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Quarterly Bulletin of the Central Board of Secondary Education
Vol. 51, No. 2, April-June 2012
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)
EDITORial Board
R.P. Singh
Assistant Education Officer
Niti S. Sharma
Report Writer
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
Page
From the Chairman 3
Feedback Forum 7
Articles
Community Outreach - Ms. Mahenaz Farid 12
Reaching Out – A Social Responsibility - Ms. Caroline Diane Ross 14
Community Outreach - Mr. S. Juneja 16
Community Outreach - Ms. Seema Vijay Nair 17
Community Outreach - Ms. Rooma Pathak 19
Community Outreach - Ms. Chitra Nakra 21
Sensitizing young minds…. ….Community Outreach - Mr. Rupam Sah 23
Community Outreach - Mrs. Neera Sharma 26
Community Outreach - Mrs. Malabika Bhattacharya 28
Service to Humanity – Reaching out with a helping hand - Ms. Alka Sahani 29
Community Outreach - Ramendra Chauhan 30
Community Outreach - Ms. Heena Arora 31
Community Outreach- Is it really advantageous for Society - Vikas Mahajan 33
What other Principals say 35
What other Teachers say 40
News from Schools 47
Green Page 66
Health & Wellness Clubs 78
Sahodaya Updates 85
Sports Arena 89
Academic Updates 91
Best Practices 99
fgUnh foHkkx 112
Circulars 116

From the Chairman
We remember our school days when we were given a project - ‘Each One Teach One’. A simple
initiative that made the students take the role of teachers for those ‘chosen few’ who did not even dream
of ‘school education’. It is surprising to hear that a lot of kids who got initiated into reading and writing
pursued education from open schooling etc., and grew up doing well in life. This is a simple example of
‘Community Outreach’.
The term ‘Community Outreach’ can be interpreted in a number of ways depending on the need,
requirement and modes of providing the outreach. According to me the Community Outreach can be simply
explained as an event or program that benefits a specific community/population. It can be any activity that
brings the work, experience, knowledge, information, innovations of the institutions/organizations out into
the community, the nation or the world. And when we talk of a Community Outreach programme in the
field of education, it involves students, teachers, schools, academic institutions, educationists, academicians,
society and most importantly, the outreach audience.
The Community Outreach can take on many forms like service to others, teaching and taking up
various community concerns. Outreach projects commonly take place in settings outside of the school/
institution that directly or indirectly benefit community partners. Management, faculty and student
engagement with community audiences and partners in both formal and informal settings are the types
of activities that are most commonly associated with outreach. It describes all projects, assignments,
workshops etc., which are offered outside the regular premises. On the other hand teaching the students
weaving, handcrafts, traditional arts, crafts, painting and other folk arts etc. to the young generation so
that these ancient art forms do not die out, can be categorized as Community Outreach too.
Continuing with its efforts in the area of ‘Values Education’, the CBSE is bringing out a Values
Education Kit (VEK) that contains Values Education: A Handbook for Teachers, Values Cards and a CD of
songs symbolising values of peace, harmony and respect for nature that can help in bringing education
for values in schools. We all know that this is not something new. Teachers everywhere are attempting
this in their own way. What is required at this stage is to review all possible strategies which could lead
to a comprehensive approach. In the Class X and XII exams 3-5 marks in each of the core subjects will
be allotted for ‘Values Education’ in the form of Values Based Questions. The idea is to prepare and nurture
students to live in a multilingual, multicultural, and multi-religious country.
It is believed that heritage education is important for a child’s understanding of the beliefs, values,
history and socio-cultural context and it should not be confined to the study of physical survivals only. In
this context CBSE has recently extended its horizon in the field of education with the incorporation of
Heritage Education Programme in schools. The main initiatives under the programme are inter-school
Heritage India Quiz, initiating Heritage Walks, annual celebration of World Heritage Day on 12th January,
April-June 2012 3

Adopt a Monument Programme, functioning of Heritage school clubs and conducting cultural events to
enrich every learner’s overall experience.
The Board has also initiated a micro site on Heritage Education at www.heritage.cbseacademic.in
which will help teachers to explore, learn and empower their students with local heritage and connect
them to National and World Heritage Sites.
The country would be celebrating the 150th Birth Anniversary of Swami Vivekananda on 12th
January 2013. It has been decided to commemorate the event in the schools affiliated to the Board so that
the teachers, students and various stakeholders can understand the life, philosophy and teachings of this
great reformer.
In order to excel at a job, a sport or any discipline, a person must acquire and master certain skills.
Living a healthy, accomplished and productive life is no different. Taking the lead, CBSE has introduced
Life Skills Education as an integral part of the curriculum to inculcate self awareness, empathy and critical
thinking skills among young learners. In this context, the first International Life Skills, School Health and
Wellbeing Summit, 2012 was held between 19 and 21 April 2012 at the India Islamic Cultural Centre,
New Delhi. A soft launch of the CBSE Academic website was also done by the Honourable Minister of
Human Resource Development during the summit. The website provides an insight not only into the
academic activities which otherwise might not be easily accessible to all. It is a sincere effort from the
CBSE Academics and Training Unit and aesthetic and visual appeal, navigation and accessibility are the
major focus points that were kept in mind while designing and developing this website.
The CBSE honours 15 mentors and 32 teachers from across the country on the eve of the Teachers’
Day for their innovation and contribution in the field of education. Introduced for the first time, the
Mentor Award is being given for efforts to promote Continuous and Comprehensive Evaluation (CCE).
The Mentors are identified by the CBSE, who helped schools implement CCE effectively. Keeping in
line with CCE and the other Examination Reforms, the CBSE has decided to discontinue the practice
of providing a Blue print, Sample Question papers and Marking Schemes in classes IX and X w.e.f. the
Summative Assessment II of 2012-13.
The Board has been propagating life skills, health, hygiene and sanitation, disaster management,
vocational education, environmental education, values education etc., which are intrinsic to reaching out to
the community, nation and the world. The Community Outreach also creates awareness among children,
develop life skills and train the young growing minds to look beyond academic and global boundaries.
VINEET JOSHI
Chairman
CBSE
4 Community Outreach

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Walks, 12 tuojh dks fo'o&/kjksgj fnol ij okf"kZd mRlo] Lekjdksa ls lacaf/kr dk;ZØeksa dks viukuk ¼Adopt
a Monument Programme½] Heritage School Club ¼fojklr f'k{kk gsrq Ldwy Dyc½ dks pykuk vkSj izR;sd fo|kFkhZ
ds lexz vuqHkoksa dks le`) djus ds fy, lkaLÑfrd dk;ZØeksa dk vk;kstu djukA
cksMZ us fojklr gsrq f'k{kk ij ,d ekbØks lkbV www.heritage.cbseacademic.in dh igy Hkh dh gS tks f'k{kdks
dks] muds Nk=ksa }kjk LFkkuh; /kjksgjksa dks [kkstus] Kku izkIr djus rFkk mUgsa oSf'od ,oa jk"Vªh; /kjksgj&LFkyksa
ds lkFk tksM+us esa l{ke cuk,xkA
gekjk ns'k 12 tuojh 2013 dks Lokeh foosdkuUn dh 150oha t;arh eukus tk jgk gSA dsekf'kcks ls lac)
fo|ky;ksa esa bl Lej.kh; volj ij fofo/k vk;kstuksa dk fu.kZ; fy;k x;k gS] ftlls fd f'k{kd] Nk= ,oa
fofo/k lk>hnkj bl egku lq/kkjd ds thou] f'k{kk vkSj n'kZu dks le> ldsaA
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fparu dkS'ky iSnk djus ds fy,] ikB~;Øe ds ,d vfHkUu vax ds #i esa ^thou dkS'ky* f'k{kk dh 'kq#vkr dh
gSA blh lanHkZ esa] igyk varjkZ"Vªh; thou&dkS'ky] fo|ky;h LokLF; ,oa dY;k.k f'k[kj lEesyu&2012] 19 vkSj
21 vizSy] 2012 ds chp India Islamic Cultural Center, New Delhi esa vk;ksftr fd;k x;k FkkA bl f'k[kj lEesyu
ds nkSjku gh] dsUæh; ekuo lalk/ku fodkl ds ekuuh; dsUæh; ea=h us dsekf'kcks ds vdknfed osclkbV dk
lkWVykap Hkh fd;k FkkA ;g osclkbV u dsoy 'kSf{kd xfrfof/k;ksa esa ,d varnZ`f"V iznku djrk gS cfYd tks
lgtrk ls lqyHk ugha gksrk mls Hkh miyC/k djkrk gSA ;g dsekf'kcks ds vdknfed vkSj izf'k{k.k bdkbZ } kjk
fd;k x;k ,d lku iz;kl gS( vkSj tc bl osclkbV dks vfHkdfYir vkSj fodflr fd;k tk jgk Fkk rc
fnekx esa dykRedrk ,oa 'kSf{kd dk;Z esa lgk;d lkefxz;ksa ds vkxzg rFkk ekxZn'kZu ,oa lqyHkrk] bu egÙoiw. kZ
fcUnqvksa dks /;ku esa j[kk x;k FkkA
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esa muds ;ksxnku vkSj uoizorZu ds fy, lEekfur djsxkA lrr~ ,oa O;kid ewY;kadu ¼CCE½ dks izksRlkfgr
djus okys iz;klksa ds fy, igyh ckj] ^esaVj vokMZ* fn, tkus dh 'kq#vkr dh xbZ gSA dsekf'kcks }kjk ml easVj
dh igpku dh xbZ gS ftUgksaus izHkkoh rjhds ls CCE dks dk;kZfUor djus esa fo|ky;ksa dh lgk;rk dh FkhA
CCE ,oa vU; ijh{kk lq/kkjksa ds lkFk rkyesy cuk, j[krs gq,] dsekf'kcks us 2012&13 ds ;ksxkRed ewY;kadu II
ds izHkkoksa dks tkuus ds ckn d{kk 9 ,oa 10 esa Cyw fizaV] vkn'kZ iz'ui= vkSj vadu ;kstukvksa dh izFkk dks can
djus dk QSlyk fd;k gSA
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;k ekul dks izf'kf{kr djrk gSA
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6 Community Outreach

Feedback Forum
Respected Sir,
This letter is with reference to the implementation of CCE.
At the outset, I would like to express my heartiest appreciation for the implementation of CCE. This
is a wonderful system, exactly equivalent to traditional 'Gurukula' system which nurtures child’s original
thinking by giving them diverse experiences. Due to globalization and modernization, the imperative
values of yesteryears have taken a backseat and are getting eroded from our education system. CBSE
has made the informal agencies of education like family, school and society to realize the explosiveness
of the modern education. This system will create the best human beings in this world and no doubt they
deserve the best from the world.
We are seeing the effect of this system in our school for the past two years, which is making the child
free of fear and anxiety and helping the child to express his or her views freely.
Through Chinmaya Mission, Swami Chinmayananda’s Vision on Education includes physical
development, mental development, intellectual development, spiritual development, Indian culture, patriotism
and universal outlook. This approach of the Board helps us in strengthening and implementing our vision and
ensuring quality in all the aspects of child development.
Thanking you,
Swami Ramakrishnanana
Chinmaya Vidyalaya, Nagapattinam
Chinmaya Mission, Nagapattinam
Respected Sir,
Hearty regards to you,
At the very outset, I would like to take this opportunity on behalf of The Secunderabad Public School,
New Delhi to congratulate Mr. Kapil Sibal, Honb'le Minister for Human Resource Development and the
complete team of CBSE for taking up the challenging task of RTE and I appreciate the way the implementation
process is going on.
April-June 2012 7

We have been successful in implementing CCE effectively in our school and are looking forward to
the new innovations CBSE makes in this regard. I must appreciate research and development work put by
you and your team.
Thanking you
M. M. Augustine
Principal,
The Secunderabad Public School,
New Delhi
Respected Sir,
In continuation with the CBSE guidelines on CCE and its vision of robust and holistic school education
Shanti Niketan Public School (SNPS) moved a pace ahead by fixing the last period of school as an Activity
period where various activities are carried out.
The idea is to provide a platform to the children so that they develop social skills and get them an
opportunity to check out the wilderness while having fun.
To further boost the morale of our teachers and students, we hope that you will provide a little land on
your esteemed CENBOSEC for us to bloom.
Thanking you,
Puneet Saraswat
Co-ordinator Academics
Shanti Niketan Public School,
Tehra, Agra
Respected Sir,
I want to congratulate you on one more milestone of CBSE, that is the new website : www.academics.
nic.in. It will help us in different ways by providing us uptodate knowledge of every academic solution we
require for our students and teachers. Once again I congratulate you and the entire team of CBSE on this
new milestone.
Gopal
Principal
Asian Public School,
35 BB, Gajsinghpur, Rajasthan
8 Community Outreach

Respected Sir,
I thank you very much and appreciate you what you have rightly ‘Advised’ the parents 'that is' to keep
a hotline contact with the school authorities for overall betterment of their wards.
PTA meetings must be attended regularly with lively points before the respected teachers, and
Management, to ensure that the students become better citizens.
Sachdev Lakshminarain
579, Devli,
New Delhi-110062
Respected Sir,
At the outset, we express our deep sense of gratitude for having spent two days with us and also for
the courtesy you have shown meeting the members of the Executive Committee of the Kerala CBSE School
Management Association. I would like to place on record that your visit to Kochi and the observations you
had made were a great encouragement for all the CBSE Schools in Kerala.
The Mentoring and Monitoring workshop had also evoked good response from the parents and
teachers. Your interaction with the parents and teachers was really helpful in clearing their doubts regarding
both academic and administrative matters.
With profound regards,
Advocate T.P.M. Ibrahim Khan
Chairman and Manager
Al-Ameen Public School &
President
Kerala CBSE School Management
Association, Kochi
April-June 2012 9

Respected Sir,
Thank you for arranging the training session with our teachers. They were happy with the training and
are now full of new ideas and ready to work on in this session.
Their doubts about curriculum planning have also been cleared..
Warm regards,
Aupama Chopra
Principal
Global Indian International School,
Malaysia
Respected Sir,
I sincerely appreciate the CBSE's initiatives under your able leadership. Your enthusiasm and your ability
to motivate others has resulted in a significant change in CBSE and education system in India.
The recent initiatives of CCE, CBSEi and now Accreditation are efforts which are worth the highest
level of appreciation. After achieving a consultant status from QCI- NABET for School Accreditation, I
was wondering as to how to start the Accreditation process in my school but was unable to a few days back.
Fortunately, I browsed the new CBSE Academic site and downloaded the Accreditation manual. EUREKA!!!
I witnessed the most amazing manual which made me feel proud to be associated with CBSE, the only
education board in India who is working on Quality perspective so deeply. The manual has been drafted in
such a simple way that it would benefit schools at large.
The letter of appreciation is written to show our deep gratitude for the hard work done.
Once again many congratulations and hope you will maintain this spirit throughout in your future
projects.
Regards
Vishal Jain
Secretary,
Meerut Sahodaya School Complex
Meerut
10 Community Outreach

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Community Outreach
Ms. Mahenaz Farid*
‘Community building must become the heart of any school improvement effort’.
- Thomas Sergiovanni
International Indian School Dammam, Saudi Arabia is an excellent example of a community school located
in the eastern province of the Kingdom of Saudi Arabia. One of the largest school with 1600 students and almost
800 teachers, this school caters to educational requirement of the children of the Indian community for the last 30
years. My career as a teacher started 27 years back with this school. I have witnessed active participation of both
the Indian community settled here and the local community in the development of the institution.
These are ways and means of bringing the community closer to the school.
Successful community outreach focuses on the issues relevant to the community. Schools have always
played a vital role in providing an educated responsible workforce to the community. Our students today live in
technologically sophisticated society and are the digital naïve. They are smarter, more confident and more curious.
The problems faced by most of the schools among the students today are aggressiveness, violence, frustration,
drifting away from family values and culture.
Schools located in a foreign land and catering to the educational requirements of the Indian community
settled there have a totally different set of problems to face. Most of the students here are born with a silver spoon
in their mouth. They enjoy all comforts and luxury. Their exposure to our culture and tradition is not as pronounced
as it is in our home country. Here the role of community becomes very significant.
Schools can avail a lot of benefit from the community; the community at large can help us in inculcating
in our students social and cultural values which are necessary for success and survival in the contemporary society.
Parents and other members of the community can share knowledge, experience of ethnic or historical traditions
with the schools thus helping in bridging the gap between itself and the community.
‘Shared values are more important than paper and policies. We need passion, people, and pride. Leadership not
management.’
- Lester Levy
Though schools come up with promising reforms and are trying their level best reach out to the community
the outcome is not encouraging. Each time it is felt that the schools should do something more. The schools on
the other hand, do not have enough time or staff to do anything more or extra.
In this respect, Schorr’s (1997) cogent analysis is worth noting: “If we are to move beyond discovering one
isolated success after another, only to abandon it, dilute it, or dismember it before it can more than a few, we must identify
the forces that make it so hard for a success to survive.”
* Controller of Exams, CBSE-i Co-ordinator, International Indian School Al Khobar, Saudi Arabia
12 Community Outreach

It must be noted that if schools and their surrounding neighbourhoods are to function well and the youth
are to develop and learn effectively, a variety of facilitative steps must be taken such as identifying and responding
to community concerns, committing to community engagement, developing effective interaction and partnership
with the community, involving the community in establishing goals and strategies that meet both environmental
and community needs.
It is very important that schools need to be continuously connected with the community for an effective
and fruitful outreach. They can build connections with :
• family and community to support student transitions throughout the education system.
• community organizations, such as local health and human services providers and community-based
youth development organizations, to provide services or enrichment opportunities for students at or
near the school.
• universities where usually colleges of education provide expertise, resources and professional
development to schools while schools participate in research studies or other professional collaboration
projects.
• educational organizations, such as museums, libraries and cultural groups to provide out-of-school
opportunities for informal teaching and learning.
• community service or service learning programs that link academic content with activities that allow
students to contribute to the well-being of the community.
• the community based volunteers who are willing to provide remedial or enrichment learning activities
for students after school hours thus maximizing the use of school resources.
• community members to initiate deliberative dialogue programs to explore issues affecting schools.
Schools should focus on the following important attributes in making their community outreach programs
highly effective namely, they
1. should be comprehensive, flexible, responsive and preserving.
2. must see children in the context of their families.
3. must deal with families as part of neighbourhoods and communities.
4. must have a clear mission and continue to evolve over time.
5. must be managed by competent and committed staff that is trained to provide high-quality, responsive
services.
6. must build strong relationships based on mutual trust and respect.
A school which enjoys the support of families and community at large faces the least problems of indiscipline
among their students. School-community collaborations are successful and cost effective in the long-run.
A reasonable inference from available evidence is that, by establishing school-based centre and enabling
easy access to students and families not only provides services but also encourages schools to open their doors in
ways that enhance family involvement. Families using school-based centres are described as becoming interested
in contributing to school and community by providing social support networks for new students and families,
teaching each other coping skills, participating in school governance and helping to create a psychological sense
of community are among the most effective programmes.
April-June 2012 13

Reaching Out – A Social Responsibility
Ms. Caroline Diane Ross*
Social responsibility is an important value to be inculcated among students in order to instill within them
an attitude of service. Service to the community is one of the most important aspects of Meridian School for
Boys and Girls, Banjara Hills, Hyderabad. The School has always extended a helping hand to those in distress,
be it due to a natural calamity or plain poverty. Last year the school had decided to take a step further and reach
out to rural India and help in their upliftment thus setting an example for other Sahodaya Schools wherein 6
others followed suit. With the aide of the Vande Mataram Foundation, we adopted Mudwin village - a village in
the naxal stricken Mehboobnagar district of Andhra Pradesh. The management, staff and students contributed
generously to put together a hamper of necessities such as clothes, rice, school bags, books and stationery, plates,
footwear etc. and distributed to the students in the village. A group of volunteers comprising the Principal, Ms.
D. Usha Reddy, staff and students visited the village where they interacted with the students, distributed the
hampers, experienced a day in the countryside learning the harder side of life and were filled with contentment
and gratitude.
To continue its Community Outreach, this time Meridian dreamed even bigger, as it decided to adopt 10
villages and equip them with not only materialistic needs but also intellectual, health and sanitation needs as part
of our “Rural Adoption Programme”- ‘Varadhi – Bridging the urban-rural divide’ and “The Right To Education for
All”. The existing conditions of the schools in these villages dawned an idea. We decided to bring some of the
students to our campus at Banjara Hills where they would be trained in various subjects and easy techniques of
learning so that they could easily clear their exams and study further.
From 12th August to 15th August about 200 students comprising students of standard VIII and IX from
11 schools of 11 villages were housed on our campus. The management, staff and students, were ready to forego
their festivities over the weekend, to impart lessons in various subjects to the students in Telugu and encouraged
them to speak in English. The focus was not merely teaching of the content but also to develop study skills,
mind mapping, communication skills and give a platform to build leadership qualities, physical fitness and
computer literacy. These students would train the rest of their classmates back home. Each of the students was
given a participation certificate to motivate them. Apart from academics the students were also be taken to the
"Ramakrishna Math" for a spiritual session and sightseeing to Hitec City, Krishnakant Park, and Birla Museum
and Planetarium. Games and fun activities were conducted in the evenings to entertain them.
The 65th Independence Day Celebrations at Meridian resounded with patriotism and brotherhood as
the visiting students dined with the Meridianites in the School Mess. The Chief Guest of the day was Swami
Bhodamayananda who, in his speech, heralded the effort of Meridian and also briefed the students about their
* Meridian School for Boys and Girls, Banjara Hills, Hyderabad
14 Community Outreach

esponsibility towards the society. Apart from the show by the Meridianites, the visiting students also gave a special
presentation. The Principal, Ms D Usha Reddy expressed that this step was just the beginning and that Meridian
would continue to strive to bridge the urban-rural divide. She also promised that by the next Independence Day
the schools in these 11 villages would have toilets built by Meridian as this paucity saw many students especially
girls drop out of school after primary education. In the evening, before the departure, the representatives of each
school was given study material for their school library so that all students could profit from them. A teacher from
Meridian also donated a set of 10 educational CDs to each of the 11 schools. At the get-together, the students and
accompanying teachers were emotional as they expressed their gratitude for their stay at Meridian and said that
it was an experience of a lifetime. While some of them said that it was their 1st visit to a multi-storeyed building
others said that a visit to the city was distant dream fulfilled. This gesture form Meridian instilled within them
the fire to study and strive to achieve greater things in life.
Thanks to The Right to Education Act and the Continuous and Comprehensive Programme (CCE) adopted
by the CBSE with regard to the grading and upgradation of the students’ grades in various subjects the schools
are now able to take Community Service more seriously and the parent fraternity are willing to extend their
cooperation for the betterment of not just their ward but the society at large.
The packed itenary and meticulous arrangements could not have been possible without the ready support
of the management, staff, parents and students who volunteered to forego their long weekend holiday to make it
a memorable one for the lesser fortunate.
"Everybody can be great … because
anybody can serve. You don't have to
make your subject and verb agree to
serve. You only need a heart full of
grace. A soul generated by love."
– Martin Luther King Jr.
April-June 2012 15

