

For proper implementation of CCE in its schools, the Board has conducted a number of Mentoring and Monitoring 

workshops to train the Mentors throughout the country. In the academic session 2010-11 and in the current 

session together the board has covered almost entire country for M&M training. 

Nowadays mails and phone calls are being received regarding M&M training and the Mentors allotted to an 

individual school for the current year. 

In reference to such queries it is for information of the Mentors and Mentee schools that : 

1. The mentee schools where Mentors were appointed last year may continue to take Mentorship of old 

mentors until they receive any communication from the Board about change of Mentor. 

2. The Old Mentors are requested to Mentor the schools allotted to them last year with the same Mentor ID 

which was allotted last year until they receive any fresh communication following a training programme, 

if any, attended by them in the current session. 

3. New Mentors who have been trained during the current session may kindly start mentoring those 

schools which have been allotted to them at the time of training or through letter sent/being sent on your 

e-mails. 

4. After the Mentee schools are visited and mentored by the Mentors, they are requested to kindly submit 

the Online Reports at the earliest in the Handout-3F in respect of each school mentored by them. No 

combined report in respect of all the schools mentored should be sent. They may also submit their Bills 

for Token Honorarium and actual conveyance duly certified and supported with documents strictly as per 

guidelines contained in appointment letter issued to them. 

5. For further information, if any, they may kindly contact Mr. Shekhar Chandra, Section Officer (CCE/M&M) 

through e-mail on: www.cbsemnm@gmail.com or on telefax No. 011-23234324. 


With regards, 


(Dr. Sadhana Parashar) 

Director (Trg.) 

Copy to : 


Delhi-110 016. 




5. The Director of Education, Govt. of Sikkim, Gangtok, Sikkim – 737101. 

6. The Director of School Education, Govt. of Arunachal Pradesh, Itanagar – 791 111 

7. The Director of Education, Govt. of A&N Islands, Port Blair - 744101. 











16. PA to Director (Acad.) 

17. PA to Director (Spl. Exam) 



(Dr. Sadhana Parashar) 

Director (Trg.) 







ACAD/CBSE/EO(C)/2011 Circular No. 87 /11 

7th December, 2011 



Subject: 

The Course on “Science& Mathematics in Basic Education” under the Training Programme for 

Young Leaders in FY 2011 to be organized by the Government of Japan from 23 Jan, 2012 to 9th 

Feb, 2012. 


JICA (The Japan International Cooperation Agency) is organizing a training course on Science and Mathematics 

under the training programmes for young leaders as part of the technical cooperation scheme of the Government 

of Japan with the purpose of promoting Human Resource Development in developing countries. 

Under the programme Science and Mathematics teachers are invited to Japan for 18 days to be provided with 

opportunities to: 

1) Develop their specialities through experiencing and learning technologies and skills in Japan, and 

2) Increase their willingness to resolve issues on their own. 

The total number of 17 teachers have been invited for participation in the programme. The applicants must be 

teaching Science and Mathematics for classes 6 to 10 (trained graduate teachers or TGTs in Science/Maths). 

They should be from 20 to 35 years of age and expected to become leaders in their specialized fields in future. 

They should have reasonable command of spoken and written English and they should be in good health both 

physically and mentally for participation in the program. 

The application form along with Job report duly completed in all respects should be sent to Mrs. Sugandh Sharma, 

Education Officer (Commerce) at the address stated at the top by 16th December, 2011. It may be noted that 

there may not be further extension of the last date for submission in view of the time constraint. 

Kindly refer to the website: www.finance.nic.in under “Training Programme” regarding Application Form, Job 

report and further details of the programme. 




(N. NAGARAJU) 

DIRECTOR (ACADEMIC) 

Annexure: 

1. Training Circular 




Delhi-110 016. 






















































Gram: CENBOSEC, Delhi-92 Phone: 011-22426938 

Email: cbsedli@nda.vsnl.net.in 22509252-59, Ext. 225/302 




“Shiksha Kendra”, 2, Community Centre, Preet Vihar, Vikas Marg, Delhi-110 092. 

CBSE/AFF./Circular /2011 Reminder Date: 05.12.2011 


To, 

All the Principals of the schools affiliated to the CBSE. 

All the Managers of the private unaided schools affiliated to the CBSE. 

Sub: 

Development of Website by each school. 

Sir, 

I am to refer to the CBSE circular No.3/10 dated 18.10.2010 requesting the schools to develop their own website 

containing comprehensive information about the school and its management. The information to be provided on 

the website of the school includes affiliation status, details of infrastructure, names and designation of teachers, 

class-wise section-wise enrolment of students, address-postal and email, telephone no.s, details of members of the 

School Managing Committee etc. For this purpose, every school should prepare its Annual Report containing 

above information and upload the same on its website before 15th September of every year. 

All the Managers and Principals of schools affiliated to the Board were expected to implement the above within 

a period of six months from the date of issue of the circular cited. 

However, it is observed that some of the schools have not yet developed their own website and have not uploaded 

the required information on their website. 

All the Managers and Principals of schools affiliated to the Board are again requested to comply with the above 

orders within a period of one month positively without fail and the defaulting schools shall have to hold the 

responsibility. 

(M.V.V. PRASADA RAO) 

JOINT SECRETARY(AFF) 


Copy to the following with the request to issue direction to the schools for necessary compliance by the 

schools:- 


New Delhi-110016. 

2. The commissioner, Navodaya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi. 

3. The Director of Education, Directerate of Education, Govt. of NCT of Delhi, Old Secretariat, 

Delhi-110054. 

4. The Director of Public Instructions (Schools), Union Territory Secretariat, Sector-9, Chandigarh-160017. 

5. The Director of education, Govt. of Sikkim, Gangtok, Sikkim-737101. 

6. The Director of School education, Govt. of Arunachal Pradesh, Itanagar-791111. 

7. The Director of Education, Govt. of A&N Islands, Port Blair-744101. 


Rohini, Delhi-110085. 

9. All the Regional Officers of CBSE with the request to send this reminder to all the Heads of the affiliated 


10. The Joint Secretary (IT) with the request to put this reminder on the CBSE website. 

JOINT SECRETARY(AFF) 


Website: www.cbse.nic.in 23220083 

Email id: aeo.arunima@gmail.com 



‘Shiksha Sadan’, Institutional Area, 17, Rouse Avenue, New Delhi -110002 

CBSE/ACAD/AEO-AS/2011 07.12.2011 

CORRIGENDUM 

To, 

All Heads of Institutions 

Affiliated to CBSE 

Subject: National Informatics Olympiad 2011-12 


Please refer to the circular no. 60/A-2011 vide no. CBSE/JS (Acad.)/2011 dated 25th August 2011 regarding 

National Informatics Olympiad 2011-12 – First Stage. 

The date of Second Stage Examination may be read as Saturday 21 January, 2012 instead of Saturday December 

03, 2011 which was mentioned in the circular earlier. 

The above correction may be brought to the notice of all concerned with immediate effect. 


(N. Nagaraju) 



Copy to: 


Delhi-110 016. 





6. The Director of School Education, Govt. of Arunachal Pradesh, Itanagar-791111 


























Subject: 

Dr. Ambedkar Foundation National Essay Competition-2011. 


Dr. Ambedkar Foundation, an autonomous body of Ministry of Social Justice & Empowerment, Government of 

India is organizing ‘Dr. Ambedkar Foundation National Essay Competition-2011’ as per following details:- 

(i) 

(ii) 

(iii) 

Eligibility Criteria: Students of Classes IX-XII 

Topic: Dr. Babasaheb Ambedkar: A multifaceted Personality (2000 words) 

The winners will be given the following prizes: 

Language 1 st Prize (in Rs.) 2 nd Prize (in Rs.) 3 rd Prize (in Rs.) 

Hindi 25,000/- 15,000/- 10,000/- 

English 25,000/- 15,000/- 10,000/- 

The Terms and Conditions, Entry Form & Format for the Bonafide Certificate are available at www. 

ambedkarfoundation.nic.in. Interested schools should send essay entries by Registered/Speed Post at the following 

address: 

The Chair Professor, Dr. Ambedkar Chair of Legal Studies & Research, Department of Law, Aligarh Muslim 

University, Aligarh-202 002, Uttar Pradesh. 

The envelope should be superscribed “Dr.Ambedkar Foundation National Essay Competition -2011”. Last date 

of submission for the entries is 20th December, 2011. 



(N.NAGARAJU) 






















15. SO to CE, CBSE 








“Shiksha Kendra”, 2, Community Centre, Preet Vihar, Vikas Marg, Delhi-110301” 

MOST URGENT 

No. CBSE/AFFL./CIRCULAR/2011 Circular No. 90/2011 

Date : Dec. 10, 2011 

All the Heads of Schools 


SUB: 

Examination Centre/Facilitation Centre for AIEEE/CTET/AIPMT Exams conducted by the 

Board. 

(MANDATORY COMPLIANCE) 

You are aware that CBSE has been conducting various Examinations such as AIEEE, CTET and AIPMT etc. 

at the National Level under the aegis of MHRD, Govt. of India. 

It has been brought to the notice of the CBSE, Headquarter that some of the schools when approached by the 

Regional Offices for the purpose of fixing examination centre/Facilitation Centre, are refusing to co-operate. This 

act on the part of affiliated schools is extremely undesirable and amounts to violation of Affiliation Rules. A list 

of such schools that are refusing to co-operate for smooth conduct of examinations is being made for initiating 

necessary action against them including disaffiliation. 

The Heads of the CBSE Affiliated School, its Manager / Secretary are hereby requested to appreciate the urgency 

and sensitivity of the matter and extend their best cooperation in smooth conduct of all the examinations conducted 

by the Board from time to time. The consent form as and when issued by the Regional Offices must be sent in 

time furnishing necessary details as asked therein. 

Highest priority may please be accorded to the matter. 

(DR. VEERA GUPTA) 

SECRETARY 


Distribution: 



3. The Commissioner, Kendriya Vidyalaya Sangathan, 18 - Institutional Area, Shaheed Jeet Singh Marg, 



5. The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat, Delhi -110 054. 



8. The Director of School Education, Govt. of Arunachal Pradesh, Itanagar-791 111 




11. All the members of the Governing Body of the CBSE. 




14. The PRO, CBSE. 

15. The Library and Information Officer, CBSE. 

SECRETARY 






CBSE/EO(SD)/ 2011/ 

Dated:23.12.11 

Circular No. 91 

All the Heads of Institutions 

Affiliated to the Board 


With reference to Circular No. 68/2011 dated 16.09.2011, you are already aware that in order to facilitate visually 

impaired candidates to take Science subjects at Senior Secondary Level, CBSE has decided to provide separate 

question papers in lieu of Practicals to visually impaired students, containing Multiple Choice Questions, based 

on practical content, in the subjects of Physics, Chemistry and Biology. You are also aware that this new scheme 

will be implemented for students of Class XI from 2012 March Examination and for students of Class XII from 

2013 Board Examination. 

In this regard, the guidelines for the question paper in Practicals for visually impaired students in the subjects of 

Physics, Chemistry and Biology alongwith the list of practicals and a Sample Question Paper is enclosed herewith 

for ready reference of teachers and students for the present batch of Class XI. 

It may be reiterated here that this provision of alternate question paper in lieu of practicals at Sr. Secondary level 

for visually impaired students is given only for CBSE Board Examination. Students should also carefully refer to 

the requirements of the admitting Organization/College/University for further upward mobility in their academic 

career related to these subjects. 

You are requested to disseminate this information to all concerned. 


(Dr. Srijata Das) 



Copy to: 


Delhi-110 016. 





6. The Director of School Education, Govt. of Arunachal Pradesh, Itanagar-791 111 
















(Dr. SRIJATA DAS) 

EDUCATION OFFICER 


CHEMISTRY 

PRACTICALS 

Class XI 

Guidelines for preparing question paper 

In lieu of the practical examination for regular students, visually 

impaired students will give written exam consisting of 25 MCQ’s each of 

one mark and five marks will be provided for viva voce. 

- The time duration for the written exam will be 1 hr 30 minute. 

- Candidates are not required to submit any practical record file at 

the time of practical examination. 

- Questions will be based upon the knowledge aquired in the 

laboratory and understanding of the concepts. 

- Only the basic details of chemicals , apparatus and theory 

involved would be included in the MCQ’s 

- Some of the questions should be based on day to day life 

experiences. 

- Quantitative calculations would be assessed in such a way that 

the student is able to do orally. 


Blue Print 

S.No Topic 

No. of 

questions 

1. Basic laboratory Techniques No question 

2. Characterization and Purification of chemical substances 04 

3. Experiments based on pH 03 

4. Chemical Equilibrium 03 

5. Quantitative Estimation 07 

6. Qualitative Analysis 08 

Total 25 

List of Practicals 

1. Characterization and Purification of Chemical Substances 

Crystallization of an impure sample of any one of the following: alum, copper 

sulphate, benzoic acid. 

2. Experiments based on pH 

Any one of the following experiments: 

Determination of pH of some solutions obtained from fruit juices, varied 

concentrations of acids, bases and salts using pH paper or universal indicator. 

Comparing the pH of solutions of strong and weak acids of same 

concentration. 

3. Chemical Equilibrium 

One of the following experiments: 

Study the shift in equilibrium between ferric ions and thiocyanate ions by 

increasing/decreasing the concentration of either ions. 

Study the shift in equilibrium between [Co(H2O)6]2+ and chloride ions by 

changing the concentration of either of the ions. 

4. Quantitative estimation 


Using a chemical balance. 

Preparation of standard solution of oxalic acid. 

Determination of strength of a given solution of sodium hydroxide by 

titrating it against standard solution of oxalic acid. 

Preparation of standard solution of sodium carbonate. 

Determination of strength of a given solution of hydrochloride acid by 

titrating it against standard sodium carbonate solution. 