Community Outreach
Mr. S. Juneja*
"If you can’t be a ‘Pine’ on the top of the hill;
Be a shrub in the valley, but be;
Be the best of whatever you are, you can;
Be a bush if you can’t be a tree."
What a wonderful lesson wrapped up in these words – a lesson of hope, courage and promise! We have to
build a better individual before building a better society. This is the truth to live by.
The modern man caught in a world of crashing values has become a part of the madding crowd. He is wholly,
ignorant of his power to shape his own destiny and that of his society. Only individuals who have developed their
own potential can contribute to the welfare of others. History is replete with examples of persons who cultivated
their qualities of head and heart, to help their fellow countrymen. Their life is judged by how it touches the life
of others.
Community Outreach is the practice of conducting awareness activities, the way in which we influence the
individual units of society, strong helping the weak and the fortunate helping the less fortunate. It can encompass
a range of intervention and approaches including community meetings, training sessions with people, street plays,
cultural activities, marches and demonstrations. Evidence shows that these mediums can produce positive change
in the attitude and behaviour of society.
Providing financial aid for widows and victims of poverty, establishing care homes for the elderly can
entrench a tranquil, supportive atmosphere for those who have no one else to look after them.
‘Community Outreach’ in true sense should be beyond the rhetoric of the word 'outreach' by providing
the various resources with a significant role and resilient environment, away from legal limitations, so that they
could function efficiently.
Due to globalization, imperative values of yesteryears have taken a backseat. Informal agencies like family,
community have realized the explosiveness of the situation. Educational institutions especially schools are playing
a vital role in sensitizing the children towards social issues like global warming, corruption, increasing population
and so on … exhibitions, nukkad natikas and plays organized by the school stand apart from the crowd in the
sense that they do something appealing by creating a conducive environment.
Yes, our school children can be the living harbingers of change by developing their proximity to their society.
It takes years to change the society, but it takes a fraction of second to change the mindset. The clarion
call is on. Let's all be driven by the passion to single mindedly pursue our vision for the upliftment of the society.
Lets embark upon a new horizon of co-operation because, we shoulder the divine responsibility of social change.
* Principal, Dav Centenary Public School, Rohtak, Haryana
16 Community Outreach

Community Outreach
Ms. Seema Vijay Nair*
“Education is a process of living and not a preparation for future living. We cannot separate education from life:
The connection of the two is the point” – Dewey (1933)
The school, the family and the community are three major contexts in which students live and grow. These
overlapping spheres of influence are extremely important because they directly affect children’s learning and
development.
The school and the family both, obviously share responsibility for children’s learning. This relationship
between the school and the home is based on mutual respect and acknowledgement of the assets and expertise
of each member. But this partnership can be extended further, schools can emphasize a broad base of community
involvement. Here it is essential to understand that schools are communities unto themselves because they don’t exist
in isolation. They reside within the communities they serve and must cultivate their relationship with them.
The community should have a vested interest in what schools offer and in turn schools should have an
obligation to be sensitive to the community they serve, to care for and protect the children entrusted to them and
be accountable to the local community in their governance and management.
And when such mutual relationships exist, the result is improved learning for all students and strengthened
schools, families and communities. Research shows that parent and community involved in education is associated
with improved student outcomes (Ballen and Moles, 1994).
Thus connecting with families and communities can help students, families, teachers and school leaders to
better understand each other's perspectives and create a more open, diversity – friendly school environment in
which all students have a better chance to succeed. Linking schools and communities is widely recognized as a good
pedagogical practice and is considered to make children indulge in more meaningful and engaged learning.
Some benefits of community collaboration can be summed up as follows.
• Schools get help from multiple sources
• Community partners can offer a variety of mentoring experiences to students.
• Community can benefit from the positive public relations of working closely with schools.
• Students can see the connection between the curriculum in the school and the skills that are required
in the real world.
• School – family - community partnerships will enable students and families to produce their own
successes.
* Principal, All Saints High School, Kalyan
April-June 2012 17

HOW TO BRING ABOUT A COMMUNITY COLLABORATION
1) Assess the diversity of families in your school including diversity in culture, socio-economic status, language.
Knowing more about students families and background will enable in identifying the goals and strategies
for an effective partnership with family and the community. This can be done by survey questionnaires,
telephone, interviews, meetings and discussions.
2) Developing effective communication: Effective communication from home to school and school to home.
Strategies for personal contact included home visits, establishment of a parent center and a parent liasion
to co-ordinate involvement efforts, parent teacher conferences. Strategies for written communication
can include introductory and year end letters to parents and students, classroom newsletters etc. Special
consideration must be given to communication and care to be taken that the content in the communication
is jargon free. Also CDs can be used instead of written material to communicate.
3) Encouraging parents and community members, groups to participate in the school events. Plan regular
events sometimes in the form of informal gatherings. Have staff personally distribute leaflets in the
community concerning school events, meetings or other activities. Volunteers should be valued for their
efforts in whatever capacity they are able to participate. Offer classes or workshops to parents on various
strategies or parenting skills, helping children learn at home, skills improvement, etc. It is needed to be
emphasized that one time effort is not enough. It should be an ongoing process.
To encourage the participation, schools should create positive experiences so that the parents and community
members realize that they are welcome to school and are free to suggest, recommend and initiate.
Include families as decision makers, advocates, members of school councils and committees.
4) Collaborating with community organizations and agencies. These partnerships promote sharing of
information and resources that are helpful to students and families. Some cultural organizations and religious
organizations can provide cultural, recreational and extra curricular activities so that children’s lives are
enriched. Partnerships with community agencies can make health and social services such as medical care
and counselling available to students and families through the school.
Community members and parents may be invited to talk about their skills, talents and experiences to
students every fortnight. Build a community network of concerned adults, to talk about and publicise issues
of concern to the schools and to the community.
5) Make students sent appreciation notes, thank you notes to the service providers in the community like the
police, fire fighting squad, etc.
Thus by reaching out to the community, a school can address a wide range of problems and issues that
students and families face. They can in fact serve as a hub for the delivery of services that complement and support
education. Above all, an effective school and community link can strengthen education because it is undoubtedly
the key to a strong local economy, a good quality of life and a brighter future for everyone.
“Communities that work to make education better are communities with bright future”.
- Richard W. Riley
18 Community Outreach

Community Outreach
Ms. Rooma Pathak*
Swami Vivekananda aptly said, “To serve mankind is to serve God.
Social service is the best prayer, perfect deed and can bring something very simple, a smile on somebody’s
face and spread kindness which in return can form a chain of humanity that will benefit one and all. Every single
person on this planet Earth is engaged in some form of activity and tries to strive towards excellence. In this
technology driven world man is circling over material gains and prosperity and hardly has time to spare for others.
Wealth or highly social status doesn’t represent the true self. The perfect self is the one that follows the community
services, with heart that beats forever for others. In fact, Goodness in human beings does not die, it only sleeps
which can be aroused by love. Love, which is neither taught nor learnt but cultivated in our daily routine.
Community outreach programs are an important supplement, and complement to a solid social
infrastructure.
Communities can reach out to underpriveleged by :-
• Meeting the basic needs : Food, cloth and shelter.
• Removing barriers : working towards health care services.
• Building skills : Removing illiteracy, academic up liftment .
• Promoting economic development : Training in self employment.
The dark clouds ignorance, invisibility can be purified by community outreach programs. Who can forget
the works of Baba Amte, Mother Teresa, Dr. Abhay Bhang, Dr. Rani Bhang who really worked for the up liftment
of the community.
C. Gopalachari words still echo in nook and corner that the real essence of life is “ Pain instinctively felt for
other’s sufferings, Pleasure felt instinctively in others joy”. Community Outreach programs comprising of students
and young teens can work for the holistic development of the under privileged and conservation of environment.
Schools also have a prominent role in creating awareness like holding rallies to make the neighborhood aware
about the sensitive issues like Save Planet Earth, Save Environment, Say No to Crackers etc which can be
instrumental in bringing about change and transformation in their society. The distribution of free pamphlets on
AIDS Awareness, Say No to plastic bags, fire Safety tips can widen the mental horizon of the community.
Community Outreach Programs have also played a leading role in sending the message of unity, brotherhood
and service to mankind. Be it the most devastating floods in Assam, cyclone in Orissa, earthquake in Gujarat, we
find hundreds of people associated with different community programs jump to lend a helping hand to the victims,
* Principal, M.M. Public School, Vasundhra Enclave, Pitampura, Delhi-110034
April-June 2012 19

irrespective of caste, color or creed. Without waiting for the Government to act first these people voluntarily
do rescue operations, relief work, free distribution of cloth, food, rehabilitation, health care etc. Community
Outreach is a medium and invisible force that binds humanity together just as a force of gravitation binds all
matter together. Endeavors like interaction with slum children to know their root problems and to take necessary
steps with the help of different communities and NGO’s, can sort out the cause of their miseries. Visits to old age
homes by schools can uplift the morale and the will to live, among the elderly. Book contribution and donation
of old clothes, are welcome ideas which are being adopted by leading fashion brands to reach the weaker sections
of their community.
Community programs like cleaning of slum areas and incorporating health and hygiene, personel cleanliness
and community sanitation can help to remove the cultural and social backwardness of the neglected part of the
society. Unfortunately, the materialistic pursuits and competitive spirit has rendered man completely selfish. People
hardly remember great legendary figures like Mahatma Gandhi who in Champaran was never contended with
large or political or economical solutions. He saw the cultural and social backwardness and tried to mould a new
free Indian who could stand on his own feet . That was the spirit …
Various Blood Donation camps by Lions Club and Rotary Club, to name a few, are marching ahead in
the world of humanity by arranging different Blood Donation Camps for different blood groups for the sick and
dying. The doctors and social workers thus can volunteer themselves to eradicate diseases, sickness and become
the role model for the youth of 21st century. These community programs will develop in them the appreciation of
values like helpfulness, cooperation, responsibility, tolerance, caring and sharing so that they become responsible
and conscientious citizens of the nation. The government and other civic bodies play a great role in promoting
and encouraging such community programs.
Community Outreach is just a thought away from you, a thought to spare a crumb of bread for the
malnourished children, a thought to drop a coin daily in a piggy bank and spend the collection for the community
service this if instilled in the children right from the beginning, the day will not be far when the nation would
again be a golden bird with birds chirping the songs of prosperity and happiness.
Thus, it may be safely concluded, that the best self is the one who is willing to serve others for nothing. It
is the eternal duty of the self to serve community with the ultimate aim to equip the human race with goodness,
nobility, peace and prosperity like Mother Teresa. Service before the individual self, should end only with the last
breath, and service before the social self should end with the acme of human perfection. The present apocalyptic
world is a challenge before every human being whose earnest endeavor should be to reach the most remote parts
of the community to make it beautiful.
Thus Community Outreach gives the message ,
“ A sincere contribution to the society
Reflects man’s services and loyalty.”
20 Community Outreach

Community Outreach
Ms. Chitra Nakra*
At the outset it is interesting to quote Mahatma Gandhi-
'The best way to find yourself is to lose yourself in the service of others”
Well, and the happiest people are those who give and give generously. Schools can generously contribute in
their own way by engaging in social outreach initiatives enabling children to be the “change agents” by contributing
to the development of their country and improving the quality of life of the local community that we live in.
This can be done when the schools partner with the community in carrying out various projects and activities.
Education should teach us the purpose of life, which is to achieve a harmonious co-existence between ourselves
and societies, because ultimately all are related and inter connected and share the same ground of being in order
that the youth reach out to the community, it is important to create a feeling of social awareness, empathy and
expose them to lives of the underprivileged, orphans, differently abled, and the elderly and bring them closer to
the realities of life. Somewhere in our pedagogy, we have to inculcate in children a sense of the present times in
which they live, to create sustainable pathways to enhance their self esteem, confidence and to lead their country
to greatest heights. The schools can envisage a unique outreach methodology.
Orientation programmes : The students’ faculty and parents should be sensitized about the importance
of the community outreach programmes at the regional, national and global environment in which we live. They
should also be enlightened about the economic, social and political order of the place and this should be followed
by tangible services.
Pragmatic approach : The faculty and students should be empowered to associate the community with
resources, services and opportunity and should devote quality time to Community Services.
Case study method : Students should be involved in live projects as case studies that are aimed at empowering
the society.
Feedback : Both teachers and students should evaluate their work in an exercise of natural, development
and promotion of services.
Self and peer assessments : This will help the students to gauge the extent of their services and scope for
improving the quality of services extended to the society.
Besides, we can integrate our social sensitization programme with the future studies programme under
work experience groups, extensive parent and student orientations, films, visits etc., In the assembly, special events,
* Principal, Veda Vyasa Dav Public School, Vikaspuri, New Delhi
April-June 2012 21

guest lectures and extra curricular activities can further our commitment to society.
Schools can contribute in areas of educating the slum dwellers, environment, HIV/AIDS, adult education
programmes, I.T. based education to illiterate adults, climate change, green house gases, environmental hazards and
developmental planning of social services during the outbreak of epidemic or natural disasters. Besides honorary
service can be provided in old age homes, for special children, day care services, distressed youth, women groups
etc. The educational institutions can partner with orphanages and NGO’s to ensure adequate care and support
for the needy.
Let us reweave our educational fabric with such syllabi and curricula that produce a complete human being
to enhance the wealth of the nation. In this weaving lies the solution to problems of Indian Society. This will
provide our nation, a progressive stance. We should continue to reach out to the community so that, our children,
get several opportunities to make a difference because, we know together we can create a better tomorrow.
"In the end, though, maybe we must all
give up trying to pay back the people
in this world who sustain our lives. In
the end, maybe it's wiser to surrender
before the miraculous scope of human
generosity and to just keep saying
thank you, forever and sincerely, for
as long as we have voices."
– Elizabeth Gilbert
22 Community Outreach

Sensitizing young minds…. ….Community Outreach
Part of being a person is about helping others!
Mr. Rupam Sah*
Is it possible to teach empathy and compassion to children Is it realistic to ask middle school students
to think about people whom they might never meet Is it easy to make children realise that they are worthy of
positive contributions to the society, irrespective of their age
Cliches, aren’t these…! But are we in the process missing out on inculcating an extremely important life
skill in our students
Each time an individual is involved in community service there is an opportunity to learn new ideas ,
understand new perspectives and ultimately grow as an individual. The areas and the ways by which the community
can be impacted by outreach programmes are numerous. The significance of these programmes at school level is
immense as it is a place where both the head and the heart of a nation is developed. Secondly, when large number
of students in a school participate in such programmes a perceptible change happens.
SIGNIFICANCE OF COMMUNITY OUTREACH PROGRAMMES FOR STUDENTS
• They learn that they have a responsibility as future citizens to know about the world around them
and to respect and appreciate diversity.
• They also learn to identify problems and find resources to address theme.
• Through these programmes students are introduced to new places and people and sanitised about
issues in their community.
• Students develop heightened awareness and sensitivity to the needs of others in their community
and may develop a conviction to serve.
• Students apply academic, social and personal skills to improve the community.
• They are involved in making decisions that have tangible results.
• They develop leadership and team building skills.
IMPORTANT ASPECTS OF PLANNING A WHOLE SCHOOL OUTREACH PROGRAMME
Planning is an integral component of any successful programme. Following factors can be considered
during planning:-
* Principal, Bosco Public School, New Delhi
April-June 2012 23

• Availability of multiple options enabling students to choose projects corresponding to their
interest.
• Integration with the core curriculum.
• Age appropriateness (grade wise) of the project
• Time duration required to complete the project.
• Other engagements of the students
• Easy availability of resources needed, with effective guidelines
• Continuous motivation to keep children on task.
TYPES OF OUTREACH PROGRAMMES WHICH CAN BE TAKEN UP BY SCHOOLS
A first hand analysis of the challenges faced by the society needs to be done before finalising the nature of
the projects. Some of the suggestive programmes are:-
Campaigns for general awareness : Each month can be marked for a particular campaign which can be
distributed grade-wise. The campaigns will involve the students to research on the topic, gather facts, design
posters, leaflets , reach out to RWAs of various residential societies, parents during PTMs and to entire student
community of the school to spread awareness regarding critical issues such as
1) Anti cracker campaign
2) Blood donation drive and camp
3) Drive to fitness
4) Collection of packed food material, stationery items, toys and clothes to be donated to the
orphanages.
5) Sharing lunch with inmates of old age homes and carrying gifts and monetary support for them.
The sensitization campaign towards proper treatment of senior citizens can also be taken up.
6) Adopting a market place, a heritage site or a nearby park and ensuring that the place remains clean
round the year by taking up cleanliness drives and sensitizing local people.
7) Awareness regarding importance of eye donation.
8) Following traffic rules for personal and public safety.
9) Awareness regarding importance of rain water harvesting, planting trees, waste management etc.
10) Promoting commitment towards one's fundamental duties.
With properly planned campaigns the school can ensure participation of maximum students with less
24 Community Outreach

involvement of time and more benefits. The children will simultaneously not only become aware of their society
and its need but also in the process of campaigning hone their research, presentation and inter-personal skills.
Apart from the above there are many ways which can be taken up by the students as term projects to reach
out to the community.
TERM PROJECTS
1) Tutoring 6) School dropouts
2) Bullying Prevention 7) Disaster Management Services
3) Civic Engagement 8) Substance Abuse Prevention
4) Violence Prevention 9) Gender discrimination
5) Family planning Awareness 10) Health Services for poor
These are some of the projects which the children can opt as per their interests and submit a report on
the procedure, the challenges and success ratio. This will provide the students an ability to think critically, work
out solutions to problems, handle people and also to analyse their impact on others. They will be able to realise
the hidden potential in them and their power as individuals to transform lives positively. The project supervisors
should ensure enthusiasm and commitment through proper guidance.
School Management and Teachers can directly contribute by participating in the following:
1) Adopting a small school (rural/ underpriveleged) and donating/sharing resources viz.. old benches
and desks, black boards, stationeries, school dress etc, sponsor some students who are performing
brilliantly, share school infrastructure after school, ask school teachers to take up guest lectures for
such students.
2) Conducting sessions for parents and local community on adolescent issues and good parenting.
3) Conducting free health check up camps for the underprivileged.
4) Organising evening school for adults in the school premises.
The possibilities are endless, but a strong will and commitment to a better world for everyone is a prerequisite
for the success of any community outreach programme.
Being an integral part of the society, we cannot remain isolated and indifferent towards community needs.
As educators we should empower our students to address social, environmental and global issues and to realize
the obligation, value and delight in serving others. The law of interdependence is a reality, thus, all the links of
our society have to be strengthened and its responsibility is on each one of us.
Let’s give ourselves to public GOOD!
April-June 2012 25

Community Outreach
Mrs. Neera Sharma*
What actually is Community Outreach
A school is the reflection of the community.
Community outreach is to educate people, develop awareness, uplift and involve them in the general
progress.
Fifty years ago, the suggestion that schools could play a dynamic role in community development was
largely a dream of a few. A school in the community has a very important role to play in this. The school in itself
is a miniature community as it has students from varying backgrounds, social and economic status and different
religions with varied faiths and beliefs.
Today much is being done as schools are themselves taking increasing initiative in community activity. In real
sense a school is the index of the development of the society. The contact of the school with the society through the
parents provides a true picture of the advancement of the community in social, economic and political terms.
Learning does not begin when children walk through the school doors nor does it end when they exit for
the day. It takes place all the time and everywhere throughout life. So, the school has the responsibility of grooming
the child in such a way that it bridges the gap and becomes a medium of exchange of views and opinions ushering
a healthy and positive change in the community. A school cannot isolate itself from the community.
There are various programmes and activities through which a school can participate in community
progression.
• Involving students in various cleanliness programmes around the school.
• Making sanitation clubs, which cover a designated area and educate people about sanitation, taking
water samples etc.
• Eco-clubs for plantation, pollution checks etc.
• Special force to spread awareness against the social evils of alcohol, drugs, dowry, female foeticide
etc.
• Involving NCC/NSS cadets in programmes like adult education and family planning.
* Principal, DAV Public School, Lawrence Road, Amritsar
26 Community Outreach

It is a good pedagogic practice.To associate and train students in these areas which would sensitize them
towards their responsibility to the society and humble them to the needs of the poor and the downtrodden.
Community development is about the active involvement of people in the issues which affect their lives.
It is a process based on the sharing of power, skills, knowledge and experience.
Schools here have the obligation to be sensitive to the communities they serve, to care for and protect
the children entrusted to them and to be accountable to the local community. Schools serve primarly to achieve
national development goals, such as cultivating human resources for economic and social growth.
A school should be a unifying force that should be able to reach out to the community at large and succeed
in its purpose of building a healthy and strengthened community open to change, progress and development with
responsive and receptive mind.
Eyeing the students as an investment a school must venture to ethically train the future adults who would
then become the face of tomorrow.
As put by Mahatma Gandhi :-
“You must be the change you
wish to see in the World”
"The best antidote I know for worry is
work. The best cure for weariness is
the challenge of helping someone who
is even more tired. One of the great
ironies of life is this: He or she who
serves almost always benefits more
than he or she who is served."
– Gordon B. Hinckley
April-June 2012 27