5. Qualitative Analysis 

Determination of one anion and one cation in a given salt 

Cations – Pb2+, Cu2+, As3+ Al3+ Fe3+ Mn2+, Ni2+, Zn2+, Co2+Ca2+, Sr2+, Ba2+, 

Mg2+, NH4+ 

Anions – CO3 2- , S 2- , SO3 2- , SO4 2- , NO - 2, NO - 3, CI - , Br - , I - , PO 3- 4, C2O 2- 4, C2O 2- 

4, CH3COO - 


Sample Question Paper- CHEMISTRY 

PRACTICALS 

CLASS XI 

Q1. The given impure sample is purified by dissolving it in water, then filtering and 

heating the solution in a China dish till saturation followed by cooling to get the 

pure substance. This technique is called as: 

a) Separation 

b) Crystallisation 

c) Fractional Crystallisation 

d) Evaporation 

Q2. We use concentrated sulphuric acid to determine the melting point of the 

organic compound because 

a) sulphuric acid is easily available in the laboratory. 

b) sulphuric acid is easy to handle 

c) sulphuric acid has low boiling point. 

d) it has high boiling point and is stable when heated. 

Q3. Some of the liquid substances have very high boiling points because they have 

a) high molecular mass and strong intermolecular forces. 

b) low molecular mass and weak intermolecular forces. 

c) high molecular mass and weak intermolecular forces. 

d) low molecular mass and strong intermolecular forces. 

Q4.“Purity” of a substance is best determined by 

a) melting point 

b) boiling point 

c) crystallization point 

d) freezing point 

Q5. On adding ammonium chloride to ammonium hydroxide solution, pH of 

ammonium hydroxide solution will : 

a) increase 

b) decrease 

c) remain same 

d) none of these 

Q6.There are four different solutions in four test tubes A, B, C and D. The pH value 

of these solutions are 12, 5, 7 and 13 respectively. Acid is present in: 

a) test tube A and B both. 

b) test tube B only 

c) test tube C and D only both 

d) test tube A and D both. 


Q7. An unknown solution A is taken in the test tube whose pH value has been found 

to be 12.0. Another solution B is added to the solution A drop by drop. If the pH of 

the solution A changes to 5 after sometime, then the solution B is: 

a) water 

b) base 

c) acid 

d) salt Solution. 

Q8. A complex is formed when HCl is added to a solution containing COCl2. 

The complex is: 

a) [CO(H2O)6] 2+ 

b) [COCl4] 2- 

c) [COCl4] 2+ 

d) [CO(H2O)6Cl2] 

Q9. An equilibrium is attained when we mix 10 ml of 0.1 M cobalt nitrate solution 

and 10 ml of 0.1 hydrochloric acid. The colour of the solution at equilibrium is pink. 

What shall be added to the solution to shift the equilibrium to the right direction 

with the change in colour from pink to blue? 

a) water 

b) brine Solution 

c) hydrochloric acid 

d) nitric acid 

Q10. The solution of the complex formed by mixing FeCl3 with KCNs is taken into 

four test tubes 1, 2, 3 & 4. Then water, Ferric chloride, sodium chloride and sodium 

sulphate solutions are added to the test tubes respectively. The colour of the solution 

becomes dark in the test tube: 

a) 1 and 4 

b) 2 

c) 1 and 3 

d) 4 

Q11. The solution which cannot be considered as a primary standard solution is: 

a) Mohr’s salt solution 

b) oxalic acid solution 

c) sodium hydroxide solution 

d) Sodium carbonate solution 

Q12. The strength of oxalic acid in g/L if 20 ml of M sodium hydroxide is 

10 10 

used to neutralize 10 ml of oxalic acid solution will be 

a) 0.126 g/L 

b) 1.26 g/L 

c) 0.63 g/L 

d) 6.3 g/L 


Q13. Following are the given steps of Acid-Base titration: 

(i) filling of burette or conical flask with acid or base. 

(ii) rinsing of burette or pipette 

(iii) titration 

(iv) addition of indicator to the solution in the conical flask. 

The correct sequence of steps should be 

a) (i), (ii), (iii), (iv) 

b) (ii), (i), (iv), (iii) 

c) (iv), (iii), (i), (ii) 

d) (ii), (iii), (iv), (i) 

Q14. During the titration of oxalic acid and sodium carbonate the indicator which is 

most suitable to use is: 

a) methyl orange 

b) phenolphthalein 

c) methyl orange and phenolphthalein 

d) methyl Red 

Q15. In the titration of oxalic acid with sodium hydroxide, the colour of the solution 

changes from pink to colourless at the end. The ion which have more concentration 

in the conical flask is 

a) H3O + 

b) OH 

c) C2O - 

4 

d) Na + 

Q16. The quantity of oxalic acid needed to prepare 100 ml of M oxalic acid solution 

is 

10 

10 

[Molecular wt. of oxalic acid is 126 u] 

a) 1.26 gm 

b) 63 gm 

c) 12.6 gm 

d) 6.3 gm 

Q17. 20 ml of water is added to 20ml of M sodium carbonate solution in the conical 

20 

flask. The molarity of the solution obtained will be 

a) M 

10 

b) M 

20 

c) M 

30 

d) M 

40 


40 

Q18. On addition of ammonium chloride to ammonium hydroxide solution, pH of 

ammonium hydroxide will : 

a) increase due to decrease in OH - ion 

b) decrease due to increase in NH + n ion 

c) remain same as if forms buffer solution 

d) decrease due to decrease in OH - ion 

Q19. Lead is included in Ist as well as IInd group of cation analysis because: 

a) lead Ion is insoluble in dil. HCl. 

b) lead does not give Ist group test easily. 

c) lead Chloride is sparingly soluble in dil. HCl. 

d) none of the above 

Q20. Original solution is not prepared in conc. HNO3 or H2SO4 because: 

a) they are strong acids 

b) they do not dissolve any salt 

c) they oxidize H2S and form insoluble salts 

d) none of the above 

Q21. Sodium carbonate cannot be used in place of ammonium carbonate for the 

identification of group V radicals. This is because: 

a) sodium Ions interfere in the detection of group V radicals 

b) concentration of carbonate ions is very low 

c) sodium will react with the acid radicals 

d) magnesium will be precipitated 

Q22. Only group IInd and IV cations get precipitated as sulphides on passing H2S 

gas through the solution. But on passing H2S gas in acidic medium cations of only 

group II get precipitated due to: 

a) high solubility product of group IV sulphides 

b) high solubility product of group II sulphides 

c) low solubility product of group IV sulphides 

d) low solubility product of sulphides of group II 

Q23. When an unknown salt is treated with dilute H2SO4 solution, the gas liberated 

has the smell of rotten eggs which when passed through lead acetate solution turns 

black. The ion in the unknown salt is 

a) acetate Ion 

b) nitrite ion 

c) carbonate ion 

d) sulphide ion 


Q24. The product formed by mixing the solution of potassium ferrocyanide with 

ferric chloride solution is: 

a) ferro – ferricyanide 

b) ferric – Ferro cyanide 

c) ferri –ferricyanide 

d) none 

Q25. During lassiagne’s test for identification of nitrogen, sulphur and halogens in 

the organic compound, the formation of red coloured compound on addition of 

ferric chloride to Lassaigne’s solution indicates the presence of: 

a) nitrogen only 

b) nitrogen and sulphur 

c) sulphur only 

d) chlorine only 

Answer Key 

Q.No. Answer Q.No. Answer 

1 (b) 19. (c) 

2. (d) 20. (c) 

3. (a) 21. (d) 

4. (a) 22. (a) 

5. (b) 23. (d) 

6. (b) 24. (a) 

7. (c) 25. (b) 

8. (b) 

9. (c) 

10. (b) 

11. (c) 

12. (a) 

13. (b) 

14. (a) 

15. (a) 

16. (a) 

17. (d) 

18. (c) 


PHYSICS 

PRACTICALS – CLASS XI 

FOR VISUALLY IMPAIRED STUDENTS 

Guidelines for Practical Question Paper 

1. There will be a MCQ based examination in lieu of the conventional Practical examination, for 

the visually impaired students. 