Community Outreach
Mrs. Malabika Bhattacharya*
To be frank and candid, I must admit at the outset that before penning my thoughts on Community
Outreach, I went to internet to check what precisely ‘Community Outreach’ meant. When I found that “Community
Outreach is an effort by individuals in an organization to improve the quality of life for community residents or
to solve a particular problem related to their needs in such fields as health care, child care, educational welfare,
social services etc.” I felt that I could write about it because in present day India it is absolutely vital for us to be
involved in community outreach programmes and be the change makers.
Our debt and gratitude to Mahatma Gandhi is immense. In 1917, Gandhiji went to champaran and came
to the assistance of the Champaran’s Indigo share croppers who faced great grievances. He saw the cultural and
social backwardness in the Champaran village and wanted to do something about it. With the help of his followers,
son and wife he opened primary school in six villages, taught them personal cleanliness and community sanitation.
Seeing the miserable state of health condition, he got a doctor to volunteer his service for six months. So almost
hundred years ago Gandhiji worked passionately to improve the quality of the life of the people of Champaran
and set a benchmark for us.
Today we are living in a globalized world. The constant refrain is that we have to adapt ourselves to the
changing socio-economic scenario. Hence men in his quest for success, power and wealth have created a ruckus,
the din of which is hurting the poor and underprivileged. The rich and the powerful, the high and the mighty
have drawn the map of the world according to their convenience and whims and fancies. Their world is beautiful,
prosperous and contended. We feel happy and proud to know what India is home to second largest number of
billionaires. What about the millions of unemployed poor Indians who don’t have access to education, health care,
pure drinking water What about the rampant evil practice of female foeticide and dowry system Only way to
combat all these is to embrace community outreach programme.
All of course has not been lost. Take for instance the exemplary example set by the people of Sriganganagar
in Rajasthan. The entire community rallied around to bring an end to female foeticide. It is the only district that
reported a increase in sex ratio 854 per 1000 boys. Today the community performs thalibajana to celebrate the birth
of a girl child which earlier happened at the birth of a boy. Or take the example of Manoj Kumar, a gold medalist
turned farmer from Mustafaganj, Bihar who decided to think of a community and not his own little green field.
He started a club that energized the local economy and taught villagers to make high-yield organic manure.
India is in need of more change makers whose acts of selflessness, imagination and courage would turn
around the lives of fellow Indians and give it a new meaning. You and I cannot be a mute spectator. We whole
heartedly have to participate in the process.
* PGT (English), Army Public School, Ranchi
28 Community Outreach

Service to Humanity – Reaching out with a helping hand
Ms. Alka Sahani*
Pain instinctively felt for others suffering, pleasure instinctively felt in others joy- that is the invisible force that binds
all humanity together, just as the force of gravitation binds all matter together into one whole in this ordered universe.
- C. Gopalachari
The essence of education lies in the refinement of not only intellectual and mental faculties but also
those of emotional and social. As educators, we should be aware of the obligations towards the society and take
initiatives in reaching out to the community via social service programmes which help to develop in the students
the appreciation of ethical values like helpfulness, fellow feeling, consideration for others, readiness to cooperate,
awareness of responsibility, tolerance, caring and sharing so that in turn they become responsible and conscientious
citizens of the nation.
Service in any form is beautiful – to encourage and empathise, to show interest and to awake hopes in the
hearts of the underprivileged, is the greatest service. Hands that heal are more pious than the hands that pray.
We should understand our duty towards society and serve with selfless dedication. And this means much more
than visiting the old age homes and blind school or attending workshops and seminars, it means understanding
people belonging to those sections of the society who are neglected and deprived. Through such programmes,
we should interact with them and make them feel wanted and better, as the focus should be on the betterment
of the society. The basic purpose of all these pursuits should be the element of service, that is most rewarding as
it entails ‘giving back to the community’. Winston Churchill once said, “We make a living by what we get, we make a
life by what we give”.We should strive to make life beautiful for all.
The efforts at first may seem to be just a drop in the ocean, but we as educators, should be a part of the
social change; as a country can’t progress unless each one of us takes the social responsibility on our shoulders. It
is such education that is not possible through any textbook.
School education is incomplete if we are not able to teach our children the appreciation of moral values
like helpfulness, consideration for others, readiness to cooperate, awareness of responsibility, tolerance, caring and
sharing. Serving others is like serving God, the Almighty. The joy of giving can only be felt; it cannot be described
in words. Inner peace and happiness can be attained by showing care and concern for the others, specially towards
the not so fortunate of our society. Together, surely we can make a meaningful difference.
Little drops of water, little grains of sand, makes the mighty ocean and the pleasant land. So the little minutes,
humble though they be, make the mighty ages of eternity…. little deeds of kindness, Little words of love, help to make
earth happy, like the heaven above.
- Julie Carney
* TGT (English), Rukmini Devi Public School, Pitampura, New Delhi
April-June 2012 29

Community Outreach
Ramendra Chauhan*
Confines have to be changed into medium of interaction. The usual advice exists; yet pertaining present
scenario, the outreach to community is one of the major parts of revival of society. As well said, advice exist, but
change surrounds it. The duty begins when the clock strikes and awaits a revival.
Students of an institution are not only the players for revival and time, but also the link between a developing
and enduring growth of the community. For example, ‘PLASTIC’ the worst hazard for mankind, till date remains
underestimated and ignored despite all the campaigns, processions, rules, regulations, ban etc., done, the danger
lies hidden behind the curtains of comfortable support, which is lurking every moment. Mass movement, by the
students will surely turn this lurking danger upside down and thereby bring all prosperity for human beings. Here,
the community outreach provides the giver an issue to assess and support, with enthusiasm and reality to promote.
In turn, changing those ways which look supportive to the community.
Children interact and deliver more effectively than the adults, who are otherwise professional in their approach.
Issues which need urgent attention on the platform of community outreach are –
• Selfish attitude
• Mismanagement
• Materialistic approach
• Tension and pressure
• Unconditional support
• Declining traditional and moral values
Community outreach even fulfills the social link, devised in the pattern of education. It is as an outlook,
with the advantage of being included in terms of grades into the present system of education by CBSE. However,
satisfactory solutions are available when each and every link receives the awakening factor. We seldom try to
revamp a system for which we have lost faith, just because of being out of track. Yet we can look upon the same
system as a basic tool to develop another on the regional and current basis, Thereby, distinguishing our society, as
one which is always in tune with the times.
Community outreach handles the open side of the issue – ‘education’. Its vast and acquirable, steps to reach
out are not always welcomed, as there may be conflicts, regarding culture, region, religion, etc. But these steps are
always fruitful, if success has to be counted along with them. Mass motivation is not a one – man process, it’s
by the mass, and for the mass. The remote areas and corners are rarely taken drawn into the outreach programs,
because they need a lot of effort and time. But, these two re-learning should not be mere interruptions towards
our achievement, which awaits to ‘unlearn’ itself and start afresh by for the present.
* PGT (English), Simpkins School, Maruti Estate, Bodla Road, Agra
30 Community Outreach

Community Outreach
Ms. Heena Arora*
The term defines itself: reaching out to the community. The blend of various factors such as economic
reforms, education, communication, technology and transport system has led the world to shrink virtually. The
development in all the above mentioned fields gave birth to the idea of globalization, thus expanding the reach
of an individual society and community as a whole. Before the advent of globalization, natives thought they
encountered diversity when migratory birds moved in flocks. Today, people from dozens of different countries
and faiths, speaking myriad languages and dialects, co-exist.
With the passage of time, the changes that we have encountered through the mingling of different cultures
and communities have given birth to the concept of 'community outreach'. One needs to “socialize” in the real
sense of the term and learn the knowhow of almost everything that exists. It can be actually thought of as the
practical implementation of the “unity in diversity” phrase; a practice through which an institution or community
can interact through various programs and various activities, with the targeted audience. However, the need for
this exchange of ideas and beliefs has influenced all the aspects of our living including the one focussed on the
nation building, “education”.
In the true sense of the word, we don’t mean to educate children as that of a particular community, but, as
the citizens of the globalized world (and beyond). We have in our schools, children and teachers, belonging to
various religions and communities. Thus, it becomes inevitable for us to expand their and our own, horizon and let
the flow of ideas run smoothly. It is not just concerned with a treaty of harmonious living. Effective community
outreach is much broader than a covenant. It begins with building strong, real relationships, wherein people are
inspired to offer their support when they learn more and gain deeper understanding of the cultures, needs and
personal challenges that “others” experience. By this, we aim to instill a feeling of oneness among people, so that
they accept this “diversity” as a wholesome family.
The power of community support can do wonders for the society. It strengthens the relations wherein people
would come up and offer to serve others through various community service programs ranging from education
to medicine, agriculture to trade and other issues of mutual interest. Through the intermingling of various people
involved in such programs, we imbibe the values and ethics in our children, which not only have their roots in
the orthodox sense of the term “religion” but a much modernized and broader meaning of “humanity”. Another
hope that it gives to the society is, through the coming together of different communities, a new partnership is
initiated which eventually develops strategies to close the gaps in the society. It identifies the certain and specific
needs in one community and take some definite steps to provide services to those who need it.
* PRT (English), Lancer's Convent Sr. Sec. School, New Delhi
April-June 2012 31

The innumerable activities and events that take place in the course of a school curriculum are in fact,
impeccable examples of such outreach programs. Through various cultural shows that exhibit the diversity and
reception of different communities, we directly influence the behavior and choices of the audiences who tend to
learn and gain knowledge about the enlivening as well as grave issues of some specific areas of life. Pupils learn
to develop their harmonious ties with others irrespective of the faith, culture or religion they believe in. That is
when we leave behind the negativity and make efforts to embalm what is worthy.
Community outreach programs vary greatly. The greatest benefit of community outreach programs is that
the programs serve people who are often unable to help themselves. Through community outreach programs, the
mandatory assistance is provided to such people to break free the shackles of the so called “bourgeoisie”. Not just
that, in other cases, the programs provide education and services to groups of people who are simply not welleducated
or are misinformed. It lays a platform for the mixing of the palette and the appearance of a diversely united
society. The greatest misconception might be that community outreach programs are designed strictly for poor,
uneducated people. Whereas, the real outreach of these programs goes far beyond, enlightening and broadening
the cognizance of not just the ones who need help but, in general for a better and cheerful co-existence.
"I don't know what your destiny will
be, but one thing I know: the only ones
among you who will be really happy
are those who have sought and found
how to serve."
– Albert Schweitzer
32 Community Outreach

Community Outreach- Is it really advantageous for Society
Vikas Mahajan*
What actually the Community Outreach is Let’s first explore this question. There are two words to
understand. One is Community and second is outreach.
What we understand by Community The word community means the group of people who have the
common interests. We can say those who help each other in society can be belonged to the word community.
Their services are connected with nonprofit groups.
Now the word Outreach comes. Outreach is an effort which is methodical line of attack for providing
services away from conventional restrictions.
So the word Community outreach means the group of those people who give their services for improving
the quality of life for low-income individuals and provide their services to solve the problems of needy people
and such helping people are associated with local nonprofit, governmental organizations.
Some of the services that come under community outreach are health care, child care, literacy, crime
prevention, rural development.
All the above mentioned services are at the highest priority. But which one is the most important service
of today.
The show ‘SatyamevJayate’ can be considered as a program under Community Outreach. This is the
question to analyze actually. Mr. Amir Khan has raised the voice against female foeticide, domestic violence, mal
practices in medical profession etc. No doubts these issues are the curse on society. Many of the organizations
are trying their best to remove these curses from the society. So then what is the reason that our society is still
not free from these curses
Before going towards the reason I want to share a story.
Once, a lady visited M.K. Gandhi. She had heard that there is a great influence in the words of Mr. Gandhi.
She requested Mr. Gandhi to give some counseling to his son that he should not eat the sweets. Mr. Gandhi
told that lady to visit after a month. After a month that lady again visited to Mr. Gandhi. Mr. Gandhi did the
counseling of his son and instructed him not to eat sweets. The lady was very surprised. She asked Mr. Gandhi,
"Why you did not say the same words in the previous meeting" Mr. Gandhi smiled and answered that "When
you visited last time, I was in the habit to eat sweets. It took one month to remove the habit. So, today I can
confidently give instructions to any one not to eat sweets."
* PGT (Computer Science), Rukmani Birla Modern High School, Jaipur
April-June 2012 33

So from the above story, we get the message that we should be influenced by the same words that we want
to convey for social welfare.
We actually are not able to free ourselves from the bonds of these social evils. I think this is the reason that
these social evils are not removed from our society. So it is the demand of time and society that if we want to
make our society free from these evils then it is necessary to free ourselves from these evils.
No doubt there are several Community Outreach programs running in India. But what is the result of these
services. On the internet, when I surf, I see many nonprofit organizations that run these Community Outreach
Services. But I am not sure how many of these services are running successfully. If these services are running
successfully, then what is the reason that our daily newspaper are filled with news of social evils.
So we should analyze in what direction we are moving. Once there was a time, when on the gate it was
written that “Atithi Devo Bhava’, then after some time the slogan was changed as ‘Shubh Labh’, and now these
days the slogan is ‘Beware of Dogs’. Are not these slogans really the subjects to analyze Many of the educators
are involved and have become the masterminds for crimes. What is the reason for it What are Community
Outreach Services doing to overcome this issue Let’s find the answer and try to solve these issues ourselves.
"In the end, the number of prayers we
say may contribute to our happiness,
but the number of prayers we answer
may be of even greater importance."
– Dieter F. Uchtdorf
34 Community Outreach

What other Principals say…
While it is a universally known fact that education is of pivotal importance, it is relevant to comprehend
what it implies in the first place. The formal system of schooling stands obsolete in the contemporary age .On
a wider canvas, it needs to incorporate and encompass formal syllabus along with national principles, issues of
international relevance, values education, attitudes and life skills. These are to be appropriately and adequately
complemented with work experience, visual and performing arts, physical and health education in order to impart
holistic education for wholesome development of student community at large.
Teachers today have to essentially play the role of a facilitator, mentor, friend philosopher and guide, who
is a beholders of knowledge, perfection and strength holding great promise for the future.
Commandments of Good Teaching Practices
• Conducive student teacher interaction that paves way for unleashing a torrent of creativity and original
thinking
• Evolving the concept of team effort to develop a strong sense of shared purpose and futuristic vision
• Ensure that students are not mere passive listeners in classrooms but proactive academic partners by allowing
students to share responsibility
• Remember that extra efforts by teacher are directly proportional to high expectations which in turn is
directly proportional to better performance by students
• Respect a student’s dignity by recognizing and respecting diverse latent potentialities and ways of
learning
• Set realistic goals and deadlines for self and students
• Have pre-defined objectives while planning and delivering a lesson and undertake proper research before
moving onto organizing material and productive class activities for it
• Grab students' attention by laying inffront of the students what benefits they shall derive from the lesson
and establishing a common ground for teaching learning
• Ensure that questions put up in class are thought provoking and stimulating and have a specific purpose
• Develop the lesson from past to present ,simple to complex, known to unknown and most frequently used
to less frequently used etc.
• Evolve a teaching practice that is a combination of several teaching methods put to use specifically and
uniquely catering to each demand and circumstance namely lecture cum demonstration method, co-operative
or group learning, demonstration performance method, computer based learning, discovery based teaching,
AV aided teaching etc.
In a wider pespective, teaching practices should be commensurate to the vision and mission statements of
any institute which in turn should be in coherence to the contemporary needs of students.
Ms. Reema Tandon
Principal
Kamal Public School
D-Block,Vikas Puri, New Delhi
April-June 2012 35

The school is a home ground of upbringing. And, every teacher is a mentor and coach in the process of
upbringing. Parents leave behind all their dreams, hopes and trust on the school and teachers to shape the destinies
of their children. There is hardly any choice left for the parents when they admit their children in schools. They
have made a gracious choice to share the major part of their time with their children with the new home ground
of upbringing (school) and a new set of mentors and coaches (teachers).
The teachers are blessed to undertake this huge responsibility to shape the personalities and destinies of
young minds, hearts and souls. They invest their precious time and life in the process of this great journey. Perhaps
the greatest service humanity can perceive are undertaken by teachers.
All teachers are in search of short term and long term investments and results. Gestures, behaviours, attitudes,
responses and value systems are in check. There are at least two words and one gesture that any teacher can strive
to inculcate in every child and yield instant results, yet inspiring for permanent success. The gesture is SMILE
and the two magic words are: THANKS and SORRY.
'Thanks' and 'Sorry' are two words that we need to use whenever necessary. How often do we refuse, ignore
or casually take for granted that thanking and apologizing are mere formalities
Thanking is not a skill. We need to develop that as a habit. But never use this habit merely as a habit. Thank
people around when they deserve thanks from you. Gratitude is a virtue. We need to experience from deep within
that our existence on planet earth and our journey in life is all about interdependence and we owe everybody
around us. Appreciating others will only help us appreciate ourselves.
Apologizing is also not a skill but a virtue we need to imbibe. Humility is a key ingredient of goodness and
eventually greatness. There is nothing wrong in admitting our faults when we are wrong. And there is nothing
wrong in apologizing to others when our wrongs have interfered with their self-respect. We don't hurt bodies.
We only hurt egos.
Smiling is a virtue that costs nothing and that can only get better and better with more and more use. Smile
is a way of expressing compassion, happiness, courtesy, gratitude and what not. Smile is also a powerful shortcut
to connect with people. And, smile is contagious too! Very rarely do you experience people not reciprocating to
your smile and vice versa. If there is one device, one formula, one behavioural pattern to connect with anyone
anywhere, it’s our SMILE.
Smile is a gesture, a body language and a virtue. If any child has lost this divinely gifted virtue at any stage
of his/her life, then the teachers need to take moral responsibility for having failed to inspire them to smile!
Thank from your heart. Apologize from deep within. Smile with your soul and heart at tranquility. And
look at the results that follow!
May God bless every teacher, every parent and every child in the lovely challenges that unfolds in their
lives with these powerful resources at their disposal.
Mr. Zawahir Siddique
Principal
Noble School Alipur, Gauribidnur Taluk,
Chikbalapur District, Karnataka
36 Community Outreach

Since October 2009, the Central Board of Secondary Education, New Delhi has announced the
implementation of CCE in its schools. The three major components of our education system are experiencing
jerks as in earthquakes.
The purpose of bringing CCE (Continuous and Comprehensive Evaluation) into action is a welcome step;
it was designed for the betterment of student’s community. The old rote-learning based two tests in a year used
to give heavy tension to them at the end of the term. In this latest system, the peak time tension has been equally
distributed into many segments of the academic year. So child feels less burdened throughout the year.
Good Public schools like ours have been doing this kind of comprehensive and continuous evaluation in
scholastic (Academic) and co-scholastic aspect of teaching and learning for the last many years. In this regard,
DPS took initiative and started preparing its teachers for the new CCE pattern by holding in-house workshops.
Most our children have also understood it.
Very important aspect of this new evaluation system is co-scholastic and life skill training part, where
parents are requested to motivate their children to take part in maximum number of such activities. Board has fixed
grade for these activities. Some he/she may get good grades and these good grades will help them in upgradation/
upscaling of their grades in subject performance. So participation in these co-scholastic activities is very important
& helpful for the students.
I believe the school based examination, is better for the children, rest depends on parents, it is their choice
and they can choose any either school based or board conducted examination. School based examination, answer
books of the children are evaluated by the school teachers who understand the child very well, therefore, it is my
advise to all the parents not to worry about the new system of evaluation/ examination but ensure that their wards
study the subjects regularly and also devote some time for extra reading and extracurricular activities and training
of life skills are instrumental in helping the children in the all round development of their personality. Bookworm
or muggers really don’t succeed much in their real life. Future in life all of us have to face struggles, so, our children
should be fully equipped to fight their battle, as it is going to be more challenging to them in times to come.
I hope, my write up will clear the prevalent doubts which are in the mind of parents about the present
CCE system off CBSE.
Mr. K. C. Pandey
Principal
DPS Ranipur, Haridwar
You can teach a student a lesson for a day; but if you can teach him to learn by creating curiosity, he will
continue the learning process as long as he lives.
Clay P. Bedford
Welcome aboard to the 21st century. Today we stand poised on the threshold of a new era of knowledge
that is emerging from the womb of modern technology and awareness and we the stakeholders, need to adjust
our sails to face the sweeping winds of changes i.e. the changing pedagogies in education.
April-June 2012 37

Our society today is in a state of flux and the new western cultural invasion through electronic media is
bringing profound changes in the values and attitudes of the young generation.
The techno savvy youth is here and their thirst for knowledge is boundless that needs to be quenched
through the latest strategies in education. The talisman of success,- “Give the best to get the best”, As you sow so
shall you reap and to reap success you should sow the correct seeds.
My training programme on “strategic leadership for 21st century schools at I.I.M. Ahmadabad came as a
blessing in disguise. The Experience at I.I.M. was very enriching and the brainstorming session there, was really
rewarding.
Attending this programme in one of the most prestigious institutions,was a dream come true for me.
Every day spent there was stupendous. The heterogeneous ideas put forth by other school Principals altogether,
painted a glorious picture and my mind was already painting a picturesque image of what I intend to introduce
in my school, after this programme. Amidst the flow of thoughts during the programme, my mind was already
set. The blinkered vision of yesteryears was getting replaced with a techno vision for the technology students. The
realization dawned clean and clear that there was no room for a lackadaisical attitude and the school now needs
to provide an innovative environment to harness the minds of thelearners and have to adopt and stay abreast
with the latest trends in the field of technology.
So charged with a fire of determination, an enriched mind and a satisfied soul with my imagination running
amuck, I returned back to Rainbow, all set to splash the spectrum of ranging colours to a brighter shade. I shared
my experience with management my teachers and students and I put forth before them my ideas and thoughts
and changes I expected and wished to implement. I demanded that what they need to do is to “Re imagine
Education “ with technology playing a key role. I am really thankful to the school’s Chairman, Dr. J. R. Kashyap
for supporting me in every aspect.
This was way back in October 2010 and within this span of time, Rainbow English Sr. Sec. School, JanakPuri,
New Delhi, has taken long strides to bridge the gap to reduce global achievement and there has been a remarkable
shift in the paradeagram of learning.
Proud to announce we are the initiators in and around our neighboring school areas of smart education->
along with smart teachers, - smart children, smart teaching and smart resources, equipped with LCDs and E – boards
we have moved ahead with the modus operandi that I had carried with me all the way from I.I.M. Ahmadabad.
With the reforms brought about- students are found to be more active & are no more laggards in any
sphere.
So keeping in mind the main aim of transforming pedagogy that is, to create a world leading practice
with a focus upon innovation, ingenuity, reflection and continuous improvement in all the aspects of learning and
preparing a unique teaching method for the 21st century learners. I am proud to say that future of the student
at Rainbow is secure.
38 Community Outreach

As stake holders,teachers- lets welcome the new pedagogy with an open heart and embark upon this new
era by reconstructing the present routine and extinguish the previous mode of teaching.
So the digital learning is here to take the educational world with a storm. Lets brave ourselves to create
an appropriate environment for the digital natives- and open new opportunities this for them and make the
education of 21st century relevant and real life and project based education. Lets pledge to “RE-IMAGINE,
RECONSTRUCT, REFLECT, RECHARGE OURSELVES TO BRING ABOUT AN EDUCATIONAL
REVOLUTION”.
Mrs. Raj Rani
Principal
Rainbow English Sr. Sec. School,
Janakpuri, New Delhi
"I slept and dreamt that life was joy.
I awoke and saw that life was service.
I acted and behold, service was joy."
– Rabindranath Tagore
April-June 2012 39

What other teachers say…
In this era of competition and everyday innovation, India is also moving at a fast pace towards the
modernization of the education system. In recent times a number of new steps have been taken by the Honourable
Ministry of HRD that has let the ship set sail in the sea of MODERN EDUCATION SYSTEM. The recent
implementation of CCE system in the Secondary Level is one such step. However, the point that is to be noted
is whether this system pertains to Indian society or the school practicals, projects, assignments and other activities
– everything is fine – but a plethora of queries are to be answered - Are they being implemented properly Have
they really reduced the pressure of studies Are the students really benefiting from the system Was the optional
Board Exam for the Class X students fruitful – and several such questions.
Apart from CCE, Education in India has also undergone other changes. But it is to be remembered that
teaching is a noble profession and it cannot be forced by anyone. India is developing at a fast pace but proper care
has to be taken so that the base is not weakened. Society's view towards the teachers should also be modernized.
We all want our country to prosper in every field. So proper needs be taken in the education sector.
Mr. Animesh Acharya
PGT English, HOD English
Assam Rifles School Agartala, Tripura West
We talk, talk and talk of preparing global citizens, better individuals etc. We, the teacher community,
shoulder the maximum and the most vital responsibility of doing so. If the strength of a class is 50-60, then one
cannot and in no case be able to impart the subject knowledge, diminishing values, ethos and the much sought
after life skills/soft skills. In my opinion, and many may also agree with me, that in a classroom of 60-70 students,
a teacher cannot do justice with teaching as well as with the students. A professional teacher must understand
that it is not only the teaching of subject content which is important but it is equally important to impart the
life skills, values etc. to produce better citizens. It is suggestive that if the number can be restricted to maximum
30, then a teacher can take care of each and every pupil very well. The teacher can without difficulty identify the
shortcomings and other obstacles pertaining to learning process.
Affiliation should only be given to those schools which fulfill the board norms as far as number of students
in a classroom are concerned.
It is high time now that the teachers and the individuales who run the schools think over the importance
of this issue.
Mr. Chetan Chauhan
HOD-English Language,
DPS-Gandhidham
40 Community Outreach

Education is one of the most important aspects of Human Development Index, for me it’s not a data
for comparing with other parts of the world, which we are now integral. Where the world has moved up is less
important than where we are, and obviously we are at the dark side. Education in terms of quality as well as
quantity is not visible clearly far and wide. This is not in the state due to myopic vision and mission, this is only
due to lack of hands, the all elements concerned with functioning and translation seem handicapped.
The role of schools is crucial when it comes to the implementation for new policies and programmes,
for example CCE, there is a tendency of more paper work than the real work. Schools are unable to create an
atmosphere where a child can feel a drive for cognitive, behavioural, emotional, social and life skill development.
A clear instance of RTE Act, 2009 is relevant here, which reflects the deep seated motives and desires of schools.
The Supreme Court upheld the constitutional validity of Right of Children to Free and Compulsory Education
Act, 2009 and directed every school, including privately-run ones, to give immediately free education to students
from socially and economically backward classes from class-I till they reach the age of 14 years. Here my main
concern is not whether the law is being followed or not, but my chief concern is to say that the spirit of the law is
not there in action. Further, the RTE, 2009 says that schools shall constitute School Management Committees
(SMCs) comprising local authority officials, parents, guardians and teachers. The SMCs shall form School
Development Plans and monitor the utilization of government grants and the whole school environment. The
RTE Act also mandates the inclusion of 50 per cent women and parents of children from disadvantaged groups
in SMCs. Such community participation will be crucial to ensuring a child friendly “whole school” environment
through separate toilet facilities for girls and boys and adequate attention to health, water, sanitation and hygiene
issues. The community as a whole and the school in this community along with the law of the land, need to be in
harmony with each other. We need to work together as we, the people of India.
Hkze.k&LFkk;h Kku dk lzksr
Mr. Manoj Kumar Singh
PGT/TGT, Psychology/Social Science,
Tarawa, Deoria
vkt gekjk ns'k cgqr gh egÙodk¡{kh eksM+ ij gS tgk¡ f'k{kk ds cnyrs Lo#i esa f'k{kk dks ekSfyd vf/ kdkj
cuk fn;k x;k gSA ,sls esa f'k{kk ds vf/kdkj dkuwu us Kku ,oa dkS'ky dh ,d ubZ ,oa vk/kqfud vo/kkj.kk
Hkh izLrqr dh gS] tgk¡ vc gj cPps esa fNih izfrHkk dh ryk'k ,oa mlds lokZaxh.k fodkl ij tksj fn;k tkrk
gS vkSj ;g rHkh laHko gS tc f'k{kk dks ifjos'k ls tksM+k tk,A Hkze.k blh ubZ ,oa jpukRed vo/kkj.kk dk
izfrfuf/ kRo djrk gSA fo|ky; esa f'k{k.k lkexzh dsoy fdlh kVuk o oLrq dh izfrfuf/k ek=k gksrh gS ysfdu
Hkze.k ds nkSjku cPps mUgha kVukvksa vkSj oLrqvksa dks izR;{k :i esa eglwl djrs gSaA Hkze.k ds nkSjku cPpksa dh
lHkh bfUnz;ksa ¼lw¡kuk] ns[kuk] cksyuk] Li'kZ o Lokn½ dk bLrseky gksrk gS ftlls os fdlh Hkh kVuk o fLFkfr
dks u dsoy vklkuh ls le> ysrs gSa cfYd mUgsa og yEcs le; rd ;kn Hkh jgrs gSaA blhfy, f'k{kk esa bldk
April-June 2012 41

cM+k egRo gSA vkb;s] bl ys[k ds ekè;e ls Hkze.k ds ihNs fNis mn~ns'; vkSj mlds vk;kstu dh rS;kjh ds
fo"k; esa tkusaA
f'k{kk dk mn~ns'; gS Kku] dkS'ky vkSj rdZ 'kfDr dk fodklA nqHkZkX;o'k vkt vf/kdrj fo|ky;ksa esa
lcls T;knk tksj ijh{kk esa vf/kd vad ykus ij fn;k tkrk gSA ogk¡ ,sls okrkoj.k vkSj ifjos'k dk vHkko gksrk gS
ftlls cPps esa voyksdu o dkSrqgy dk fodkl gks ldsA fnu&jkr fo"k;ksa dh fdrkch i

mi;ksx os Hkfo"; esa dj ldsaA Hkze.k vkuUnizn o 'kSf{kd gksrs gSa mfpr LokLF; vkSj lqj{kk dh rS;kjh gksus ij
vuko';d leL;kvksa ls cpk tk ldrk gSA f'kf{kdk Hkze.k dh ;kstuk cukrs le; fuEu ckrksa dk è;ku j[ks rks
bls vkSj Hkh jkspd vkSj mi;ksxh cuk;k tk ldrk gS%
●
●
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Hkze.k ds fnu dk pquko djrs le; dksf'k'k djsa fd vxyk fnu NqV~Vh dk gks tSls] 'kfuokj dks Hkze.k
dk vk;kstu djus ij vxyk fnu jfookj ;kfu fd NqV~Vh dk gksxkA ,slk djus ls cPpksa vkSj f'kf{kdk
nksuksa dks gh Hkze.k ds nkSjku gqbZ Fkdku ds ckn vkjke djus dk le; fey tk;sxkA
NksVs cPpksa ds fy, yEch vof/k ds Hkze.k dh O;oLFkk u djsa] vU;Fkk os ;k rks Fkd tk;saxs ;k fQj Åc
tk;saxsA
Hkze.k dh rS;kjh ls iwoZ Lo;a Hkze.k LFky ij tk,a vkSj fuEu ckrksa dk tk;tk ysa%
Œ
Œ
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D;k pquk x;k LFkku Hkze.k ds mn~ns'; dks iwjk djus ;ksX; gS\
D;k pquk x;k LFkku cPpksa ds fy, LoPN vkSj lqjf{kr gS\
D;k pquk x;k LFkku cPpksa dh vk;q lewg ds fy, mi;qDr gS\
dgha cPpksa dh la[;k Hkze.k LFky esa miyC/k LFkku ls vf/kd rks ugha gS\
D;k cPpksa dh la[;k Hkze.k esa lkFk tkus okyh f'kf{kdkvksa ;k o;Ldksa ds leqfpr vuqikr esa gS\
●
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Hkze.k LFky ds vf/kdkfj;ksa vFkok deZpkfj;ksa vkfn dks vius Hkze.k ds ckjs esa igys ls gh lwfpr djsa rkfd
mUgsa Hkh lkQ&lQkbZ] lqj{kk ,oa Hkze.k laca/kh bartke djus dk le; fey tk,A mUgsa Hkze.k ds fy, vkus
okys o;Ldksa o cPpksa dh la[;k ls Hkh voxr djk,aA ;fn laHko gks rks mudh lwph Hkh ns nsaA
cPpksa dks Hkze.k ij ys tkus ls igys muds vfHkHkkodksa dks Hkze.k dk;ZØe dh iw.kZ tkudkjh de ls de
,d lIrkg iwoZ gh ns nsa vkSj muls muds cPpksa dks Hkze.k ij ys tkus dh fyf[kr vuqefr Hkh ys ysaA
gks lds rks Hkze.k ds nkSjku vfHkHkkodksa o Lo;alsodksa dh mifLFkfr lqfuf'pr djsa] budh mifLFkfr Hkze.k
dks vkSj Hkh jkspd o vkuUnk;d cuk nsrh gS LkkFk gh f'kf{kdk dh lgk;rk Hkh gks tkrh gSA muls iwN
ysa fd D;k dksbZ vfHkHkkod ;k Lo;alsod Hkze.k ij tkusa dk bPNqd gS\ ;fn gaS rks buds fy, Hkh Hkze.k
dk;ZØe esa buds yk;d dk;ksZa o ftEesnkfj;ksa dk fu/kkZj.k igys ls gh djsaA
Hkze.k ij tkus ls iwoZ f'kf{kdk vius lkFk fuEufyf[kr lkeku vo'; j[ksa%
April-June 2012 43

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iw.kZ lqlfTtr izkFkfed fpfdRlk fdV
bysDVªkWy ikmMj] Xywdkst ;k XywdkWu&Mh
iwjh rjg ls pktZ eksckby Qksu ¼Hkze.k ds nkSjku ges'kk vkWu j[ksa½
lHkh cPpksa ds vfHkHkkodksa dk Qksu uEcj o irk
iSu o Mk;jh ¼ftlesa lHkh cPpksa ds uke o.kZekyk ds Øe ds vuqlkj fy[ks gksaA
dSejk ¼;fn lEHko gks rks ohfM;ks½
E;wftd flLVe
ihus dk LoPN ikuh
[kkus ds fy, Hkkstu ds vykok dqN gYdk ty&iku tSls& twl] fcLdqV] uedhu] fpIl] pkWdysV
vkSj VkWQh vkfnA
Hkkstu djus o ijkslus ds fy, crZu
lkcqu o rkSfy, ¼eaqg o gkFk iksaNus ds fy,½
v[kckj] dpjk j[kus ds fy, xRrs dk fMCck ;k iksfyFkhu
dqN lewg [ksy lkexzh tSls& QqVcky o cSV&ckWy vkfn
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Hkze.k ls iwoZ cPpksa dks lqj{kk lEcU/kh vko';d funZs'k nsuk u Hkwysa tSls& vius xys ls ifjp; i= dks u
fudkyuk] vdsys dgha u tkuk] ,d nwljs dk è;ku j[kuk] ,d nwljs ds lkFk jguk o t:jr iM+us ij
,d nwljs dh lgk;rk djuk] f'kf{kdk ds funZs'kksa dk ikyu djuk vkfnA
;fn lewg cM+s cPpksa dk gS rks lHkh cPpksa dks vkSj ;fn lewg NksVs cPpksa dk gS rks o;Ldksa dks Hkze.k ds
nkSjku gqbZ egRoiw.kZ ckrksa dks uksV djus ds fy, dgsaA
xfrfof/k ds :i esa cPpksa dks Hkze.k ds nkSjku esa dqN ubZ ;k fo'ks"k ckr

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CkPpksa }kjk ,d= dh xbZ o cukbZ xbZ lkexzh dh iz'kalk djuk u Hkwysa] lkFk gh CkPpksa dks lkexzh vius
lkFk gh ys pyus dks dgsa o dqN fnuksa rd d{kk esa gh izn'kZu gsrq j[ksaA
Hkze.k ij ys tkus ls igys gj cPps ds xys esa mldk ifjp; i= vo'; Mky nsaA tk¡p ysa fd ifjp;
i= Bhd voLFkk esa gksa vkSj ml ij cPps dk uke] irk] vfHkHkkod dk Qksu uEcj o fo|ky; dk uke]
irk o Qksu uEcj vo'; fy[kk gksA ;fn miyC/k gks rks lHkh cPpksa dks fo|ky; dh Vh&'kVZ iguk;sa ;k
fQj ,d gh jax ds diM+s igu dj vkus dks dgsaA
lqfuf'pr djsa fd gj cPps dk ,d fe= gks vkSj mUgsa ges'kk lkFk jgus o ,d nwljs dk è;ku j[kus dks
dgsaA
;fn Hkze.k ds nkSjku i;kZIr la[;k esa o;Ld gksa rks cPpksa dks lewgksa esa ck¡V nsa vkSj mfpr funsZ'kksa ds lkFk
gj o;Ld dks vius lewg dh ftEesnkjh ysus dks dgsaA
;fn Hkze.k ds fy, cl dh O;oLFkk gks rks è;ku jgs cl dh f[kM+dh vkSj njokts Bhd ls cUn gksa vkSj
cPpksa dks lhV ds gSUMy idM+ dj cSBus dks dgsaA ;fn dkj ;k oSu ls tk jgs gksa rks NksVs cPpksa dks ihNs
cSBk,a vkSj lhV csYV yxk nsaA lqj{kk dh n`f"V lss o;Ldksa dks Hkh cPpksa ds lkFk gh cSBus dks dgsaA
Hkze.k LFky ij igq¡pus ij cPpksa dks okgu ls ckgj fudkyus ls igys ;krk;kr dk tk;tk ys ysaA ;krk;kr
lkekU; gksus ij gh cPpksa dks okgu ls ckgj fudkysaA fdlh rjg dh dfBukbZ gksus Ikj VªSfQd iqfyl ls
lgk;rk yh tk ldrh gSA
okgu esa cSBus ls igys] okgu ls fudkyus ls igys o Hkze.k LFky ij igq¡pus ds ckn cPpksa dh fxurh
t:j dj ysaA
Hkze.k ds nkSjku fofHkUu izdkj dh xfrfof/k;k¡ Hkh djk;sa] vU;Fkk cPps mc tk;saxs vkSj os Hkze.k esa :fp
[kks ldrs gSaSA
Xkfrfof/k;k¡ cPpksa ds fodkl Lrj dks è;ku esa j[k dj gh djok,aA bl ckr dk ges'kk è;ku j[ksa fd
cPps fdlh vkSj dks lquus ds ctk; bUVjsfDVo Xkfrfof/k;ksa dk vf/kd vkuUn mBkrs gSaA tSls& ckrphr
o lkewfgd [ksy vkfnA
;g lqfuf'pr dj ysa fd Xkfrfof/k;k¡ lqjf{kr gksaA tSls ;fn cPpksa dks tkuoj fn[kk dj muds ckjs esa
crk,a rks è;ku j[ksa fd cPps muds T;knk ikl u tk,a D;ksafd dqN tkuoj cPpksa ls cM+s gksrs gSa os cPpksa
dks gkfu igq¡pk ldrs gSaA
April-June 2012 45

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Hkze.k dks vf/kd ls vf/kd jkspd o egRoiw.kZ cukus dh dksf'k'k djsaA blds fy, cPps tks dqN Hkh tkurs
gSa] mlesa ubZ tkudkjh tksM+sa ,oa muds vf/kxzg.k o vo/kkj.kkvksa dks etcwr cukus ds fy, mUgsa kVukvksa
dh iw.kZ vkSj lgh tkudkjh nsaA muds iz'uksa ds mRrj nsus ds lkFk gh fo"k; ls laca/kh xyriQgfe;k¡ Hkh
nwj djsaA
Hkze.k ds nkSjku dHkh&dHkh cPpksa ls iz'u iwN dj muls gh mÙkj izkIr djus dh dksf'k'k djsaA mUgsa oLrqvksa
,oa kVukvksa dks è;ku ls ns[kus ds fy, izksRlkfgr djsaA
;fn lewg esa dksbZ fo'ks"k vko';drk okyk cPpk gS rks mlds fy, Hkh vko';drkuqlkj rS;kjh djsa lkFk
gh mlds fy, mldh {kerkuqlkj fo'ks"k xfrfof/k dk Hkh vk;kstu djsaA
Hkze.k ds nkSjku cPpksa dh cqfu;knh LoPNrk tSls& [kkuk [kkus ls igys o ckn esa gkFk /kksuk vkSj lkQ o
LoPN LFkku ij cSBuk vkfn dk è;ku j[ksaA
● izR;sd Hkze.k ls lEcfU/kr nLrkost] QksVks] cPpksa }kjk bdB~Bh dh x;h lkexzh ,oa xfrfof/k;ksa dh ,d
Qkby cuk,a vkSj dHkh&dHkh cPpksa ds lkFk ppkZ Hkh djsaA
cPpksa dks Hkze.k ds nkSjku feys vuqHkoksa dks iw.kZr;k le>us o viukus esa le; yxrk gSA blds ifj.kke
rRdky ugha ns[ks tk ldrs gSaA cPps rks vPkkud gh vius vuqHko izR;{k ;k ijks{k :i ls iznf'kZr dj nsrs gSaA
tSls& ckr&phr] vfHku; o fp= vkfn ds ekè;e lsA
Hkze.k ds nkSjku cPps nksLr cukrs gSa os lewg o leqnk; esa jguk vkSj ,d nwljs dh lgk;rk djuk Hkh
lh[k tkrs gSaA ;g cPpksa o f'k{kd ds chp e/kqj lEcU/k LFkkfir djus dk Hkh ,d egRoiw.kZ lk/ku gSA bls rkss
Kku vkSj dkS'ky ds fodkl ds lk/ku ds :i esa le>uk pkfg, tgk¡ cPps vkSj f'k{kd fo|ky; dh vkSipkfjd
fnup;kZ dks NksM+dj vukSipfjdrk ds [kqys okrkoj.k esa lh[krs&fl[kkrs gSaA ;g ,slh f'k{kk gS tks euksjatd Hkh
gS vkSj vfoLej.kh; Hkh D;ksafd ;gk¡ os vuqHko ls lh[krs gSaA
jhrw pUnzk
lgk;d vkpk;Z
izkjfEHkd f'k{kk foHkkx
jk-'kS-v- vkSj iz-i-] ubZ fnYyh
46 Community Outreach

News From Schools
Face Painting Competition
Swarnprastha Public School, Sonepat
to make children aware about contemporary social evils
and ways to curb them.
An Inter House Face Painting Competition
was organized at Swarnprastha Public School on
21 April, 2012. Students from Classes VI-VIII and IX-
XII participated in the sub-senior and senior category
respectively. The competition was held in the spacious
and well-ventilated Assembly Hall.
Students participated in pairs, where one had
to paint the face of the other. Students chose a variety
of themes and painted them. Themes such as Global
Warming, Female Foeticide, Educating, Educating
the Girl Child, Save Tiger- The National Treasure,
Grow More Trees, Smoking is Injurious to Health,
Save Water- The Elixir of Life, India- Unity in
Diversity, Communal Harmony, Harmony between
India and Pakistan, etc. were highlighted. The artistic
presentation reflected the students imagination where
was captivating. They also painted relevant quotations
to give their paintings an extra edge. The colours used
were vibrant and apt for the themes. Some students
presented their themes in black and white, which were
equally appreciated. The competition was a step ahead
The colourfully painted faces depicted the themes
of the Face Painting Competition
The Face Painting Competition was organized
as part of the school’s mission to not only focus on the
academics, but also ensure the all round development of
childern where they can display their talent. To achieve
this goal, the competition was open to all the students.
The three best entries from each House were taken
into consideration while choosing the winning house.
Individual prizes and consolation prizes were awarded
to the students to motivate them.
April-June 2012
47