2. The MCQ’s will be based on the basic practical aspects and the Simple theory of only the ten 

practicals listed in the ‘Syllabus’ for these students. 

3. The special examination will be of 30 marks distributed as follows: 

25 MCQ’s of 1 mark each: 25 marks 

‘Viva’ , on the ten practicals listed in the syllabus: 05 marks 

Total: 30 marks 

4. The examination will be of 90 minutes duration which time will include the time for reading 

the question paper. 

5. Candidates are not required to submit any record, or note book, at the time of this 

examination. 

6. The MCQ’s would be designed in broad accordance with the following considerations: 

(i) The MCQ’s will check the student’s familiarity, and basic understanding, of the 

construction, working and simple theory of the instruments/devices relevant to 

the experiments listed in the syllabus. 

(ii) The MCQ’s would require the students to do only such quantitative calculations 

that can be done (almost) orally. 

(iii) The MCQ’s based on, or related to, graphs would have the relevant data/details 

in such a form that makes it easy/straight forward to interpret the nature of the 

graph or to do the relevant calculations. 

(iv) The MCQ’s can also be based on some familiar daily life situations/devices. 

These would be related with the basic construction/theory of the 

instruments/devices used in the listed experiments. 

(v) All the MCQ’s would have four choices only ONE of which would be the 

correct/best choice. 

7. Teachers will explain the basic details of the listed experiments to the students and help 

them develop the feeling of observation and interpretation through the ‘other basic senses” 

8. All the MCQ’s, and the ‘Viva’ by the teachers, would be student friendly and in accordance 

with the special needs of these students. 

Design & Blue Print 

TIME: 90 minutes 

M.M.25 

A. The ‘Weightage’, to the ten experiments, listed in the syllabus, would be as follows: 

Expt. No.1 and 2 3 or 4 questions 3/ 4marks 

Expt No.3 and 4 4 or 3 questions 4/3 marks 

(The total number of questions, from the first 4 experiments would be 7, carrying a total of 7 

marks) 

Expt No. 5 3 questions 3 marks 







Total: 25 questions 25 marks 

B. The ‘ broad distribution’ of the nature of MCQ’s would be approximately as follows: 

(This distribution is only suggestive in nature) 

(i) Construction/Apparatus Related: 4 questions 4 marks 

(ii) Working/Procedure Related : 5 questions 5 marks 

(iii) (Simple) theory related : 5 questions 5 marks 

(iv) (Simple) quantitative/calculation related: 5 questions 5 marks 

(v) Graph related/graph based: 3 questions 3 marks 

(vi) Daily- life related/concept based : 3 questions 3 marks 

Total: 25 questions 25 

marks 

C. All the MCQ’s would have four choices only ONE of which would be the correct/best choice. 

The students would be required to identify this correct/best choice. 

D. All MCQ’s would be of 1 mark each. 


BLUE PRINT 

S.No. 

Experiment 

No. 

Nature of Question 

Total 

Construction/Apparatus 

related 

Working/Procedure 

related 

(Simple) Theory 

related 

Simple 

quantitative/Calculatio 

n related 

Graph related/Based 

Daily life 

related/Concept Based 

1 1,2 1 1 1 1 4 

2 3,4 1 1 1 3 

3 5 1 1 1 3 

4 6 1 1 1 3 

5 7 1+1 1 3 

6 8 1 1 1 3 

7 9 1 1+1 3 

8 10 1 1 1 3 

TOTAL 4 5 5 5 3 3 25 


LIST OF PRACTICALS 

1. To measure diameter of a small spherical/cylindrical body using vernier calipers. 

2. To measure the internal diameter and depth of a given beaker/calorimeter using vernier 

calipers and hence find its volume. 

3. To measure diameter of given wire using screw gauge. 

4. To measure thickness of a given sheet using screw gauge. 

5. To determine the mass of a given object using a beam balance. 

6. To find the weight of given body using the parallelogram law of vectors. 

7. Using a simple pendulum plot L-T and L-T 2 graphs. Hence find the effective length of 

second’s pendulum using appropriate length values. 

8. To find the force constant of given helical spring by plotting a graph between load and 

extension. 

9. (i) To study the relation between frequency and length of a given wire under constant 

tension using a sonometer. 

(ii) To study the relation between the length of a given wire and tension, for constant 

frequency, using a sonometer. 

10. To find the speed of sound in air, at room temperature, using a resonance tube, by 

observing the two resonance positions. 


SAMPLE MCQ PAPER 

CLASS XI 

Time: 1 ½ hours 

MM: 25 marks 

Q1. The least count, of a conventional laboratory vernier caliper, is 0.01 cm. If, in a given 

measurement, the main scale reading is 2.4 cm and the 5 th division of the vernier scale 

coincides with a main scale decision, the reading of the vernier caliper, is 

(a) 2.35cm 

(c) 2.45cm 

(b) 2.40 cm 

(d) 2.50cm 

Q2. A Student uses a tuning fork of frequency n and observes the first resonance position, for 

a length l of the air column. The velocity of sound, in air, is then equal to 

(a) nl 

(c) 3nl 

(b) 2nl 

(d) 4nl 

Q3. The diameter of a very thin wire is to be measured by finding the thickness of a 

collection of, say 10, of these wires. The instrument, that should preferred for this purpose, is 

a 

(a) measuring tape 

(c) screw gauge 

(b) vernier callipers 

(d) meter scale 

Q4. The ratio of the spring constant of two springs, of the same material and diameter, is 2:3. 

If 100 grams mass on is suspended both the springs, the ratio of the extension in the two 

springs, would be 

(c) 2:3 (c) 4:9 

(d) 3:2 (d) 9:4 

Q5. In the experiment, on finding the weight of a given body by the parallelogram law of 

vectors, the student needs to use 

(a) Two pulleys and three weights in all 

(b) Three pulleys and two weights in all 

(c) Two pulleys and two weights in all 

(d) Three pulleys and three weights in all 

Q6. The sliding ‘jaws’of a vernier calipers can be used for 

(a) Measuring the depth of a beaker 

(b) Measuring the length of a wire 

(c) Measuring the internal diameter of a hollow cylinder 

(d) Measuring the diameter of a sphere 

Q7.In the experiment of a beam balance, a metallic bob is placed in one of the pan and it gets 

balanced by putting the weights 50g, 1g, 200mg and 1mg. The mass of the bob is 

(a) 51.201g (b) 51.210g (c) 49.199g (d) 49.190g 

Q8. In the sonometer experiment, the tension is made four time without changing the length. 