Research, Experiment and Innovation with A Dose of
Persistence - Maharaja Agarsain Public School
Today, when the world is turning towards
Science and IT, schools need to visualize and plan
for the present day students to establish themselves
as great achievers. Here, Project based learning
promoted by the Buck Institute for Education is an
instructional method that provides students with
complex tasks based on challenging questions. The
core idea of PBL (Project Based Learning) in school
is that real world problems capture student’s interest
and provoke serious thinking as they acquire and
apply new knowledge is a problem capture solving
context. Using their own investigation, students
develop valuable research skills. This project was
conducted under the able guidance of Ms. Sonika
Verma (teacher guide & mentor).
Fair 2011’ where 12 projects were chosen to participate
in the ‘National Science Fair 2011’ at Chandigarh.
Agarsainians have raised the by winning gold, silver
and bronze medals bar.
Though the concept started by the Science
Department, this year the Mathematics and Social
Science Departments have also joined in and one
Mathematics project has made its way to the National
level.
The project representing ‘INDIA’ at the
International level in May 2012
Project
Teacher
Incharge
Students
P r o d u c t i o n o f B i o Ms. Pallavi Saral Baweja,
Fertilizers, Biofungicide
& a Bio Soil Enhancer by
action of bacillus, Subtilus
on bones.
Goel Nishi Paliwal
Graduation Ceremony
Bhavan's SL Public School, Amritsar
A young scientist being awarded by the Principal of
Maharaja Agarsain Public School
Agarsainians at ‘MISSIVE INTERNATIONAL’
held last year had brought laurels to their alma mater.
They had to struggle for resource and facilities, but
more importantly they became capable individuals. In
the academic session 2011-12, a synopsis of 35 projects
in different categories were sent to the ‘Intel Science
Bhavan’s SL Public School, Amritsar Kendra
organized a cultural programme respectively on the
occasion of Graduation Ceremony. Dr. K.N. Kaul,
Principal, DAV College, Amritsar and Colonel Rajbir
Singh Batth, Group Commander NCC Group
were the guests of honour. NCC and Band of the
school escorted the guests. Chairman, Sh. Avinash
Mohindru, presented a floral welcome. The programme
commenced with lighting of the lamp. The students
gave a marvelous dance presentation with “Saraswati
Vandana”. The convocation makes students realize their
responsibilities. The students who are promoted from
Pre-wing to Main-wing i.e. from class I to II in 2010-
11 were declared Graduates. Chairman Sh. Avinash
Mohindru, Principal Dr. Anita Bhall, Vice-Chairman
48 Community Outreach

Sh.Anil Singhal along with the Chief Guest distributed
the certificates. This was followed by “Bamboo Dance”.
Students of 2009-10 were declared Graduates and
certificates were distributed, followed by Rhythmic
Gymnastics and “Qawwali”. The importance of the Girl
Child in Punjabi Culture and tradition, was brought
out. Principal, Dr. Anita Bhalla, gave the vote of thanks.
A memento was presented to the guests followed by
National Anthem.
dance to pay tribute to the mothers. The Principal
Dr. (Mrs.) Anita Bhalla gave a presentation based on
the same theme. Vindhaychal House also extended a
token of love to Dr. (Mrs.) Anita Bhalla. The mothers
participated in various events organized by the house,
and the winners were awarded with gifts.
A token of gratitude for mothers
The young graduates of Bhawan’s Public School, Amritsar
Mother's Day Celebration
Bhawan’s SL Public School celebrated Mother’s
Day on 12 May, 2012 in Hari Har Hall under the
supervision of Chairman Sir Mr. Avinash Mohindru,
Vice-Chairman, Mr. Anil Singhal and Principal, Dr.
(Mrs.) Anita Bhalla. Mother – the idol of selfless love,
sacrifice, innocence whose place is the highest one in
the whole universe was emphasized in this programme.
With this theme, the Vindhaychal House of the
school conducted the whole programme and honoured
the mothers. Chairman Mr. Mohindru welcomed
all the mothers and enlightened them regarding
their significance in the upbringing of the child and
encouraged them to give their maximum time to their
children. Vindhaychal House teachers presented a
150th Birth Anniversary of Gurudev Rabindranath
Tagore Maharaja Agrasen Model School, New Delhi
As per the guidelines given in the CBSE Circular
No. 35/11 dated 5th May, 2011, to commemorate the
150th Birth Anniversary of Gurudev Rabindranath
Tagore. The following programmes have been organized
in Maharaja Agrasen Model School, New Delhi school
during the session 2011-2012:-
1. An afforestation programme launched on 08
August, 2011 in the School under the efficient
guidance of the Head, Mrs. Pratibha Kohli.
2. An article and a set of G.K. Questions based
on the life of Gurudev were put to the students
during the School Assembly.
April-June 2012 49

Rbi Awards
In the State Level school Essay Competition,
2012, for students of Rajasthan, organized by the
Reserve bank of India towards awareness of the
importance of financial literacy and country’s economic
development, Pooja Kumari of MKB Sr. Sec. School,
Jaipur, stood Second and won a cash prize of Rs. 3000/-.
Avneesh Pandey of TVB of Mansarover, Jaipur stood
Third winning a cash prize of Rs. 2000/-. Director, Mr.
P.D. Singh, felicitated the students.
A student along with the exhibits during the school exhibition 'Sanskriti'
3. Class X students prepared collages on the life of
Gurudev which were assessed as a part of FA in
Social Science.
4. During the School Exhibition, ‘Sanskriti’,
students displayed various items like life sketch,
quotations and collage on the life of Guru
Rabindranath Tagore.
Tagore Jayanti Celebrations
Tagore Jayanti Celebrations on 5 May, 2012 in
the school campus was marked with various inter-house
competitions, including debate and extempore speech.
The participants of Sanga, Pratap, Raman and Tagore
Houses painted ‘Tagore - an Expression’ with the aid
of natural colours and creative imagination.
Tagore Public School
Shastrinagar, Jaipur
Kalpana Chawla Memorial Award
Garima Kumawat of T.P.S. Shastrinagar bagged
the First Prize securing in the Kalpana Chawla
Memorial Award-2012. She was Honoured and
awarded a Merit Certificate, Memento and a Cash
Award of Rs. 5100/- by Mr. B.L. Chawla, father of
Kalpana Chawla.
The Award function was organized by Biyani
Girls College, Vidyadhar Nagar, Jaipur. It was an Inter
School Activities in which a large number of schools
of the city participated. 360 students were awarded in
all categories. Director, Mr. P.D. Singh and Principal,
Mrs. Jayanti Sen felicitated Garima Kumawat for her
achievement.
The young students paying homage to Shri Rabindranath Tagore
through a dance recital
Offering their salutations to the Nobel Laureate,
students of TPS Shastrinagar or Vaishali chanted to
the tunes of “Ekla Chalor Re”. Musical recapitulations
of “Hey Prakash, Prakash Bhuwan Bharey” made a deep
impression on the audience. Inaugurating the ceremony,
Principal Mrs. Mridula De, lit the lamp and garlanded
50 Community Outreach

the portrait of Rabindranath Tagore. She felicitated the
students for their participation and inspired them to
follow the path of learning lit by Gurudev.
Principal, Sri Gurukulam Secondary School,
Presided.
The activities culminated with floral tributes to
this great Poet of India.
Junior Annual Day Celebration
Sishya School, Hosur
On 1st April, 2012 Sishya School celebrated
their Junior School Day based on the theme “The
Glittering Galaxies”.
Efforts were made to ensure that the cultural fest
was a memorable one for the tiny tots. The programme
began with a tribute to the state. The Principal Dr.
Vasanthi Thiagarajan, who was the master mind behind
the fest, welcomed the gathering.
The Annual Report of the Kindergarten for
the year 2011-12 was read by Mrs. Sujatha, the
Co-ordinator, following by Mrs. Kavitha Sasun, Coordinator,
Primary Section who presented the Annual
Report of the classes. The vote of thanks was proposed
by Mrs. Valli.
The students enthralled the audience with their
sparkling pageant of cultural items and the auditorium.
The cultural fest had an array of events such as the
Invocation song, a Tamil skit, The Ramayan, The Food
Pyramid, the Polly Wolly Dance, an English skit- The
Stone Soup among others.
Academic Day Celebration 2011-12
28 April, 2012 was the most awaited day of the
year for the students and teachers of Sishya School that
celebrated the achievements of the students.
Mr. Mohan Sundar, the Correspondent, Sri
Gurukulam Secondary School, and Mrs. Sarojamani,
A proud moment for the young students as they
receive prizes by the Chief Guest
The day began with a tribute to the state through
‘Tamil Thai Vazthu’, followed the prayer song invoking
the blessings of the Lord Almighty, by the school
choir.
The dignitaries let the lamp. The former
Principal, Dr. Vasanthi Thiagarajan, greeted the guests
with fruit baskets.
The choir gave a melodious rendition of the
‘Season of Love’. Prizes were distributed by the
honourable Chief Guest and the Guest of Honour,
to students who received the Proficiency Award, the
Special Award, 100% Attendance Award and the
Chatrapati Shivaji All Rounder Award.
The ‘Popular Teacher Award’ was given to
teachers nominated by students and they also received
awards sponsored by the management for their
extraordinary work.
The 7th edition of the newsletter ‘Voyager’ was
released by the Chief Guest followed by the presidential
address.
April-June 2012 51

The Guest of Honour, Mrs. Sarojamani addressed
the gathering and the function came to a close with the
the National Anthem.
Spic Macay Programme
Gail Dav Public School, Dibiyapur
The Rajasthani folk artists enthralling the audience during a cultural evening
A cultural evening was held at GAIL DAV
Public School, Dibiyapur, Auraiya on 23 April 2012.
A troupe of eight Rajasthani artists under the aegis of
SPIC MACAY i.e. Society for the Promotion of Indian
Classical Music and Culture Amongst Youth playing
conventional instruments enthralled the audience. Mr.
M.R. Meshram, GM (OPER.) Gas Authority of India
Ltd. PATA and other eminent GAIL dignitaries graced
the occasion.
The artists made the audience conversant with
the pristine Indian culture and the rich legacy of the
folk lores and dances with its undiluted traditions.
Mother's Day Celebration
Lions Public School, Gurgaon
Mother’s Day was celebrated with great
enthusiasm at Lions Public School, Gurgaon. The
Junior Wing presented a heart warming dance to the
beat of ‘Tu kitni acchi hai, tu kitni bholi hai, pyari pyari
hai O maa’. A dance competition in which Mother and
child together competed as a team enthralled everyone.
‘Cooking without Fire’ competition was also organized
for Mothers. An interactive session ‘Me and My Child’
was conducted by Art of Living teacher Ms. Seema
Chawla. The session ended with a promise to create
awareness and work for Female emancipation and
empowerment.
Spectra 2012-One Step Beyond Vision
International Indian School Dammam, KSA
Mr. Awad Al Maliki, Deputy Director of Foreign and Private Education,
Ministry of Education, Dammam inaugurating ‘SPECTRA-2012’
The Rajasthani folklores being rendered
SPECTRA 2012, the two day educational
exhibition with the theme ‘ONE STEP BEYOND
52 Community Outreach

VISION’ got off to a colourful start at Prof Rasheeduzzfar
Hall in the Girls Campus of International Indian School
Dammam on 30 May 2012. Mr AWAD AL MALIKI,
Deputy Director of Foreign & Private Education,
Ministry of Education inaugurated the event. The
Chairman of the School Managing Committee, Mr
Thirunavukkarassu, Mr Khalid Al Ruwaie, Supervisor,
Ministry of Education, Mr Raju Kurian, Member,
Managing Committee, and Dr E K Mohammed
Shaffe, Principal & Head of the Institution attended
the programme.
More than 300 exhibits were displayed and over
1000 students participated in the fair. The exhibits
revealed the innovative and creative skills of the students
covering all major subject areas - Science & Technology,
IT & Computer Science, Mathematics, Social Sciences
& Humanities, Languages & Literatures, Commerce
& Management, Biology & Bio-Technology, SUPW &
Arts. Special pavilions depicting Hindi, Malayalam and
Tamil languages and cultures were major attractions in
the fair. World Assembly of Muslim Youth (WAMY)
had set up a special stall for Saudi Arabian Culture
and Islamic Studies. Special Effect shows on ‘Dancing
Waters, The Awesome Deep portraying the deep marine
life, and Heal the World’ attracted the audience in a
big way.
New Session Begins
The new academic session 2012-2013 began
with Investiture ceremony of the Student Council
followed by Labour Day celebration as a part of SEWA
students.
The Library week was celebrated from 19
May 2012 to 23 May 2012.As part of Library
Week celebrations various activities were organized
highlighting the importance of reading. To promote
reading among students “DEAR” hour- Drop
Everything and Read, was observed. ‘Princess of
Reading’ was crowned in the morning assembly to
motivate the student who read the maximum number of
books within an academic year and make the maximum
use of the school library.
The new academic session brings hopes and aspirations for all
Co-Scholastic activities are conducted by the
Dramatics and Literary Clubs. The Literary club
organized Mock sessions demonstrating live news
coverage on topics such as ‘Bhoja Air Crash’, ‘Prime
Ministers Visit to Burma’ etc.
Miming on ‘Environmental pollution’ and ‘No
to Mobile Phones’ were also well presented.
The World Environment Day was celebrated
with students presenting skits, songs and a lot of
activities focusing on the theme of caring & protecting
the environment. The ‘Go Clean’ march by the
Kindergartners in the school campus touched the heart
of every one spreading the strong message of reducing,
recycling, reusing and keeping the surrounding clean.
April-June 2012 53

Fancy Fete (Charity begins at home)
Sri Seshaas International Public School, Salem.
An exhibition-cum-sales event organized by
Sri Seshaas International Public School, Salem
A programme based on the democratic principle
'OF' the children, 'BY' the children, amd 'FOR' the
children in organized on Republic Day, every year.
This 'Fancy Fete' of the wizards of 'Sri Seshaas'
is an exhibition cum sales of craft works made by
them during their activity time. The entire proceeds
is donated as required materials to the homes of
unfortunates. Children are taught to make and sell
things on their own with the guidance of their teachers.
This programme helps students to realize the value of
money, have marketing skills and make them confident
in earning their livlihood.
Exhibition on International Day of Biodiversity
Kamla Nehru Public School, Chak Hakim, Phagwara
The Go-Green Club of Kamla Nehru Public
School, Chak Hakim, Phagwara organized a Science
Exhibition to celebrate World Biodiversity Day on
20 May 2012. The Chief Guest were Mr. K.K.Sardana,
Joint Managing Director, Sukhjit Starch & Chemicals
Ltd and Mr. I.K.Sardana, President, School Managing
Committee. Students exhibited models on Biodiversity
in plants and animals in Brazil & India, gave
demonstrations on Biodiversity in Turkey, presented
models & projects on Biodiversity of vegetables and
fruits in Nigeria & Phillipines, biodiversity in Polar
Region, tropical rain forests & deserts was displayed,
exhibited models on Endemic species and Extinct
species in the World, exhibited models on Forest
Biodiversity in China and India, displayed models on
Biodiversity-Life insurance for the changing world and
presented a Forum Theatre. 839 students participated
in this exhibition. Around 1470 parents, guests and
students of different schools visited this exhibition.
The School Principal Ms.P.K.Dhillon thanked all the
guests and visitors.
The member of Go Green Club of Kamla Nehru School, Phagwara talking
about the project on Biodiversity of vegetables and fruits
Adventure Day Camp
Silver Line School, Ghaziabad
A special Adventure Day Camp full of fun, masti
and mazaa was organized for class V students.
These adventure activities help them to become
self reliant, productive individuals with clarity, precision
and independence. The main attractions of this camp
were Rappelling, Burma Bridge, Tunnel Crossing,
Commando Net, Rock Climbing, Tyre Crossing,
54 Community Outreach

Stepping Stone, Commando Bridge etc., and concluded
with songs and games. The range of activities enhanced
team building during a adventure day out.
about the location, History and architectural details of
these heritage sites.
Glimpses of the Adventure Day Camp at Silver Line School, Ghaziabad
Knowledge Confluence is an initiative to start
collaborative learning with overseas partners to give
students global exposure by adding an international
dimension to the activities based on curriculum. Parents,
guests and members of the press were invited.
A creative depiction of the World Heritage Sites by school students
The center of attraction was an artistic artificial
brick wall made of thermocol which innovatively
displayed the posters of the world heritage sites and
travel guides prepared by students.
On this occasion students exhibited their creative
work on the topics such as:-
• Fibre to Fabric-which included a comparative
study of types of fabrics used in different
countries, dressing up in traditional costume
of China, France, Scotland, Qatar and India to
share information about the fabrics used in these
nations along with the processing methods and
unique features of the fabrics.
• World Heritage Sites-showcased models and
posters of world Heritage sites of Jordan, Italy,
China, Egypt and India.
Students made beautiful replicas of the world
heritage sites of the countries, selected for the project.
Students fluently delivered important information
The 'Fibre to Fabric' exhibit was accompanied by the students dressed in
traditional costumes of diferent countries dipicting unique aspects of the
fabrics used.
This initiative of collaborative learning experience
was beneficial for students as well as teachers. Even
the parents and visitors also found the event highly
informative and interesting and appreciated the effort
of the school.
April-June 2012 55

“Face to Faith Day” extends the mission of Tony
Blair Faith Foundation Programme and Interfaith
Foundation India. Face to Faith programme gives
young people the opportunity to learn about the
cultural and religious backgrounds of others. School
works in close association with a NGO Shaurya the
Brave Hearts, where underprivileged children of diverse
religions and cultures. They are taught as well as given
vocational training by the school teachers to secure their
independent and bright future. The programme for
Faith Day started with Sarv Dharm Sadbhawna prayer
followed by a beautiful dance performance depicting the
harmonious co-existence of different religions in India
on the song ‘HE ISWAR, YA ALLAH’………..
Followed by the performance was an activity class
in which students showcased their talent in applying
Mehndi, decorating diyas and by decorating the school
for the upcoming most important festival of India
“DIWALI”. There existes a strong bond of Unity in
Diversity among the students.
The Knowledge Resource Development and
Welfare Group (KRDWG) expert panel awarded the
Educational Excellence Award to SNVP.
Dr. Alisher Uma Rai, presented the award to the
Principal of the school Mr. Vishal Jain & Vice Principal
at an award distribution function held in New Delhi on
13 May, 2012 . SNVP was selected from 140 schools
across 5 Countries & 17 Indian states.
SNVP was adjudged as the best on the basis of its
performance in imparting education , availability of the
IT infrastructure, trained faculty and participation of
the school in events at the District, State and National
level.
International Bio-Diversity Day
D.A.V. Centenary Public School, Hardwar
Educational Excellence Award 2012
Shanti Niketan Vidyapeeth, Meerut
The participants during the Workshop-cum-Seminar
on Bio-diversity
Dr. Alisher Uma Rai, presenting the Educational Excellence Award 2012
to the Principal Mr. Vishal Jain
Workshop-cum-Seminar was organised on
the occasion of “International Day for Biological
Diversity” on 22 May 2012. The seminar was
inaugurated by Dr. Jeet Ram (Prof. Kumaun Univ.
and MLA of Uttarakhand Govt.), and Mr. P.C.
Purohit, Principal DAV School Hardwar. Dr. Jeet
56 Community Outreach

Ram delivered the key note address and stressed on
the support of bio-diversity that can ensure food and
nutritional security for the world. He also explained
the methods of conservation of biodiversity and its
importance.
Speaking on the occasion, Principal, Mr. P.C.
Purohit reviewed Indian culture that adheres to the
principle of shared membership of all living organisms.
Bio-resource engineering must be rooted in ethics so
that humans do not kill the proverbial hen which lays
a golden egg.
As a part of Workshop-cum-Seminar an
exhibition on flora and fauna was displayed, poster
making, declamation, power point presentation, skit,
quiz and a choreography etc., were held to explore
students understanding of the MECHANISM AND
METABOLISM of this LIVE PLANET Earth.
Start Club Activities
EmmAar International School, Jalandhar
With the onset of the new session 2012-13 in the
school, a unique concept of Skill Based Club activities
has been started 12 clubs based on important skills
that must be acquired by students have commenced
operating with all students of the school having been
allotted clubs according to their aptitude and ability.
The clubs are Drama, Elocution, Drawing, Sports,
Music, Dance, Science, GK, Abacus, Entertainment,
Computers and Business. Zero periods twice a week
have been specifically reserved for this important
activity. The clubs have a clear mandate to produce
events for the School Annual Day as well. This saves
a lot of time as the number of hours of practice to
drastically reduced. The school intends to increase the
number of clubs for which Teacher’s Training continues
in the school.
Skills based club activities being conducted in the school
Summer Camp
Maharaja Agrasen Model School, New Delhi
A summer camp for the students of classes IV-
VIII from was 17 May to 23 May, 2012 organized
from a number of interesting activities like origami,
folk dances, art, conversation skills, painting etc.
were organized. Participation of children in various
fields like Instrumental Music, Dance, Computer
Animation, Craft, Drawing & Art, Mental Ability,
English Conversation & Dramatics was praise worthy.
The ‘Summer Camp’ focused on learning through
activities, where students were actively involved in
‘learning by doing’. On 23 May, 2012 the school marked
the culmination of the Summer Camp with various
competitions which showcased the talents participants.
April-June 2012 57

Community Outreach with a Difference!
Summer Fields School, Delhi
In an endeavour to realize the significance of
faith, the Face to Faith Day celebration was held in
the school.
The celebrations started with a talk by Mrs.Razia
Sultan Ismail Abassi, Coordinator, Global Network of
Religions for Children (G.N.R.C.) and Founder and
co-convenor, India Alliance for Child Rights.
Field Service (AFS) International, Pranav Sukhija,Teach
For India Fellow,National Finalist (Top 15 shortlisted)
Faith Fellow, The Tony Blair Faith Foundation and
an alumnus of Summer Fields School and Kanishka
Rai, an outstanding student of Summer Fields School
who has overcome his physical challenge to come out
a winner in all spheres of school life.
A blend of intellect and experience, Ms.Ismail
urged the children to develop respect for all creation,
emphasizing on ‘Learning to Live Together’.
Coming together for faith and harmony
The Principal, Mrs. Rema Alex Daniel, believes
that spiritual transformation and growth leads to
holistic development of the youth.
The students participating in the cycle rally displaying
slogans/ placards on Interfaith Harmony
After this spiritually enlightening experience,
the students geared up for the Cycle Rally. They had
specially hired bicycles for the event and displayed
placards on them, with quotes on Interfaith Harmony,
designed and drafted by the students themselves.The
T-shirts donned by the students had interfaith slogans
painted by their themselves.
The Cycle Rally was flagged off by Ms.Sunita
Godara, Asian Marathon Champion, 2008 and Social
Activist, Ms.Divya Arora,National Director,American
Then came the much awaited Faith Fund Raiser
Canteen. The Face to Faith students contributed food
ingredients. The proceeds from the canteen, a sum of
Rs.13,700 went to the Mother Teresa charity.
Next day, the students set out on a spiritual quest
marked by a visit to the Buddhist Vihar, Transfiguration
Church and Baha’i Temple.
Trip to Hong Kong
MVN Aravali Hills, Haryana
Edutainment is in vogue at MVN. A special five
day educational trip to watch the Annual Solar Eclipse
at Hongkong was organized for the students on 17 to
58 Community Outreach

24 May, 2012.The itinerary for this educational trip
included city tour, Symphony of lights at the Harbour
Victoria peak, Disneyland, Ocean park, and top of the
list was watching the Annual Solar Eclipse from the
Harbour point of Hong Kong on 20 May, 2012
The Indian Cultural Heritage
Witty International School, Udaipur
Ms. Monisha Naik giving a lecture cum demonstration on 'Kathak' to the
students of Witty International School, Udaipur
A fun-filled educational trip for students of
MVN Aravali Hills, Haryana
Experiments were given by the Space organization
New Delhi who have been promoting Astro tourism
since last many years. Students geared up for the moment
with their recordings of wind speed before and after
the solar eclipse. Temperature too was recorded before
and after this natural phenomena .The first contact of
this event was to be viewed at 5:08 am but this could
not be done due to dark clouds in the sky. The second
contact happened at 6:15 am and temperature recorded
at 6:00am was 29.9C but at 6:15 am was 26.8C at the
onset of solar eclipse. The partial solar eclipse viewed
by the students was rememberable. Students also had
the opportunity to meet the Consulate General of India
in Hongkong Mr. Gaddam Dharmendra. Along with
the experiential learning students had an adventurous
experience on the thrilling rides of Disneyland and
Ocean Park. The 4D-animated Disney show 'The
Lion King' and the fire works were moments to be
CHERISHED.
“The physical language of the body is so much
more powerful than words.” This saying was proved true
at Udaipur when the renowned artist and Sangeet Kala
Ratna Ms Monisha Nayak visited the school premises
on 19 April, 2012 under aegis of SPIC MACAY which
promotes Indian Classical music and dance amongst
youth. She enlightened the students with various tales
of this Indian Heritage through her dance performance
Principal, Ms Shubha Govil, gave the vote of thanks
and Director, Ms Preeti Sogani, felicitated, Ms Monisha
Nayak and her troupe.
The Educational Excellence Award
St. George's School, Alaknanda
The school and the Principal were recognized
and felicitated with the Educational Excellence awards
at a glittering ceremony held at IIT, Delhi on 13 May,
2012 by the Knowledge Resource Development and
Welfare Group for providing “Inclusive and Holistic
Education”. The awards were presented by Dr. Alisher
Uma Rai, Chief of Education Unit and Programme
Specialist for Education UNESCO, New Delhi, Cluster
Office for Bangladesh, Bhutan, India, Nepal, Maldives
April-June 2012 59

and Sri Lanka. It was a closely contested competition
with over 170 schools/institutions from India and
abroad competing for the same.
young brains. To acquaint the students with the fun
this subject has in store, the Mathematics department
organised an interesting activity on 4 May 2012 by Shri
Vikas Sharma, Mathematics teacher who demonstrated
various tricks and riddles related to the subject. He
made the students participate and calculate as if they
all were playing a game.
Dr. Alisher Uma Rai, Chief of Education Unit and Programme
Specialist for Education UNESCO, New Delhi giving the
Educational Excellence Awards
The quality driven education system of St. George’s
School also enabled the school to sweep top honours
across all categories. Navita Jain received the prestigious
award in the student category and Ms. Sunili Bhatia
bagged the award in the Teacher’s category. The
luminaries present were Dr. D. S Muley, Consultant,
Council of Boards of School Education, AEP, Delhi,
Dr. Kuldeep Agaarwal, Director (Academics), NIOS,
Delhi, Dr. Jitendra Nagpal, Programmme Director
“Expressions India”- The Life Skills Education And
School Wellness Programme And Incharge – Instt.
of Child Development and Adolescent Wellbeing,
Moolchand Medicity, New Delhi, and Dr. Manoj
Kulshreshtha, School of Engineering and Technology,
IGNOU, Delhi.
Lecture by Mathematician
BVB Vidyashram, Jaipur
Mathematics has always been like a puzzle
whose parts seem to be ill-fitting or confusing to many
Mathematics is fun and can be learnt through games and riddles
The Principal, Shri S.V.S Bhandari and Vice-
Principal Smt. Lalita Vohra, congratulated the
Mathematics department for organizing such an
interesting and motivating activity. The students promised
that they will not be scared of Mathematics anymore.
Rendezvous with Malta
Indus Public School, Rohtak
A student delegation from Indus Public
School, Rohtak visited the Island of Malta on a ten
day Educational Exchange Programme organized
by the Embassy of Malta in association with the
University of Malta. It was the school’s privilege to
have been selected along with seven leading schools
of Haryana. Principal, Mrs. Annie Williams, was
the Co-ordinator of the Exchange programme.
The ten day programme began with a visit to the
University of Malta. This programme was organised
in collaboration with the High Commission of Malta.
60 Community Outreach

for Humanity’. The students raised awareness about
the importance of blood donation through their
poetic compositions and dramatic presentation. The
play ‘Serve Humanity-Save a life’ was the highlight of
the programme. The students also brought forth the
importance of eating various fruits and enlightened
everyone about the significance and use of First Aid Kit.
The programme got fitting finale as the students sang ‘We
shall overcome’ with the whole school joining the chorus.
The students of Indus Public School, Rohtak during
their educational trip to Island of Malta
The underlying motive of the Exchange
programme was the exchange of culture and ideas
of study patterns of Malta with the outside world.
The programme was a rich source of information
related to culture, tradition, habits and food of
the exotic island. The food festival was a platform
where various delegations showcased their food
and flavours. The festival was an extravaganza of
traditional recipes and exotic food ingredients. As
part of the programme, the delegation visited various
departments of the University. The outstanding
feature of these departments was that the concepts
of Science were being explained through a practical
technique - live examples! Students were given live
demo which leads to complete understanding of
the concepts. The Department of Engineering and
Technology acquainted the students with the tensile
property of metals and thermal imagery used for
bio-medical purposes.
World Red Cross Day
Vspk International School, Delhi
The School organized a special assembly
to celebrate ‘World Red Cross Day’ and ‘World
Thalassemia Day. This year’s chosen theme is ‘Together
The students of VSPK International School, Delhi
spreading the message of ‘Together for Humanity’
The students presented the ‘Red Cross’ symbol,
badges of benevolence to the Manager, Principal, staff
members as well as the students. They also displayed
beautiful and informative charts prepared by them. The
special assembly ended with the words of praise by the
Principal who also shared tips for being healthy, wise
and happy and encouraged the students to take care of
their life by little contribution by pledging to take care
of one life (person) as well as to denote blood after the
age of 18.
Mother's Day Celebration
Mount Carmel School, Chandigarh
The students of the Social Science and NSS Club
celebrated Mother’s Day on 2 May, 2012, with great
April-June 2012 61

fanfare. A beautiful cultural programme was organized
on this occasion with self composed poems praising
their mothers and a couple of dances choreographed on
songs related to mothers theme. Students also presented
hand made cards and flowers to their mothers, who
were specially invited for the occasion. The programme
culminated with a speech by the Vice Principal, Mrs.
Annie Charles, where she stressed the pivotal role of
the mothers in shaping a child’s future. The mothers
appreciated the effort of the Clubs for arranging such
programmes which inculcate good values in the students.
on family, using shapes, colours, parts of the body, fruits
and vegetables were presented using phonetics butterfly
song. The Toddlers of playgroup stole a million hearts
with their dancing and swaying to the song Lakdi Ki
Kaathi. The grand finale of the event was the graduation
ceremony...where children wearing graduation caps
were awarded certificates by their proud parents.
The graduation ceremony of Anand Niketan, Maninagar
was accompanied by song and dance programme
Preservation of Indian Culture
Maharaja Sawai Bhawani Singh School, Jaipur
An ode to mothers by Mount Carmel School, Chandigarh students
The Computer Club celebrated Labour day on
May 01, 2012. Three students of class X of the School
– Khushboo Dhiman, Nimish Goel and Anubhav
Gupta conducted a training session for the workers of
the School. They taught them the basics of computers,
parts of computers, working with Paint Brush and MS
Word. After the training session, the workers painted
and wrote in MS-Word on their own. It was a joy to
see happy faces of the students as they learnt how to
use a computer to paint and write.
Milestones
Anand Niketan, Maninagar
The toddlers presented Milestones, year end
programme of the Playgroup and PreKG. The concepts
The School has taken a step forward to
sensitize the students to the needs to preserve
our culture. On the occasion of World Dance
Day the Heritage Club organized a special dance
programme in co-ordination with SPIC MACAY, an
organization which promotes Indian classical music,
dance and other aspects of the Indian Culture. Ms.
Madhavi Mudgal, Odissi dancer of International
fame, commenced the programme with an invocation
to Mother Earth and Lord Ganesha. A dance drama
depicting the love of Radha-Krishna mesmerized the
students. Ms. SudhaMukhochatopadhyaya, disciple
of Ms. Mudgal, performed ‘Moksha’ to conclude the
dance session. In the Interactive Session with the
students she threw light on this 2000 year old Indian
dance form that has survived till date and inspires
the present day generation. She explained the various
‘Mudras’ and impressed upon the students the need
to preserve and encourage this ancient dance form.
62 Community Outreach

Outstanding Achievements
DLDAV Model School, Pitampura
Ankur Jain of class XII, is among 80 students
selected from India by CBSE to visit Japan under
JENESYS- the Japan-East Asia Network of
Exchange for students and Youth programme 2012.
Muskaan Mehta and Ajitesh of class VII have been
selected for the final round to be held in UK in an
International School Essay Writing Competition
organized by ‘The Living Rainforest’ on the topic
‘How can we contribute to Make Earth a Sustainable
Planet’. Saloni Mittal of class XI qualified for The
Times NIE Summer Training Programme 2012-
2013. She will get a chance to work with the editorial
team of The Times of India- Students Edition to
gain hands on the experience in journalism. Principal,
Mrs. Anita Wadehra, congratulated the students for
their outstanding achievements.
JENESYS- Exchange Programme to Japan
Chinmaya Vidyalaya, Anna Nagar
In an education-cum-cultural visit to Japan,
conducted and organized by JENESYS and funded
by the Government of Japan, Akhilesh Sudhakar and
Keerthana Unnithan of class 11th, ChinmayaVidyalaya
Annanagar, were the students selected by the Ministry
of HRD, CBSE wing, to represent India as a delegate.
Schools all over India nominated 2 students each
and the final selection of participants were based on
merit certificates, credentials and academic-cumextracurricular
performances. Among the students
chosen from across the country, 4 were selected from
Chennai.
The entire programme was fully sponsored
and the food, transport and accommodation facilities
provided were exemplary. In the 10-day exchange
programme from 13 to 23 May 2012, students
were given an opportunity to visit Japanese school,
witness prominent cultural events and learn about the
functioning and development of different system in
Japan. A two day stay with a host family was also on
the agenda, and was the highlight of the trip. The visit
was intended to be a platform for global interaction
and international awareness with participation from
different countries.
JENESYS- Exchange Programme to Japan students
along with the Officials
The Major outcome of the exchange was that
the delegates learnt to appreciate and imbibe the
pros of a new culture and tradition, and also to adapt
to a different lifestyle, outlook and specifically, diet.
“We are thrilled when we saw our dinner table laid
with exotic seafood, which an Indian meal would
never provide. The people were extremely kind and
hospitable, and went out of the way to make us
comfortable in a new land.
With the younger generation beginning to
display an increasing interest in the happenings
at the international level, exchange programmes
such as these are sure to provide the much needed
exposure and experience. Right from the predeparture
orientations at New Delhi, the visit kept
its promise of being an eye-opener, and proved to be
an opportunity of a lifetime.
April-June 2012 63

28th Founder's Day
Mother Teresa Public School, New Delhi
the show was an enthralling performance by the tiny
tots of the pre-primary, which received wide accolades
from the huge gathering.
The Principal, Mrs. Neeta Jethy apprised the
audience on the accolades achieved by the school during
year through the annual school report. The occasion
also witnessed the students being awarded for their
Scholastic & Co-Scholastic excellence & the release
of the school magazine “Memories 2012”. The founder
Chairman of the school Shri Ashok K. Jethy proposed
the vote of thanks to the guests & the parents.
Shri Vineet Joshi, Chairman, CBSE presenting an award at 28th Founder's
Day Function of Mother Teresa Public School, New Delhi
Mother Teresa Public School, Preet Vihar, Delhi
celebrated its 28th Founder’s Day on April 10, 2012
at Siri Fort Auditorium with huge cheers, spectacular
theatrical and dance performances & lively speeches.
The day also marked the Birth Centenary of the
true inspiration & visionary behind the school Smt.
Shakuntala Devi Jethy. The occasion was graced by
the presence of Hon’ble Mr. Vineet Joshi, Chairman,
CBSE as Chief Guest and Hon’ble Padmashree Mrs.
Geeta Chandran, Renowned Bharatnatyam Dancer as
Guest of Honour. Amidst other distinguished guests
was Shri Y. P. Purang, Retd. Additional Director of
Education. The highlight of the programme was a
theatrical performance “Magic Years” on the theme of
stress & strain faced by the growing teenagers which
was directed by renowned theatre personnel Mr. Feisal
Alkazi.
The medley of cultural programme commenced
with a soul stirring instrumental performance which
was followed by a mesmerizing ballet ‘Levitat’ presented
by the students of primary classes. Adding charm to
The evening came to a close with the solemn
tribute to Smt. Shakuntla Devi Jethy, followed by
the reverential rendition of the school song and the
National Anthem.
Topper's Day Celebration
Jeevan Jyothi Public School, Thalikode, Kerala
The Toppers of Jeevan Jyothi Public School, Kerala with their
Principal Sr. Blessy Peter
23 June 2012 was one of the most remarkable
days in the history of Jeevanjyothi Public School
Thalikode. It was celebrated as the Toppers Day. Six
students of Class X 2012, who secured A1 was awarded
on that day. Each winner planted a sapling in the
school garden as a symbol of their victory. They were
64 Community Outreach

all dressed in university merit gown. The programme
started with a prayer dance. The Principal Sr. Blessy
Peter expressed the words of welcome. Presidential
address was by Rev. Fr. Baiju Kanjirathinga, the parish
Priest of Chirakkacode. The function was inaugurated
by Dr. Joy Mathew, the Professor and Head of Central
Training Institute Kerala Agricultural University. As
an entertainment programme, we had an instrumental
music. After that all the six winners received award from
invited guests.P.T.W.A. President Sri Reji Mathew and
Sir Harish K felicitated the awardees. Those students
who had full attendance in the last academic year
2011-12 were also awarded. Sandra Shaju, the Head
girl proposed the words of gratitude.
Learning Beyond the Classroom
Sri Prakash Synergy School, Peddapuram
Synergites interact with group study exchange
teams, Rotary Foundation, USA
Sri Prakash Synergy School, which operates with
a vision of synergizing a community of learners, leaders
and innovators, bridged all distances when the members
of the recently launched Sri Prakash Synergy Interact
Club had an awesome opportunity to host two Group
Study Exchange teams from the Rotary Foundation,
Michigan and West Virginia. A brainchild of the
Rotary Foundation, the GSE promotes International
goodwill and understanding. Many Non-Rotarians are
sponsored to travel between paired Rotary districts in
different countries. We, at Synergy had lot of interesting
things to share and learn. Since the members were from
all walks of life, our interaction was peppered with a
variety of topics.
Sri Prakash Synergy Interact Club hosted two group study exchange
teams from the Rotary Foundation, Michigan and West Virginia
Julie Nowakowski, an ayurveda enthusiastic
was really interested in knowing the ‘mantra’ as to
how Indian families remained so close-knit! Kristin
Horstman, who works in a Community Health Centre,
was able to provide a lot of insight on the same. Mr.
Todd Belcher, with a Masters in Agriculture, had
interesting career suggestions for us. With Jennifer
Hudson, we exchanged notes on sustainable energy
production. The session was fun and learning was
redefined!
I prefer you to make mistakes in
kindness than work miracles in
unkindness.
– Mother Teresa
April-June 2012 65

Green Page
Environment Awareness Drive
Sharjah Indian School, Sharjah, Uae
Creation of awareness of the environment and
surroundings has become imperative among the student
community as they are the future custodians and
caretakers of the environment. Keeping this in mind,
effective steps were taken to spark awareness about
environment conservation and its management.
Best out of waste
Book marks with go green messages
The initiative was taken by the students of grade
VIII, IX, X and XI. To take steps for effective waste
management through survey and video presentations.
An exhibition was conducted to exhibit the best out of
waste products and received a great response. Students
made paper out of the used notebooks, keeping the
recycling concept of environment conservation in
mind. T-shirts were designed with green messages
66 Community Outreach

and circulated among the children. Used cans and
papers were collected in the recycle bins placed in the
school campus. These practical steps taken towards
environment awareness definitely went a long way in
changing the mindsets of the student community in
general.
World Earth Day
Subodh Public School, Jaipur
On 21 April, 2012 World Earth Day was
celebrated by Performing and Creative Art Club.
Various activities were conducted based on the theme
“The Earth”. The motto of the world earth day is
“Planning the tree”. The programme began with the
Principal planting a sapling. After this school band
presented a medley of songs based on environment. A
documentary “Life on the Earth” was shown followed
by presentation of dance by Scholars Ist and mime
presentation with message “save environment”, was
followed by a quiz based on different aspects of the
Earth and environment. The winners were given the
photo frames made from best out of waste. A pledge
was taken by the students to save the Earth.
Activities: Written Quiz Contest
Grade: 6 – Know our North East India
Grade: 7 – Know our neighbouring countries
(SAARC)
Grade: 8 – Know our South East Asian
Nations (ASEAN)
Since ours is a diverse culture, where the
principle of accommodation i.e. “VASUDHAIV
KUTUMBKAM” does work.
To make the children aware of the rich cultural.
Heritage of our ‘seven-sisters’ i.e. N.E. India, and
glimpses of South East Asain countries were examined
through a written quiz competition.
World Earth Day
Tagore Public School, Jaipur
Students took out a rally to create awareness
in the neighbourhood about harmful effects of
global warming, deforestation and wastage of natural
resources.
The planting of sapling by the Principal during the 'World Earth Day'
World Heritage Day
The World Heritage Day celebrated in Subodh
Public School
The students of Tagore Public School, Jaipur taking part in the
‘Earth Day Celebration.’
All the four Houses of Middle Wing marched
out enthusiastically singing motivational song, placards
April-June 2012 67

in hand and shouting slogans to save Mother Earth
from pollution and ruthless urbanization.
Earth Day was celebrated in the morning
assembly also. Students showed their concern and
care for healthy environment by delivering speeches
and enacting a skit exhibiting various ways of water
conservation and afforestation.
Inter House Clay Model Competition and
Recitation Competition were organized by Senior and
Junior Wings respectively.
Mridula De, Principal appreciated the efforts
of the youngsters and motivated them to adopt ecofriendly
ways of life.
Paper Bag Making Competition
Kamla Nehru Public School, Phagwara
paper bag culture. This competition was conducted
by the Global Citizens Club of Kamla Nehru Public
School. Police D.A.V. Public School, Jalandhar got 1st
Prize, Mayor World School, Jalandhar got 2nd Prize,
Innocent Hearts School, Jalandhar got 3rd prize, DIPS
Tanda and Sant Sarwan Dass Model School shared
the consolation prizes. Kamla Nehru Public School
got special award of appreciation. The School Principal
Ms. P.K. Dhillon gave away the medals, certificates and
trophies to the winning teams. She stressed on the need
to use paper bags, cloth bags and jute bags and to avoid
using plastic bags to save the environment.
Kapsian Green Drive : Eco Club Activities
Kamal Public School, New Delhi
During the academic year 2011-12, the Eco Club
(The Green Brigade of the School) was active with mass
participation by both students and teachers :-
• Painting Competitions on various topics like
‘Save Power’, ‘Caring for Mother Earth’, ‘I
Love my India’ were organised in all the three
wings, Primary, Secondary & Senior Secondary
classes.
• Art of making paper bags and minimizing plastic
bag usage were taught to make them aware
regarding pollution free environment.
The participants of the Inter-School Paper Bag Making
Competition with their awards
An Inter- School Paper Bag Making Competition
with the theme ‘Say no to plastic bags’ under Jalandhar
Sahodaya Independent School Complex was held on
19th May 2012. 31 teams of CBSE affiliated schools
of Jalandhar and Phagwara participated in this
competition. The students made artistic paper bags.
Each paper bag had a message written on it to develop
• Project Work for Summer Vacations included
Conservation of Bio-diversity, hazards of
smoking and preservation of wild life. The topics
like, ‘Earth Day’, ‘Vanmahotsav’ & ‘Preserving
the Ozone’ were also motivating and exciting
for the students to undertake.
• Rallies were organized in the local area of Vikas
Puri to raised awareness about the importance
of rainwater harvesting. Activities like Poster
Making, Extempore etc. on 'No Use of Plastic
Bags', Conservation of Energy, Preference for
Organic Food etc. were organized.
68 Community Outreach