The frequency of the length of the vibrating wire, would 

(a) remain same 

(c) reduce to half its (earlier) value 

(b) become two times in its earlier value (d) become four times its (earlier) value 


Q9. The first ‘resonance position’ in a resonance tube apparatus, is observed to be for a 

length of 720cm of its air column. The length of the air column for the second ‘resonance 

position’ in this sit up, would be nearly 

(a) 30 cm 

(c) 50 cm 

(b) 40 cm 

(d) 60 cm 

Q10. The vernier scale of a microscope has 50 divisions. These coincide with 49 divisions on 

its main scale, which is graduated up to ½ of a mm. The least count of the vernier scale would 

be 

(a) 1/50 mm 

(c) 49/50 mm 

(b) 1/100 mm 

(d) 49/100 mm 

Q11. In the experiment on finding the unknown weight, using the parallelogram law of 

vectors, the student should 

(a) lubricate the pulleys and use a cotton thread 

(b) lubricate the pulleys and use a woolen thread 

(c) not lubricate the pulleys and use a cotton thread 

(d) not lubricate the pulleys and use a woolen thread 

Q12. The wire of a sonometer is made to vibrate by 

(a) plucking it 

(b) striking it with a hammer 

(c) sliding a bow on it 

(d) touching it with a vibrating tuning fork 

Q13. A student measures the time period values (T) of a simple pendulum for, different 

values of its length (L). The graph between the ‘L’ and ‘T’ values, would be 

(a) a straight line parallel to the ‘length’ axis 

(b) a straight line parallel to the ‘time’ axis 

(c) a straight line inclined to both the axis 

(d) not a straight line but a curved line 

Q14. A student observes that a tuning fork of frequency 256 Hz, shows resonance with a 

sonometer wire when the weight attached to the sonometer wire is W Kg and the length of 

the wire between the wedges is L cm. For observing resonance, with the same set up, with a 

tuning fork of frequency 512 Hz, the length between the wedges would need to be adjusted to 

(a) L/4 

(c) 2L 

(b) L/2 

(d) 4L 

Q15. Given vernier calipers has a zero error of + 0.04 cm. The diameter of a rod, as read by 

this vernier, is 1.24cm. The corrected diameter of the rod is 

(a) 1.20 cm (b) 1.20 mm (c) 1.28 mm (d) 1.28 cm 

Q16. A carpenter, while driving a screw through a wooden block, of thickness 1 cm, observer 

that he has to rotate the screw 10 times for the purpose. The pitch of the screw is 

(a) 1/100cm 

(c) 1 cm 

(b) 1/10 cm 

(d) 10cm 

Q17. The two arms of a defective physical balance have lengths a and b. (a < b). A metallic 

bob of mass m 1 is placed in the pan on the shorter arm and its gets balanced by putting a mass 

m 2 in the longer arm. We would then have 


(a) m 1 a=m 2 b 

(b) m 1 b= m 2 a 

(c) m 1 +m 2 =a + b 

(d) m 2 -m 1 = b-a 

Q18. In the resonance tube apparatus set up, the first two resonance positions are observed 

for length l 1 and l 2 of the air column. A graph between l 1 and l 2 values, for different tuning 

forks, would be 

(a) a straight line that, when produced, would (almost) pass through the origin. 

(b) A straight line that, when produced, would not pass through the origin 

(c) almost a parabolic curve 

(d) an arbitrary curved line 

Q19.7 The length of a given helical spring is observed to increase by 1 cm when a mass of 

100 g is attached to its lower end. If g= 10m/s 2 , the force constant of the spring equals 

(a) 1000 N/m (c) 10 Nm -1 

(b) 100 Nm -1 

(d) 1 N/m 

Q20. A student measures the time period (T) of a simple pendulum for different values of its 

Length (L) The student would get a straight line by plotting a graph between 

(a) ‘L’ and ‘T’ values (c) L and T values 

(b) ‘ L ’ and ‘T’ values (d) L and T values 

Q21. Backlash error is usually associated with a 

(a) meter scale 

(c) Screw Gauge 

(b) Vernier caliper 

(d) Helical Spring 

Q22. The minimum weights, available in the main ‘weight box’ and the ‘fractional weight 

box’, commonly used in the laboratory are, respectively 

(a) 1g and 1mg 

(c) 10g and 1 mg 

(b) 1mg and 1g 

(d) 10mg and 1g 

Q23. In the experiment on finding the weight of a given body by the parallelogram law of 

vectors, a student observes that he can find the unknown weight by using two equal weights 

of 100 g each. The unknown weight is likely to have a value of ( nearly) 

(a) 500 g wt (c) 100 2 g wt 

(b) 200 g wt 

(d) 100 g wt 

Q24. The pendulum, in a wall clock, is a ‘seconds pendulum’, i.e., has a time period of 2s. 

The ‘effective length’ of a simple pendulum, that has the same time period, is nearly 

(a) 50 cm 

(c) 150 cm 

(b) 100 cm 

(d) 200 cm 

Q25. The force constant, of a helical spring, is to be increased. For this, spring should be 

made 

(a) strong and thick 

(c) soft and thick 

(b) strong and thin 

(d) soft and thin 


1. (c) 

2. (d) 

3. (c) 

4. (b) 

5. (a) 

6. (d) 

7. (a) 

8. (b) 

9. (d) 

10. (b) 

11. (a) 

12. (a) 

13. (d) 

14. (b) 

15. (a) 

16. (b) 

17. (a) 

18. (a) 

19. (b) 

20. (b) 

21. (c) 

22. (a) 

23. (c) 

24. (b) 

25. (a) 

KEY 

1. (c) 

2. (d) 

3. (c) 

4. (b) 

5. (a) 

6. (d) 

7. (a) 

8. (b) 

9. (d) 

10. (b) 

11. (a) 

12. (a) 

13. (d) 

14. (b) 

15. (a) 

16. (b) 

17. (a) 

18. (a) 

19. (b) 

20. (b) 

21. (c) 

22. (a) 

23. (c) 

24. (b) 

25. (a) 

KEY 


GUIDELINES FOR BIOLOGY PRACTICAL EXAMINATION FOR THE 

VISUALLY CHALLENGED STUDENTS. 

1. The question paper will be based on MCQs. 

2. There will be 25 questions in all. 

3. The paper will carry 25 marks. 

4. The duration of the paper will be 90 marks. 

5. The paper will assess. 

The ability through touch, small, learning, residual vision. 

 

Familiarity with the apparatus required for various experimental set up. 

6. Syllabus for the question will be the same as the list unit of practicals given 

in the course. There will be atleast one question for each practical. 

7. Assessment of the of the practical skill will carry 30 marks and distributed 

as 

(i) 25 MCQ - 25 marks 

(ii) Practical file - 03 marks 

(iii) Viva - 02 marks 

List of practicals for class XI will remain the same as given in the syllabus. 

However, keeping different abilities of the visually challenged candidates, the list 

may be divided under the following categories. 

Few practicals suggested in the list need to be excluded. 

Kindly refer the note attached to the practicals to help in framing the questions 

The list of practicals of class XI identified in the syllabus can be divided under the 

following heads. 

Specimens & Models 

A-1 Study and describe three locally available common flowering plants from 

each of the following families (Solananceae, Fabaceae and Liliaceae) Types 

of root (tap or adventitious), stem (herbaceous/woody) leaf arrangement / 

venation / simple or compound). 

B- 1. Study parts of a compound microscope. 

B-2. Study of the specimens and identification with reasons-Bacteria, 

Oscillatoria, Spirogyra, Rhizopus, Mushroom, Yeast, Liverwort, Moss, Fern, 

Pines, one monocotyledon and one dicotyledon and one lichen. 

B-3 Study of specimens and identification with reasons-Amoeba, Hydra, 

Liverfluke, Ascaris, Leech, Earthworm, Prawn, Silkworm, Honeybee, 

Cockroach, Snail, Starfish, Shark, Rohu, Frog, Lizard, Pigeon and Rabbit. 

B-5 Study of mitosis in onion root tip cells from permanent slides. 

B-6 Study of different modifications in root, stem and leaves. 

B-7 Study and identify different types of inflorescences. 

B-10 To study human skeleton and different types of joints. 

Note : The above can be done with the help of actual specimens / models / 

embossed diagrams. 

Physiology experiments 

A-3. Study of osmosis by potato osmometer. 


A-7. 

A-9. 

B-8. 

B-9. 

Test for the presence of sugar, starch, proteins and fats in suitable plant 

and animal materials (e.g. wheat, potato, groundnut, milk or other such 

suitable materials) 

To study the rate of respiration in flower buds and germinating seeds. 

Study of imbibitions in seeds/raisins. 

Observation and comments on the experimental set up on: 

(a) Anaerobic respiration 

(b) Phototropism 

(c) Apical bud removal 

Note : When dealing with physiology experiments they can be done with the 

help of a peer with low / normal vision. These students can work in 

teams with peer groups who will follow the procedure and give them 

the observations and inference. 

List of Excluded items: 

A-2, 4, 5, 6, 8, 10, 11 

B-4, 9(d) 

------------------------------------------------------------------------------------------------------ 


BIOLOGY 

Practicals class XI 

A SAMPLE QUESTION PAPER 

For Visually Impaired Students 

Time 3 hrs M. Marks = 30 

General instructions: 

i) The question paper comprises of 25 questions , each question carries 1 mark. 

ii) All are multiple choice questions with only one correct answer. 

iii) Read the questions carefully and tick mark the correct/most appropriate 

answer. 

iv) All questions are compulsory. 

1. Monocotyledonous plants show which of the following feature: 

a. leaves show reticulate venation. 

b. Tap root system. 

c. always perennial growth. 

d. flowers are trimerous. 

2. Pinus belongs to the group of plants which: 

a. grow in tropical regions. 

b. reproduce with the help of cones. 

c. do not have any mycorrhizae. 

d. annually growing plants. 

3. Name of the characteristic which is true for Spirogyra 

a. found in marine conditions. 

b. parasitic in nature. 

c. Colourless. 

d. filamentous and spiral shaped chloroplast. 


4. Compound microscope 

a. has two lenses. 

b. requires ultraviolet source of light. 

c. used to view only dead organisms. 

d. requires large room space. 

5. Which characteristic is applicable for yeast 

a. Multicellular. 

b. has chlorophyll. 

c. grows in sewage waters. 

d. used in bakery industry. 

6. Osmosis is the phenomenon where 

a. water moves from its region of higher concentration to lower concentration. 

b. water moves through a semi-permeable membrane. 

c. occurs only in salt solution. 

d. both ‘a’ and ‘b’ conditions apply. 

7. To demonstrate osmosis which of the following options are important 

a. Peeled raw potato. 

b. Unpeeled raw potato. 

c. Boiled peeled potato. 

d. Boiled unpeeled potato . 

8. Which one of the following options is essential to demonstrate aerobic 

respiration? 

a. Dry seeds, KOH in air tight flask. 

b. Germinating seeds, KOH in air tight flask. 

c. Dry seeds, KOH in open flask. 

d. Germinating seeds, KOH in open flask. 

9. Which one of the following represent the characteristics of a shark 

a. Ventral mouth, symmetrical tail. 

b. Asymmetrical tail, operculum. 

c. Operculum present and symmetrical tail. 

d. Dorsal mouth, operculum absent. 


10.The stage of mitosis in which spindle formation takes place and 

chromosomes lie on equatorial plate is 

a. Telephase. 

b. Anaphase. 

c. Metaphase. 

d. Interphase . 

11. The stage of mitosis in which daughter chromosomes become V,J,L or I 

shaped, depending upon the position of centromere is 

a. Prophase. 

b. Telophase. 

c. Anaphase. 

d. Interphase. 

12.The adventitious roots that arise from few nodes near the base of the aerial 

stem are known as 

a. Prop roots. 

b. Stilt roots. 

c. Fasciculated roots. 

d. Tuberous roots. 

13.Rhizome is a modified stem because 

a. it grows vertically upwards in the soil and it has fleshy leaves. 

b. it has nodes and it has eyes which bears germinating buds. 

c. it’s stem in highly condensed and disc like. 

d. it has nodes, internodes and has brown scaly leaves. 

14.Which one of the following options is characteristic of racemose 

inflorescence? 

a. main axis elongated and basipetal succession of flowers. 

b. main axis terminates in a flower which are in acropetal succession. 

c. main axis does not terminate into a flower and flowers show basipetal 

succession. 

d. main axis is elongated, does not terminate into a flower and flowers are 

arranged in acropetal succession. 


15.Which one of the following food items would you be confirming when you 

obtain a reddish orange colour by adding 2ml of millon’s regent to 2 ml of 

food solution? 

a. Starch. 

b. Sucrose. 

c. Fat. 

d. Protein. 

16.Ramesh took 2 ml of juice ‘A’ in a test tube and added 2 ml of Benedicts’ 

solution to it. He obtained orange red precipitate on heating. The test 

confirmed presence of which of the following in juice A? 

a. glucose. 

b. starch. 

c. protein. 

d. fat. 

17.The identifying features of carrot roots are : 

a. Conical with small roots. 

b. Conical without small roots. 

c. Round with small roots. 

d. Irregular with no roots. 

18.To demonstrate imbibitions in gram the changes observed are : 

a. The weight of gram seeds increase and surface become smooth. 

b. The weight of gram seeds increase and their surface remain unchanged. 

c. The weight of the seed and its surface remain unchanged. 

d. The weight of the gram seeds remain unchanged and surface becomes 

wrinkled. 

19.Given below is a list of Identifying features 

i) body surface show distinctly marked segments or rings. 

ii) body is divided into head, thorax and abdomen. 

iii) show closed circulatory system. 

iv) body show bilateral symmetry. 

The characteristic that are shown by an earthworm are 

a. i, ii, iii, iv 

b. i, ii, iv 

c. Only i, ii 

d. i, iii, iv 


20.Select the feature that is not present in a Asterias ( star fish) 

a. water vascular system. 

b. endoskeleton of calcareous ossicles. 

c. mouth on the ventral side. 

d. a well developed excretory system. 