• “World Forestry Day” – Students were given
vital information was given about the three key
facts of forestry – protection, production and
reforestation.
• “Earth Day” celebration was organized by
the students to make them aware about the
conservation of various natural resources.
The members of the Eco-Club of Kamal Public School, New Delhi
during an environmental awareness rally
• Other activities included Elocution Competition
on ‘Mother Earth’, Collage making, Adopt a
Plant Session, Bulletin Board (Wall Magazine)
on ‘Animal Life in Danger’, ‘Depiction of Food
Chain/ Food Webs’ in class rooms were among
the most preferred themes. “Life in Deep Sea”,
Making fish aquariums, Herbarium files etc. were
also taken up by the students.
• Special Assemblies on World Population
Day, World Biodiversity Day, Ozone Day,
Contamination Prevention Day etc. were
observed.
• Students were made aware about Earth Day and
Earth Hour in association with WWF and rallies
were organised to generate awareness among the
public as well as students.
• Awareness about Anti Littering and Anti-Plastic
Bags was also generated through creation of class
magazines and newspapers.
• A presentation on ‘Clean Yamuna’ was given
by the Eco Club Incharge alongwith various
activities like workshops were organized among
the students to generate eco-awareness.
• “Anti-Drug Addiction” campaign was organized
by the students to make them aware about the
demerits of taking drugs and chewing tobacco
by celebrating Anti Tobacco Day.
• “Environment Day” celebration was held to
motivate the students to keep their surroundings
green and clean by undertaking plantation of
trees and organizing a cleanliness drive in and
around school premises.
• The UN Day was observed by way of delivering
speeches in the school.
• On the “Annual Day”, students displayed many
Eco-friendly and health oriented items during
the function. (An Environmental Ballet was
presented on this occasion).
• Story Narration (Title : Story of Mother Earth),
Showing animated movie (Title : Deforestation),
Visit to school garden (to identify parts of the
plant to know the use and importance of plants
etc.) was endeavoured for the tiny tots (Primary
Wing).
• A fancy dress competition on the theme
‘Biodegradable & Non-Biodegradable Waste’
was organized for the middle wing students.
• PPT on Global Warming was shown to the
students through Smart Class and it was aptly
followed by Class Quiz on the same.
April-June 2012 69

• Regular class demos on 3R's – Reduce, Recycle
& Re-use were given in all classes to generate and
transform the school into a sustainable school
wherein the aim is to empower young people
to take responsibility of their own future. Other
activities included creation of awareness among
students and faculty about wasting little, rain
water harvesting, creation of zero tolerance zone
to litter and graffiti. In regard of the above regular
school workshops and faculty development
programmes were organized.
• Documentary on how waste is generated, its
impact and handling was shown to senior wing
students.
• Enriching games like ‘Web of Life’ to bring
out the relevance of food chain, food web and
ecological balance were intrinsically made a part
of science curriculum.
prepared banners with paintings and slogans depicting
various ways to conserve energy. The celebration also
included The Exhibition “Best out of Waste” in which
the students showcased their talents by preparing various
eco-friendly products like pen-stands, flower pots,
sculptures, bags etc from the waste material. Posters
on Green House Effect, Climate Change and Global
Warming etc with motivating messages were prepared
too. The Principal, Ms. Rooma Pathak, also extended
her warm support to the students and encouraged
them to come up with the similar eco friendly events
in the future also. It was indeed an earnest Endeavour
of the students who truly emphasized and spread the
message “TODAYS WASTAGE IS TOMORROW'S
SHORTAGE” So “SAVE MOTHER EARTH-
Reduce, Reuse and Recycle.”
• Field Trips to Organic Farm, Gobar Gas Plant,
Poultry Farm & Eco Adventure Camps were
organized throughout the year to bring the
students closer to nature.
• Students have been asked to prepare project
reports as a part of their holiday homework this
year (based on the topics : Go Green, 2012 –
International Year of Sustainable Energy for all.
One Earth! One Chance! One Hope!
M.M. Public School, New Delhi
To emphasize and inculcate awareness about
Mother Earth among the students and community the
Eco Club of M.M. Public School, Pitam Pura celebrated
The Earth Day on 23 April, 2012. The celebration began
with The Special Assembly motivating the students to
save the planet Earth. A Rally involving more than 50
students from Eco Club was organized to spread the
message and awareness on Energy Conservation in the
nearby Pitam Pura area. The students enthusiastically
An enthusiastic participation of the kids in the
environmental awareness drive
Earth Day Celebration
Jindal Vidya Mandir, Vidyanagar
Earth Day is an annual observance held on 22
April every year to increase public awareness on the
environment related issues.
Keeping in mind the importance of Earth Day,
the school active by collaborated with the Environment
Department of JSW Steel Ltd.
70 Community Outreach

egular basis to increase the current awareness among
the students, Gandhi Nagar Public School, Muradabad
celebrated the World Earth Day on 22nd April in a
unique manner.
The Students communicated their concern for
“Green and Pollution Free Earth” by painting balloons
and their faces. They appealed to cure our ailing planet
by removing environment pollution.
Almost 1000 students of Jindal Vidya Mandir took part
in the Earth Day Celebration
Students have the biggest stake in environmental
protection. Keeping this in view, the school celebrated
Earth Day on a grand scale and huge participation
of almost 1000 students and other stakeholders. The
day started with Awareness Rally covering JSW
Vidyanagar Township, depicting their concerns in the
form of beautiful tableau. Rally added extra glamour
to our picturesque township. Event followed by Special
Assembly & Exhibition. The occasion was graced by
Hon’ble Shri. Vikas Sharma, Sr V.P. (C&S) as a Chief
Guest and other senior officials of JSW Steel Ltd.
All the classes decorated their display boards to show
their concern for their environment, religious values of
trees, HAWAN, deforestation, best out of waste, energy
conservation, Reduce, Reuse and Recycle and our forest.
Program concluded with the screening of documentary
on our ‘Mother Earth’ and ‘Earth Day’ Pledge by all
present on the occasion.
Green and Pollution free Planet
Gandhi Nagar Public School, Muradabad
Following the rich tradition of observing various
days of national and international importance on a
The students of class III to XII set up valuable
information on the display board of their respective
classes highlighting the problem of global warming-the
reasons an concrete suggestion to overcome the problem
such as avoiding use of plastic bags, reducing air and
water pollution, rain water harvesting etc.
Addressing the students and teachers the
Principal, Mrs. Shashi Sharma pointed out that God
has given us earth to satisfy our needs and not our
greed and urged them to leave a legacy for the future
generation by following 3 Rs – Reduce, Reuse and
Recycle.The event was covered by the local press.
Observance of World Environment Day
Aiswarya Public School, Kollam
Aiswarya Public School, Kollam district in
Kerala state has observed the World Environment Day
on 5 June 2012 under the auspices of Nature, Eco and
SEED (Student Empowerment for Environmental
Development) club. Various programmes were
organized. In the school assembly the Principal Mr.
V. Sundaresan has delivered a speech on the NEED
AND IMPORTANCE OF PROTECTING THE
ENVIROMENT. Students sang nature songs. A
seminar was conducted in the school library hall
which was inaugurated by the school chairman Mr.
R. Ramachandran Pillai. Papers were presented by
April-June 2012 71

teachers as well as students. More than 100 saplings
were planted in the school ground around 1000
saplings were distributed to the students. A painting
competition also was conducted on the topic “Protect
the ailing Earth”.
The sapling plantation drive during the 'World Environment Day'
Cleanliness Drive to Inculcate the Habit of
Shramdaan
Rainbow English Sr. Sec. School, New Delhi
groups to clean. They were provided with required
material of cleanliness. Everybody was quite excited to
do their best. They cleaned some of the specific areas
of school premises enthusiastically. The drive was a
great success. It was really a good experience for the
participants. They understood how much everybody
is dependent on servants/ maids. All the warriors of
campaign were honoured by the Principal, Mrs. Raj Rani
with a certificate and prizes as a token of appreciation
in the assembly on 2nd May 2012. She congratulated
and encouraged all the participants for their hard work
and dedication towards the cleanliness drive. She said
that there is always dignity in fair and honest work and
cleanliness is a part of our behaviour.
The Principal also emphasized SHRAMDAAN
which is a part of co-scholastic area in CCE. She added
up by her motivational words that more and more
students should take part in such drives and imbibe
the spirit of Responsibility, Hard work And Efficiency
in their assigned work.
DAAN means donate something for the noble
cause without any monetary benefit. Rainbow English
Sr. Sec. School, C-3, Janak Puri took a step to inculcate a
habit of “Shramdaan” among its students by organizing
a ‘Cleanliness Drive’ on 1st May on the occasion of
International Labour Day. The volunteers of Eco Club,
NCC and Scouts and Guides actively came up for the
social cause of the school cleanliness.
The motive behind the campaign was to make
the students realize the importance of each labourer in
their lives. They should not look down on any kind of
work at school, their places and respective communities
but learn to respect that ‘WORK IS WORSHIP’. All
the members were allotted different areas as per their
The glimpses of the ‘Cleanliness Drive’ taken up by children of Rainbow
English Sr. Sec. School, New Delhi
72 Community Outreach

Earth Day Celebration
Samta Shisha Niketan, Ratlam (M.P.)
Samta Shisha Niketan celebrated the Earth
Day. The celebrations was started by lighting the
tradition lamp ceremony. The lamp was lighted by
the Hon’ble chairman of the school Mr. Madanlal
Kataria. Many competitions like poster and slogan
making competitions, essay and speech competitions
were held. The centre of attraction was a huge message
giving rangoli of ‘Save Earth’ which was made by the
students of class XII. There was an exhibition of posters
and slogans also held. On this occasion, all the students
along with the staff took oath to save the mother earth.
Principal Mr. A. K. Mishra and Secretary Mr. Anandilal
Murar also addressed the students. At last, the Vice-
Principal of the school Mr. Tousief Iftekhar Ahmed
Khan proposed the vote of thanks.
Shankar Vidya Peeth, Mount Abu guided by the few
teachers went to Sant Sarover and helped the good
cause of environment protection and conservation by
cleaning the Sarover and the adjacent area. They took
tags along with them from the School and collected all
the waste like plastic, polythene and other type of waste
material which harms the environment and compost
it away from the town. they did it with enthusiosm
keeping in mind the importance of environment for
its entire beneficiary…
The wastes like plastic, polythene etc., were collected in a huge bag
A March for Mother Nature on World
Environmental Day
Padma Seshadri Bala Bhavan Sr. Sec. School,
Chennai
The class XII students with their Rangoli on 'Save Earth'
The World Environment Day
Adarsh Vidya Mandir Shankar Vidya Peeth,
Mount Abu
On the occasion of the World Environment
Day 5 June the students from Adarsh Vidya Mandir
It was just another droning, sultry Tuesday
morning and the many people in the wonderful city
of Chennai got ready to reluctantly drone into the
monotone of daily routine. But we the senior students
of PSBB KK Nagar had different plans. About 40
students, accompanied by our teachers, quite literally
“walked the last mile” to save the only home that we
had: Planet Earth.
The chants of PSSB, Go GREEN..!! HOMO
SAPIENS, GO GREEN..!!!” reverberated the
April-June 2012 73

thresholds of our campus. The neighbourhood
resounded throughout with the sensitivity for splendid
Mother Earth. Our passionate march was for about
15 minutes, proudly and loudly reiterating to the
locality, the importance of painting the whole place
green. In an enthusiastic attempt to encourage a safe
vision about our environment, we should slogans for
the entire marches are vitally important as they make
everyone understand the importance nature and further
evoke a sense of responsibility and duty towards the
environment.
Eco Week Celebration
Bal Bhavan Public School, Mayur Vihar
A cultural activity depicting environment awareness during
'Eco-Week Celebration'
‘Walk the Mile’ for saving our Planet Earth
Besides this, the students participated in the
green Walk on the Marina organized by the U.S.
Consulate General Chennai, in collaboration with
Make my Earth Smile Again (MESA) a social enterprise
working in the area of environment management.
But just like all good things come to an end,
this seemed to be no exception, but at the end of the
day we went home with the satisfaction of telling
everyone around us that, “When you start to smoke,
the world starts to choke…!” …well whether the global
community realizes to respect nature or not, we sure,
did and so did K. K. Nagar and after all is said and
done, it is quite right to say “Modern technology owes
ecology an apology”.
The Eco Club, took a Green Initiative and
celebrated Eco Week from 16 to 20 April, 2012. On the
inaugural day, the school launched its Herbal Garden
amidst the resonating sound of Sanskrit Shlokas
chanted by the students. The occasion was graced by
Dr. B.C. Sabata (Senior Scientific Officer, CEE) and
Mr. Bibhu Tripathy (Project Officer, CEE)
Each day during the week was filled with
plethora of activities for the students of junior and
senior wing:
• Movie Screening and a talk by Mr. Bibhu
Tripathy
• Workshop on Bird Nest Making by Mr.
Rakesh Khatri (Head, Nature Foundation
India)
• Water Quality Monitoring Workshop
• Art Workshop utilizing paper pulp
• Talk Show with Mr. Prabhjot Singh Sodhi
on ‘Low Carbon Lifestyles’
74 Community Outreach

• Quizmozz – The Eco Quiz
• Cleanliness Drive
Apart from this the students prepared ‘paper’ in
the Recycling Unit of the school and took a pledge to
save our environment.
The colourful week ended with a Grand Closing
Ceremony in which the Photography Club of the
school presented a short documentary highlighting
the activities undertaken during Eco-Week. Students
also presented cultural items creating awareness for the
environment.
School Activities
Subodh Public School, Jaipur
played snakes and ladders game which portrayed various
messages like: to save electricity, save water etc.
The students presented street play on the water
problems of Rajasthan and how to overcome it. Finally,
the day ended with “Parinda Bandho Abhiyaan” which
is usually organised in Rajasthan during Summers to
water and feed the birds. Mr. Milind Soman actively
participated in the activities and was really excited to
interact with the students of the school. The programme
was conducted under the banner of Bharat Scouts and
Guides.
Paryavision Celebrated
DLDAV Model School, New Delhi
Mr. Milind Soman, an International model and Bollywood personality at
Subodh Public School, Jaipur during GREENATHON, an NDTV and CEE
initiative
Greenathon – Green Marathon started on
April 20 –May 20, 2012 covering Delhi, Gujarat and
Rajasthan under a project by Center for Environment
Education CEE and NDTV. It was a priviledge to
have Mr. Milind Soman along with his team in the
school premises on April 24, 2012. Mr. Soman is an
International Model and Bollywood Personality. He
interacted with the students and made them cautious
and aware about the environmental issues. He also
The dignitaries planting a sapling at the Earth Day Celebration
DLDAV Pitampura, celebrated ‘Paryavision –
Earth Day Celebrations 2012’ by organizing different
activities and competitions for different classes over
a period of three weeks. The closing function was
graced by Shri Shrideep Omcherri, Chairman of the
school. Mr. Anil Kumar, Director, NCT, Bhagidari,
Mr.SushilSrivastav, General Manager TPDDL, Dr.
Ashok Chawla, Senior Scientist, CSIR and Mrs.
Gitanjali, Coordinator, TPDDL Club. The guests
participated in Open House Forum- an interactive
session with class XI students, admired and appreciated
April-June 2012 75

entries of such as Rangoli Display, Melange- Best
posters and paper bags, news square- Green Journals on
display. A cultural programme Rasrangwas presented
before them which included Bhoomi Mangalam
–Vandana and nukkadnataks on save environment and
save monuments. A power point presentation entitled
‘Changing Paradigm of Biotic and Abiotic factors’
was presented before them. The guests also planted
saplings.
Principal, Mrs. Anita Wadehra, asked the students
to remember that each day is earth day. Chairman Shri
Shrideep Omcherri urged the students to launch a
campaign against use of polythenes – a widely used
environmental hazard. Shri Anil Kumar, Director, NCT,
Bhagidari conveyed that besides planting trees, claiming
ownership of the plant was equally important.
World Environment Day
Bhavan's Public School, Doha
Bhavan’s Public School inaugurated an Ecoclub
to mark the occasion of World Environment
Day on 5 June at its Matar Qadeem campus. Chief
Guest K M Arunan, Director board member of BhPS
in his environment sensitive inaugural speech, cited
the adverse effects of nitrates, chemical pesticides and
chemical manure in the agricultural green fields. The
Eco- club conducted a Seed Exhibition and another
exhibition related to World Environment Day. A Seed
identification competition was conducted for students
and the winners were distributed with certificates.
Musthafa, an odd job employee of Bhavan’s Public
school was chosen for the Green Man of the year 2012
award. An album titled “My Album on Extinct and
Endangered Species" was released. The event presided
over by the Principal Dr. G.Manulal was attended
by school Vice Chairman, R.O. Abdul Kadar, The
programme was concluded with vote of thanks by Mrs.
Suja, Coordinator, Department of Science.
The children ready to plant saplings in their school premises
Vegetable Garden of the School
Bhavan’s Public School,Doha. The first school
registered with the UNESCO, Doha Bank ‘The Green
Drive’ project.
The school has already undertaken two projects:
1. The vegetable garden in school campus
2. The water conservation through the usage of
waste water in irrigating the garden.
The first Vegetable Garden project in the state of Qatar
started on 6, February 2012. Around 400 seeds of fifteen
varieties of vegetables were sown two months back. The
first harvest of the vegetables like beans, tomato, spinach
etc. was done by the students as well as the guests.Mr.
Harold Moris inaugurated the harvest in the presence
of Mr. R.O. Abdul Kadar, Chairman, Bhavans Public
School and Mr. Randy of Doha Bank. They praised the
efforts taken by the students, teachers, the Principal
and the management in this regard. Also the second
vegetable harvesting activity at Bhavan’s public school
in connection with the Green Driver projects initiated
by UNESCO – Doha Bank, took place on 5 of June at
Bhavan’s Public school. The harvest of vegetables like
spinach, cucumber, beans, and tomatoes were picked by
76 Community Outreach

the students with great enthusiasm under the scorching
sun. Around 50 students participated in the harvesting
ceremony. The reaping activity inaugurated by A.O.
Abdul Kadar, Vice Chairman Bhps in the presence of
Dr. G. Manulal, Principal Bhavan’s Public School.
was given to the students by providing opportunity to
them by forest walk. Many activities were organized like
poster making competition, Essay-writing and Forest
walk for students. The students learned and enjoyed a
lot from these activities.
The pledge issued by government of India and
Centre For ‘Environment Education’ was taken by
students and school authorities. The same is an under
for student and readers:
• I will plant 10 trees and take care of them.
• I will keep my home and surroundings neat and
clean.
• I will use only organic products.
The participants of the 'harvesting ceremony'
at Bhavan's Public School
International Biodiversity Day
Doon Valley International School,Rajban
Doon Valley International School, Rajban CCI
Ltd.(H.P.) celebrated ‘International Biodiversity Day’
on May 22,12. It was organized with “Yamudha” an
NGO and under the Patronage of CEE supported by
‘Centre for environment education’ whose environment
ambassador is our Ex President Dr A.P.J. Abdul Kalam
Azad. Students of class VI to XII took active part. On
this occasion, School principal Mr.S.K. Kala along
with Dr S.R. Parwal (Project officer of Yamudha)
inaugurated the function at “BAWARI” a place in
forest area.
On this occasion, School Ecolab in charge Mrs
Manju Thakur explained the importance of biodiversity
conservation and that the solution of these problems lie
in planting more and more trees and safeguarding the
natural habitat of animals and birds and a live demo
• I will encourage the use of renewable energy
resources.
• I will spread awareness among public to conserve
environment.
• I will save water and adopt the technique of
rainwater harvesting and spread message to
others also.
The `International Biodiversity Day’ was celebrated in Doon Valley
International School, Rajban
April-June 2012 77