21.Which of the following features in present in frog. 

a. two pairs of limbs with 5 toes in each. 

b. two pairs of limbs with 4 toes in each. 

c. two pairs of limbs with 4 toes in hind limb are 5 toes in fore limb. 

d. two pairs of limbs with 4 toes in fore limbs and 5 toes in hind limbs. 

22.You are provided a model showing valvate aestivation. Which of the 

following steps would be required to change it into an imbricate aestivation 

a. rearrange the edges of one petal completely in and all others remain 

unchange . 

b. rearrange the edges of one petal completely in and one petal completely 

out and others remain unchanged. 

c. rearrange the edges of one petal completely in, edges of the third petal 

completely out and of the 4 th petal in twisted arrangement. 

d. rearrange one petal in twisted from and others remain unchanged. 

23.The type of joint present between the humerus and pectoral girdle is 

a. Hinge Joint. 

b. Pivot joint. 

c. Fibrous joint. 

d. Ball and socket joint. 

24. Which type of joint is present between two adjacent vertebrae? 

a. Synovial joint. 

b. Cartilaginous joint. 

c. Fibrous joint. 

d. Pivot joint. 

25.Each Mitotic division ends with formation of 

a. Two daughter cells. 

b. Four daughter cells. 

c. Eight daughter cells. 

d. Sixteen daughter cells. 


Skills tested 

Answer 

1. d K 

2. b U 

3. d K 

4. a K/U 

5. d K 

6. d U 

7. a U 

8. a U 

9. b K 

10.c K 

11.c K 

12.b K 

13.d U 

14.d U 

15.d K 

16.a A 

17.a K 

18.a A 

19.d U 

20.d U 

21.d U 

22.c A 

23.d U 

24.b U 

25.a K 

Answer Skills tested 

1. d K 

2. b U 

3. d K 

4. a K/U 

5. d K 

6. d U 

7. a U 

8. a U 

9. b K 

10.c K 

11.c K 

12.b K 

13.d U 

14.d U 

15.d K 

16.a A 

17.a K 

18.a A 

19.d U 

20.d U 

21.d U 

22.c A 

23.d U 

24.b U 

25.a K 

Skills tested 


Website: www.cbse.nic.in Phone: 011- 23220153 

23220155 

Fax: 23217128 


(An autonomous Organisation under the Union Ministry of Human Resource Development, Govt. of India). 

‘Shiksha Kendra’, 2. Community Centre Preet Vihar, Delhi – 110 092 

Academic/ EO(Com)/2011 5th December, 2011 


Subject: Japan-East Asia Network of Exchange for students and Youth Programme-Phase V- 2012 


As part of the fifth phase of the Japan-East Asia Network of Exchange for Students and Youth Programme 

( JENESYS), a group of around 150 students of CBSE affiliated schools from all over India are likely to visit 

Japan as per following programme schedule accompanied by teachers (one teacher for every 15 students): 

1st batch of visit 14th-22nd May 2012 

2nd batch of visit 21st – 29th May 2012 

3rd batch of visit 04th - 12th June 2012 

CBSE proposes to nominate 150 students (75 boys & 75 girls) for the above cited programme. The Principals of 

affiliated schools are requested to send entries of 2 students (one boy and one girl) from their schools giving the 

required details for processing at this end. 

Selection Criteria 

• The students must be in the age group of 14-18 years (Present class IX to XI) 

• They must be physically fit to undertake field trips and tours in Japan. 

• They must be mentally agile and be creative enough to interact with other students and participate 

in debates etc. 

• Being the representatives of the youth of our country they are expected to be highly disciplined 

upholding values of punctuality and adherence to rules and regulations. It is further emphasized that 

they should abstain from smoking and drinking. 

• The students so selected should have either applied for or should be holding a passport. 

• Preference may be given to those schools from which students had not participated in the earlier 

JENESYS programme including students from SC/ST/OBC category. 

• Preference may not be given to those students who have already visited abroad either in sponsored 

or private visit. 


• School may also nominate the names of secondary/Senior Secondary Teachers (50% being female 

teachers) to accompany for the programme. 

Interested schools may register online by entering their user id (affiliation number) and password (same which 

they had used for online registration for classes IX-XII). After login, requisite details given in the following 

annexures must be filled in:- 

Annexure 1: Information list 

Annexure 2: Consolidated information in respect of students nominated for ‘Japan-East Asia Network of 

Exchange of Students and Youth Programme’ 2011. 

Annexure 3: Consolidated information in respect of Teachers nominated for ‘Japan-East Asia Network of 

Exchange of Students and Youth Programme’ 

The form must be submitted by clicking on the submit button on or before 9th January, 2012. The details related 

to the name of the principal and his/her mobile number may be edited by the concerned school before submission. 

No change in particulars will be allowed thereafter. 

The entries should be complete in all respects. Incomplete entries will not be entertained. 

Please send the print out of the forms in Annexure 1, 2 and 3 after putting in signatures at desired places along with 

with supporting documents, fill in the entry forms as well as visa forms ( please visit the site www.education.nic.in 

) and send by return post to the address given below on or before 15th January, 2012 at the address given below: 

Mrs. Sugandh Sharma 

Education Officer (Commerce) 


"Shiksha Sadan”, 

17, Rouse Avenue, 

Institutional Area, 

New Delhi – 110 002 

It may also be noted that there will be no extension beyond the stipulated date in view of the constraint of time. 

The schools are further advised to watch the website of Ministry of Human Resource Development for further updates. 

For general information and brochure of the programme, you may visit the website of the Ministry of Human 

Resource Development (MHRD) (www.education.nic.in) under the link for Department of School Education 

and Literacy> Secondary Education>Announcements> Jenesys. The forms must be submitted by clicking on 

the submit button. 


Encl. Annexure 1, 2 and 3 

(N. NAGARAJU) 



ANNEXURE-I 

INFORMATION LIST 

1. Name of the Student 

2. Gender Male/Female 

3. Religion: 

4. Whether students belong to SC/ST/OBC/- Please specify 

5. Details of foreign visit made during last 

five years with indication as to whether any 

of these were sponsored or private visit. 

6. Name of the School & class in which presently studying 

7. Name of the Board to which above school is affiliated 

8. Academic Details 

Class 

Percentage of Marks 

obtained 

Rank in school 

Rank in Board 

VIII 

IX 

X 

XI 

9. Extra Curricular Activities 

Sports/cultural activities in 

which participated (year wise) 

Position if any at 

School level 


District level 


State level 

Remarks if any 

10. I do hereby declare that information given by me is true. 

Signature of the student 

11. I do hereby declare that my son/daughter whose details as given above and other child had not participated 

in the earlier JENESYS Programme. I also declare that information given at S.No. 1-4 is true. 

Signature of the parent 

12. Certified that information given by the student at S.No.5-8 are true to the best of my knowledge and belief. 

Signature of the Principal of the School 


ANNEXURE-II 

CONSOLIDATED INFORMATION RESPECT OF STUDENTS NOMINATED FOR ‘JAPAN – EAST ASIA 

NETWORK OF EXCHANGE OF STUDENTS AND YOUTH PROGRAMME’ 2011 

Name of the state/UT/Organization: 

S.No. N a m e o f t h e 

student 

1. 

2. 

Sex Religion N a m e o f 

the School 

and Board 

Class Academic record Co-curricular activities Details of foreign 

visit during last 5 

Position in 

the School 


the District 


the State/ 

Board 

Details of 

Scholarship 

Sports with 

l e v e l o f 

participation, 

i.e, School/ 

district/ state/ 

national 

C u l t u r a l 

with level of 


i.e, School/ 

district/ state 

national 

D e b a t e s / 

quiz etc. 

with level of 


i.e, school/ 

district/state/ 

national 

years (please indicate 

‘N’ also if never 

visited any foreign 

country any time. 


ANNEXURE-III 

CONSOLIDATED INFORMATION IN RESPECT OF TEACHERS NOMINATED FOR 

‘JAPAN – EAST ASIA NETWORK OF EXCHANGE OF STUDENTS AND YOUTH 

PROGRMME’ 

1. Name of the State/UT/Organization: 

Total No. of Teachers Recommended: 

S.No. 

Name of the Teacher 

& School 

Post/ Qualification Sex Period of service as teacher, 

experience, exemplary 

works/ achievements 

Remarks 







ACAD/CBSE/EO(C)/2011 Circular No.93 /11 




Subject: Availability of the textbook in Philosophy for Class XI. 


It is brought to your kind attention that the CBSE has brought out a text book in Philosophy for Class XI. The 

book has been uploaded on the CBSE website www.cbse.nic.in. 

You are requested to bring it to the notice of all concerned teachers and students. The print copies will also be 

made available shortly in the CBSE stores. 



(N.NAGARAJU) 


Copy with a request to respective Heads of Directorates/KVS/NVS/CTSA as indicated below to also disseminate the 

information to all concerned schools under their jurisdiction:- 

1. The Commissioner, Kendriya Vidyalaya Sangathan, 18-Institutional Area, Shaheed Jeet Singh Marg, New Delhi-110 016. 







8. The Secretary, Central Tibetan School Administration, ESSESS Plaza, Community Centre, Sector 3, Rohini, Delhi-110 085. 

9. All the Regional Officers of CBSE with the request to send this circular to all the Heads of the affiliated schools of 

the Board in their respective regions. 














NOTIFICATION REGARDING ACCREDITATION 

OF SCHOOLS OF CBSE 

It has been brought to the notice of the Board that some agencies have started training Master 

Trainers for accrediting schools affiliated to CBSE even though they have not been empanelled 

by the CBSE. 

This is for the information of all concerned that the CBSE accreditation process is largely 

focused on qualitative enhancement and improvement of schools through a self reflective 

exercise and is not meant for grading the schools. 

The criteria that any accrediting agency or private consultant may begin to draw up and 

train Heads of schools or teachers to be assessors or accreditors remains uncertain and may 

cause ambiguity for schools with the CBSE. The CBSE School Quality Assessment and 

Accreditation Manual will be soon be available at the CBSE website and only the empanelled 

agencies who have been oriented by the CBSE are authorized to train the master trainers for 

accreditation of schools under CBSE’s scheme of Accreditation. 

In View of this, schools are advised to refrain from falling prey to unscrupulous elements who 

prefer to deliver training which may not be contextual to CBSE. In case of any reports in this 

regard kindly mail dir.trg@nic.in. You may also contact the following officer: 

Mr. Al Hilal Ahmed, Asstt. Education Officer 

Email Id: aeoasedof@gmail.com / cbsecp@gmail.com 

Landline Number: 011-23237780 




Gram: CENBOSEC 

Website: www.cbse.nic.in 

Ph: 011-23234324 (Tele-fax) 



Shiksha Sadan, 17- Rouse Avenue, Institutional Area, New Delhi -110002 

CBSE/ACAD/DIR (TRG)/2011 13th December. 2011 

NOTIFICATION REGARDING INTERNATIONAL WORKSHOP ON 

TECHNOLOGY ENHANCED LEARNING FOR SCHOOLS 

This is for the information of all Principals and key decision makers from schools that an International Workshop on 

Technology Enhanced Learning for Schools is scheduled on January 4th, 2012 at Amrita Vishawa Vidyapeetham, 

Amritapuri Campus, Kerala. This is jointly organized by CBSE, Amrita University and Confederation of Kerala 

Sahodayas. The workshop sessions and panel discussions will be in areas like:- 

• Personalized learning 

• Adaptive Learning and Assessments 

• Mobile Learning 

• Online Science Labs 

• Free and open source software for schools 

The Registration fee is Rs. 1,000/- per participant (before December 25th, 2011) and Rs. 1,500/- per participant 

(after December 25th, 2011). To participate in this workshop kindly register online at http://www.ictee.org/ 

registration . 

All the participants will receive the certificate of participation. 

For further query please contact Mrs. Archana Thakur, Assistant Education Officer at 011-23230328 or email 

at cbsecp@gmail.com. 




Notification 

In view of the concerns regarding quality of education raised in 11th Plan, CBSE is going 

to introduce a holistic School Quality Assessment and Accreditation scheme. It will cover 

all aspects of a school functioning, namely its Scholastic and Co-scholastic Domains, 

Infrastructural Areas, Human Resources, Management and Administration, Leadership and 

Beneficiary Satisfaction. The major objectives of the scheme are as follows: 

a. Assessment and accreditation will provide an incentive for self-study and self 

improvement by the institutions and help them in capacity building 

b. It will reassure external stakeholders such as employers, professional bodies and 

the general public, about the legitimate quality of the assessed and accredited 

CBSE school as well as the relative quality status in comparison to other similar 

institutions 

c. Assessment and accreditation will enhance the responsiveness of communities of 

learners and shift the quality benchmark from examination result to comprehensive 

and valid parameters of holistic quality 

d. Accreditation will ensure that institutions prepare the students for citizenship 

responsibilities, successful careers, acquisition of life skills and life- long 

learning. 

The CBSE now intends to accredit the schools initially on pilot basis. In this reference CBSE 

has prepared detailed criterion including a manual and instruments for schools regarding School 

Quality Assessment and Accreditation. The schools desirous of getting accredited may apply to 

CBSE within the next four weeks. The CBSE School Quality Assessment and Accreditation 

Manual and instruments will be uploaded on the CBSE website soon. 

Address for Communication: 

Al Hilal Ahmed, 

Assistant Education Officer, 

17, Institutional Area, Rouse Avenue, 

Delhi-110002 

E mail: cbsecp@gmail.com 





Suggestions/Feedback Form for CENBOSEC 

To 

The Chairman 


Shiksha Kendra, 2, Community Centre 

Preet Vihar, New Delhi - 110 092 

Subject : General Suggestion/Feedback for CENBOSEC (Vol. …................ Month…................) 

Dear Sir, 

Suggestions/Feedback :--------------------------------------------------------------------------------------- 

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From: 

Name : ----------------------------------------------------------------------------------------------- 

Address :------------------------------------------------------------------------------------------------ 

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E-mail id :------------------------------------------------------------------------------------------------ 

Phone/Fax :------------------------------------------------------------------------------------------------ 

Note: You may detach this sheet and send the Suggestion/Feedback of the CENBOSEC at the above mentioned address.

Quality Initiatives in Education - CBSE

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