Health & Wellness Clubs
Balanced Diet Education Programme
Bhavan's SL Public School, Amritsar
The School organised a balanced diet education
programme under Bal Vihar on 12 May, 2012 on the
school premises under the supervision of Principal
Dr. (Mrs.) Anita Bhalla. Classes I and II students
participated in this event where they were to prepare
Bhelpuri. This activity was organized so that the
students can become aware regarding the hygienic
value of bhelpuri that they buy from the market. They
presented this bhelpuri to their mothers as a their
token of love.
Activity of Health and Wellness Club
Air Force Golden Jubilee Institute, New Delhi
Air Force Golden Jubilee Institute took up a
project in the academic session 2011-12 of Health &
Wellness Club. The aim of the project was to investigate
the effects of Vitamin-D fortified milk on serum
levels and other bone mineral metabolic parameters.
International Life Science Institute (India) with Maj.
Gen. R. K. Marwah (Retd.), Scientific Advisor projects
in collaboration with Deptt of Endocrinology, AIIMS
and PR Hospital spearheaded the Vitamin-D fortified
milk projects in three schools of Delhi including
AFGJI.
300 students (11-14 years) participated in the
project on a voluntary basis. Blood sampling and urine
analysis was done in the beginning (October 2011)
and end of project (May 2012). The students were
provided with fortified milk. Milk was available in two
flavours – Elaichiand Strawberry. Instructions were
given to parents and students about and periodicity
to be followed for the consumption of milk during
holidays also.
Creating awareness amongst the students for
the hygienic value of food
The observations and results obtained are under
process and will be made available to the students
and the school. The project could not have been
78 Community Outreach

completed the active co-operative of staff and student
volunteers.
slogans and spread the message how to lead healthy
life.
The Principal, Shipra Sarcar, observed that the
school feels proud to have participated voluntarily for
a scientific project which will have a lot of significance
in improving the health of children.
Health Week
Lions Public School, Gurgaon
Lions Public School, Gurgaon celebrated a
fun filled ‘Health Week’ in April. Through out the
children brought nutritious food items as specified by
the health and Fitness Club. The first day of the week
was celebrated as Apple Day followed by Green Leafy
Day, Milk Day, Salad Day, and Food of my choice. The
children brought delicious, luscious items and shared
them with everyone. They also informed their peers
about the nutritious value of their food items by reciting
poem, slogan or speech. During Assembly primary
wing presented skits highlighting the need to have
well balanced diet and the importance of breakfast. The
students were motivated to shun junk food and adopt
healthy eating habits.
Mothers were also invited and competitive
activities ‘Salad Dressing’, ‘Sandwich Making’ and
‘Quick hands’ were organized for them. In ‘Sandwich
making’ the children enjoyed themselves thoroughly by
participating with their mothers as a team.
World Health Day
Bhakt English Medium School, Gujarat
The School celebrated the ‘World Health Day’
with more than seventy students from Ashoka, Shivaji,
Maharana Pratap & Kanishka houses rallied with
placards through the main market and residential areas
to create awareness on keeping good health. They aired
The rally to commemorate the `World Health Day’ by
Bhakt English Medium School, Gujarat
They visited the main hospitals of Bodeli and
showed their concern by sharing their views with
patients and also distributed biscuits, glucose powder,
fruits to the patients. The students also interacted
with the local residents to educate them to keep their
surrounding clean, not to compromise with the quality
of food, water and medicines in their day to day life to
remain healthy. They also tried to know more about the
fatal diseases like Swineflu, Cancer, Aids, etc., They also
brought the adverse effects of consuming alcohol and
tobacco to their notice.
Mothers felicitated on Mother's Day
Rainbow English Sr. Sec. School, New Delhi
Mother’s Day was calebrated with the unique
theme “Health and Hygiene”. Dr.Sudhir Gupta, a
renowned counsellor was the guest of honour of the
day.
The highlights of the program were Healthy
Recipe Competition, Talent Show, Regional Dress
Competition and Musical Statue for mothers. The
April-June 2012 79

mothers witnessed the event and applauded the efforts
of school management and teachers. Many actively
participated in various competitions and displayed
their skills. Around 25 talented mothers emerged as
winners.
The students of Greenland Public School lined up for the YOGA session
The winners with their awards during `Mother’s Day Celebration’
The Principal, Mrs. Raj Rani, in her motivational
speech laid emphasis on the importance of mother’s
health as the mother is the back bone of not only her
family but society also.
Dr. Sudhir Gupta counselled mothers to develop
the healthy eating habits in the family. Mothers were
acquainted with some healthy tips on self carethrough
an interaction with him.
Yoga is believed to be more than 5000 years old.
Yoga exercises consist of chanting, postures, controlled
breathing exercise that has been practised for centuries
as a form of meditation. But these are styles of Yoga
that teach one how to move your body in new ways.
Choosing one of these styles offers the greatest health
benefits by enabling you to develop one's flexibility,
strength and balance.
Various aspects of mother’s life were showcased
through a power point presentation that highlighted
their achievement. Teachers of Rainbow also entertained
parents by presenting a skit titled “Personal health and
Care”.
Yoga Camp
Green Land Public School, Surajpur, H.P.
"To Keep the body in good health is a duty,
for otherwise we shall not be able to trim the lamp
of wisdom and keep our minds strong and clear.
Water surrounds the lotus flower, but does no wet its
petals."
A ‘mudra’ (pose) of Yoga
The 'Health Club' organised a well planned, well
managed - Yoga Camp, which was held on Oct 2011
for a week. A group of three Gurus from Pathankot
80 Community Outreach

executed the whole camp to inculcate the benefits of
Good Health.
The students and even the teachers took activity
participated in the Yoga.
Balanced Diet Competition
Royal Convent School Nihal Singh Wala, Punjab
The AEP training-cum-motivational lecture being delivered to the students
The training-cum-motivational activities were
conducted through lectures, practices of FAQs, through
students’ involvement & play demonstrations by a group
of trained students.
The dishes being displayed along with their 'food value chart'
A Balanced Diet competition organized on
5 May, 2012 was marked by the display of various
dishes made by the girls of RCS who recorded their
food values. The activity worked in not only getting
awareness about healthy food, but also motivated the
children to conscious by eat only nutritious home made
healthy food and stay away from harmful junk food.
AEP as a Life-Skill Training
Patna Central School, Patna
The Adolances Education Programme AEP
activities have been taken up in a series involving over
2,500 students from Std VIII to XII separately for boys
and girls by mentors and AEP trained teachers during
the months of November, December and January
(2011-12).
The motivational lectures by the Principal,
Psychological Instructors, Physical Education Teachers
and other Mentor Group of trained teachers during panel
discussions were mainly focused on life-skills, behavioral
etiquettes, emotional and intellectual response to the
peer groups. This was part of ‘Community Outreach’
programmed activity among our students to train them
as tools the peer groups of the communicating to those
who really do not understand the problem and fall prey
to misconceptions and taboos of social evils.
Health Fair
KIIT World School, Pitampura
‘A healthy mind and a healthy body are necessary
for great enterprise, boundless energy and upright
thinking’. Keeping this in mind, the school organised
a Health Fair with the motto ‘Commit to be fit’
on Saturday, May 14, 2012. The honorary guest list
included pioneers from different walks of life. The
whole school throbbed with health activities with the
April-June 2012 81

aim to making society and city a better and a healthy
place to live in. This event served as a stepping stone for
the project related health activities in the area and also a
platform for spreading awareness about the government
health related programmes. The Health Fair comprised
of a plethora of activities like Invocation, Health Song,
Street Play on Emotional Health, Medico Masti
(Qawwali),Puppet Show on consequences of Obesity,
Health Quiz-o-Mania, Color Canvas(Poster Making
Competition on Healthy Practices) and Youth Health
Parliament wherein the participants discussed health
related issues of four countries normally Bangladesh,
USA, Pakistan and India. The ambience of the school
was filled with health- breeze.
Parade was flagged off to the nearby societies. Three
groups performed Street Plays wherein participants
focussed on the ill effects of unhealthy lifestyles.
Their energy level during the performance grabbed
the attention and appreciation of the onlookers.To
add flavour to the event, a Healthy Food Court was
exhibited where students presented different recipes
as Summer Coolers, Sandwich Café, Salad Bar and
Granny’s Home Remedies. To keep the students
entertained, various Health games ‘Fun in the Sun’
were organised by the students in the school premises.
The Blood donation camp organised by The Red Cross
society was the highlight of the day where parents and
teachers contributed by donating blood for the noble
cause. It was a healthy affair in which not only the
school but also the society and the parents participated
whole-heartedly.
Street Play on Emotional Health
The school also took the help and support of
the private health practitioners of the area. A panel of
eminent doctors, Dr. Shruti Sharma (Eye Specialist),
Dr. Bhanu Ahuja (Dentist), Dr. Ravi Prakash Singh
(Physician) and Dr. Krishan Nandan (Physician) graced
the occasion bytheir presence. Dr. Shrivastav (Urologist)
and Ms. Sushma Kaushik(Health educator) from
Rajiv Gandhi Cancer Hospital conducted the Cancer
Awareness Programme.Interacting with the visitors the
doctors resolved their health related issues. To spread
awareness in the vicinity of the school, the Health
Dental check up for all
Thus, the Health Fair emphasized the great
thoughts of Aristotle, “Good habits formed at youth
make all the difference”.
Health Hazards Round the World
MPGS Shastri Nagar
Health Hazards Round the World was
international initiative designed not only to encourage
82 Community Outreach

the whole school, but also parents, visitors etc. for the
preservation of health.
The presentation on ‘malnutrition’ being shown to the school kids
This generic concern was a learning resource for
the students and helped them analyse countless pieces
of information, texts and activities which made them
aware of the problems related to health being faced by
the World over.
Teachers and parents also understood the serious
concerns of students regarding health hazards around
the world and appreciated their innovative ideas,
research work, projects and models which they prepared
with the joint efforts of their mentors.
the day, a 5km Cycle Rally was organised to spread
the message. The Rally was flagged off by Shri. E.
Ramankutty, Director of BharatiyaVidyabhavan Kochi
Kendra and saw an enthusiastic participation of over 100
students and 20 NCC Cadets accompanied by teachers.
The zealous student shouted slogans against the use
of tobacco and held placards showing the harmful eff
ects of tobacco use. The rally was also accompanied by
an open van bearing students in a tableau depicting
the malaise caused by the consumption of tobacco in
various forms. The rally and the tableau sparked a buzz
amongst onlookers.
The following days saw many programmes and
competitions being held in connection with the same.
Talks were held for students to create awareness and
students tool classes on the same. A poster designing
competition was conducted as a house wise competition
and prizes were awarded. Principal, Ms. Jaya Jacob and
Vice principal, Ms.Girija T. S. unveiled the posters
designed by the various houses.
Anti-Tobacco Week
Bhavan's Vidya Mandir, Elamakkara
In connection with the International Day against
Drug abuse and Illicit Trafficking, Bhavans Vidya
Mandir, Elamakkara observed an Anti tobacco week
from 25th June to 29th June as a way of expressing
their solidarity and support in the drive against this
social evil.
The drive began with the students taking an oath
against the use of tobacco and pledging themselves to
fight whole heartedly against this curse. Later during
A tableau depicting the malaise caused by the consumption of tobacco
taken out by the students of Bhavan’s Vidya Mandir, Elamakkara
The event has definitely been an eye-opener for
all students and this noble venture is expected to create
an awarenessand to eradicate this social evil from the
society.
April-June 2012 83

No Tobacco Campaign
Bhavan's Public School,Doha
members, friends and more importantly to practice
selfrestrain from tobacco. Dr. G.Manulal, Principal,
also emphasized the theme of the event in his speech
and advised the students to take the message to home.
The students actively participated in an essaywriting
competition and an interactive quiz on the subject. A
presentation session on “Harmful effects of Tobacco”
was conducted by Chaitali Shetty, the school counsellor
at the end. Abdul Kader, school vice chairman, gave
away the certificates to the winners of quiz.
Talk on Drug Abuse
A talk on ‘Say No to Tobacco’ being given to the students
Bhavans PublicSchool organized a “No Tobacco”
campaign on 31 May 2012 to mark the occasion of 'No
Tobacco Day'. The campaign in the campus involved the
students as well as the teaching and all the support staff
of school. Supreme Council of Health, Qatar supported
the program by providing educational and campaign
related literature highlighting the harmfuleffects of
various forms of Tobacco, which was distributed to
all the students and staff. School President Saleem
Ponnambath, inaugurated the session and shared his
own experience of deteriorating effect on health owing
to the evil habit of smoking. As an ideal he urged the
students to take up the responsibility of spreading the
message against harmful effects of tobacco to family
Bhavan’s Public School observed the International
day for Drug abuse and Trafficking on 26 June 2012
under its banner of the school's. The Health and
Wellness club which organized a presentation for
the students. Dr. G. Manulal, Principal, delivered a
welcome address and Ms. Chaitali, Counselor, gave
educational presentation on “DRUG ABUSE”. The
presentation aimed at empowering the students with
the knowledge of drug and drug abuse. The presentation
also focused on educating the children on assertiveness
to build their ability to say “NO” ;when faced with
such tempting circumstances and under peer pressure.
The team urged the students to build self awareness and
protect themselves from the future destruction to their
life. Through an interactive session, Principal clarified
the doubts raised by students on the related subject.
The best way to find yourself is to lose
yourself in the service of others.
– Mahatma Gandhi
84 Community Outreach

Sahodaya Updates
CCE Workshop on Co-Scholastic Domain
Sahodaya Schools Complex, Lucknow
CCE pattern as introduced by CBSE includes
Scholastic & Co-Scholastic domains. Co-Scholastic
domain includes Life Skills, Attitudes & Values,
Literacy & Creative Skills, Scientific Skills, Aesthetic
Skills, Performing Art & Club and Health & Physical
Education. These play a vital role in shaping a child’s
personality. But indentifying and evaluating these
domains is a challenge for teachers. For enhancing and
equipping teachers with in-depth knowledge of creative
and cognitive Public Collegiate, Ruchi Khand, Sharda
Nagar, Lucknow.
The participants of the CCE workshop at Lucknow
Overall, the event saw an enthusiastic
participation of 42 schools and more than 150 teachers.
The workshop was methodical, systematic and highly
informative. It successfully conveyed the role of skills
related to personal, interpersonal and ethical dimensions
of human life.
The event was graced by Mr. S. K. Bajpai, Retired
Principal of HAL School and Chairperson of Sahodaya
Schools’ Complex, Lucknow Chapter Lucknow,
Secretary –Dr. Jawaid Alam Khan and Treasurer- Mrs.
B. Singh.
All the co-scholastic domains were highlighted
by eminent resource persons from various schools i.e.
Life Skills – Lucknow Public Collegiate, Sharda Nagar,
Attitudes and Values – Navayuga Radiance Senior
Secondary School, Rajendra Nagar, Work Education
& Visual & Performing Art – APS Academy, Senani
Vihar, Co-Curricular Activities – Manipal Public
School, Health & Physical Education- Lucknow Public
School, Sec-I, LDA.
It was an ensemble of intellectuals who
contemplated on the deteriorating values and deviating
attitudes of our youngsters. Through activities, videos,
illustration, discussions, the topic were interwoven,
concluding with suggestions for modifying attitudes
and strengthening values. Suggestive tips on observation
and assessment were an important part of workshop.
April-June 2012
85

The concept of Life Skills has become popular
particularly in the context of Adolescent Health. With
this view in the forefront, Resource Persons focussed
on sharpening and assessing the thinking. Social and
emotional skills of the students that will enable to
deal effectively with the demands and challenges of
everyday life.
The role of Work Education and Visual and
Performing Arts which is honed by literacy and creative
skills were to be carved. Various Clubs play an important
role in activating and channelizing these skills, was well
elucidated by the resource persons.
The next phase was the inauguration of the
Hosur Chapter of Sahodaya Schools at Sishya School.
After a colourful welcome dance by the students of all
the HSSC member schools, the Chairman inaugurated
the HSSC chapter by formally unveiling the plaque
that represented the logo and motto of the HSSC-
SHARING TO LEARN AND LEARNING TO
SHARE.
The domain of co-curricular activities plays a
pivotal role and as be promoted by inculcating the
aesthetic skills among the students.
‘Healthy mind resides in a healthy body’ was well
explained and the resource person urged that Health
& Wellness Clubs focus on the overall development
especially of the health of a child.
The event came to an end with an impressive
Valedictory Ceremony which saw the presence of all
the officer bearers of Lucknow Sahodaya and a large
gathering of teachers. Participation certificates were
given to all who attended the 2 day workshop.
Expo of Best Practices of CCE
Hosur Sahodaya Schools Complex
The Hosur Sahodaya Schools Complex was
inaugurated by the Honourable Chairman of CBSE,
Shri. Vineet Joshi on 17 April.
As part of the Chairman’s visit, an Expo
of the best practices of CCE of all the 9 Schools
of HSSC was put up at the Ashok Leyland
School.The Chairman and Dr. Sadhana Parashar,
Director (Training) expressed their appreciation
at the variety in the Assessments as well as in the
creativity of design by the Schools.
Shri Vineet Joshi, Chairman CBSE and Dr. Sadhana Parashar,
Director (Training), CBSE visiting the expo of the best practices of CCE
In his presidential address, the Chairman pointed
out that teachers should identify the inherent talents
of each student and help them achieve their goals with
determination. It was heartening to know that CCE
system introduced by the CBSE two years ago had
reached small cities like Hosur,he added and went on to
add that the exhibition on CCE BEST PRACTICES
put up by collaborating schools of the HSSC vouched
for this.
As the third phase of this momentous, a Mentoring
and Monitoring Programme for Mentor Principals
across Tamilnadu had been arranged at the Titan
School. Dr. Sadhana Parashar, Director (Training),
CBSE, conducted the programme for over 60 Principals.
The question and answer session proved beneficial to all
the principals who attended. The Chairman, Shri. Joshi,
expressed his satisfaction about the manner in which
mentoring was being conducted by the Principals to
strengthen the CCE system.
86 Community Outreach

Dr.Vasanthi Thiagarajan,Chairperson of Hosur
Sahodaya Schools Complex and Principal of Sishya
School, pointed out that the nine member schools are
working with a lot of synergy and collaboration and this
would be further strengthened in the years to come.
Address by Dr A.P.J. Abdul Kalam
Hyderabad Sahodaya Schools Complex
Dr A.P.J. Abdul Kalam, Former President of India addressing the
Principals and teachers of the Hyderabad Sahodaya Schools Complex
On 18 December 2011 His Excellency Dr. A.P.J.
Abdul Kalam, former President of India addressed the
Principals and teachers of the Hyderabad Sahodaya
Schools Complex at the Mariott Hotel. Speaking to
the gathering, the former President of India said that
Innovative Methods of imparting knowledge were the
need of the hour and that the future of the country lies
in the hands of the teaching fraternity. He thus made
the teachers to take and oath that they would impart
their duty as a teacher in the right spirit and attitude
required to meet the demands of today's educational
system. At the end of the meet Dr. Kalam, released the
HSSC Calendar for the year 2012.
Leadership Summit -2012
CBSE Sahodaya School's Complex, Lucknow
The Sahodaya Schools Complex Lucknow Chapter,
Lucknow was established with the vision of bringing
a revolution in the field of education by nourishing
the spirit of collaboration and to initiate sharing and
experience & skills. For providing a common interactive
platform to the stakeholders of education and for
enhancing quality education. Leadership Summit was
organized on 27th February, 2012 at Ravindralaya
Auditorium, Charbagh, Lucknow.
The summit was an ensemble of all the Sahodaya
School’s Complex Core Committee members i.e.
Dr. S. K. Bajpai-Chairperson, Dr. Jawaid Alam
Khan- Secretary, Mrs. B. Singh – Treasurer &
Assistant Zonal Secretaries Mrs. Hema Kalakoti,
Mrs. Anupma Shukla, Mrs. Manjula Khare, Mr.
Rajesh Kumar, Mr. Kevin A Decosta, Mrs. Rupali
Patel & Mrs. Indu Nair. The principals from various
districts of U.P. Kanpur, Raebareilly, Varanasi,
Faizabad, Sitapur, Moradabad and Baraeilly graced
the occasion. Eminent speakers & educators from
different fields like education, management and
corporate sector shared their wisdom. The entire
conference was designed along the theme Redefining
Education for Global Opportunities.
The event commenced with lighting of the sacred lamp
by Mr. Rajbir Singh, Joint Secretary AIEEE (formerly,
RO, Allahabad Region) which was followed by a wellrehearsed
CCE song sung by the students.
How education should be improved andchannelized
was well defined by the speakers.
Ideas collated on Mind Mapping, Multiple Intelligence,
Addressing Resistance to Change, Tools of Learning
Technology, Developing Creativity and Lateral
Thinking. Transformative Learning Conditioning to
Kinesthetic, Human Management & Motivation were
highlighted by the spokesperson.
Mrs. Urvashi Sahni, an academician and social
entrepreneur, Founder of Study Hall the hour. Inclusive
education should be empowered in the present
scenario.
Dr. Amrita Dass, Founder Director of ICS -
International Lucknow, distinguished Career
April-June 2012 87

Counsellor, insisted on understanding the psychology
of a chid where educator should keep the attitude in
the forefront. The portals of opportunities should be
opened for the students. Interest of the student &
parents should be incorporated with the institution.
Mr. G. Balasubramanian, Former Director of Academics,
CBSE highlighted the significance & role of a leader
in an institution. In the present scenario, the head of
the institution faces many challenges. How he should
overcome these challenges, was well explained by
him.
Mr. Dheeraj Mehrotra an educational innovator, threw
on the knowledge updation & enlightened everyone
to keep themselves abreast with constant innovative
information.
Mr. Rajbir Singh with the Office Bearers of CBSE Sahodaya Schools'
Complex, Lucknow at the Leadership Summit 2012
Mr. Sanjay Mohan Johri, HOD of Mass Communication,
Amity University highlighted the significance of
creative and lateral thinking among the pedagogues.
Presentation on‘Mind Mapping-Multiple Intelligence
was well defined by the Principal of Sunbeam School,
Varuna.
One more praise worthy presentation captured the
audience on the topic ‘Smart Technology’. Use of
internet, computers is the keyword of success in the
present scenario was well defined by the spokeperson.
Mr. Dhirendra Pratap Singh of 'Swarachna', run by
Milaan, an NGO highlighted the role of educator
in uplifting the education status of dropout children
especially the girl child. It’s a matter of great pride
for Navayuga Radiance that it is has come forward
in collaboration with Swarachna for this noble cause.
Through this institution, the school initiates in bridging
the gap between rural & urban children.
Mrs. B. Singh, the Principal of Navayuga Radiance
Sr. Sec. School, Rajendra nagar, Lucknow enriched
the audience with her thoughts on “Conditioning to
Kinesthetic”. She insisted on the dictum “Teacher is
not merely a guide but a sculptor.”
CCE (Continuous & Comprehensive Evaluation)
is the continuous growth of students ensuring their
physical, emotional, intellectual & social developments.
It is not only assessing the scholasting area but also
non-scholastic domain. The concept was well explained
by Mr. K. A. Decosta, Principal of Study Hall, Gomti
Nagar, Lucknow.
Mr. Rajesh Kumar, Principal of Chiranjeev Bharti
School shared valuable information regarding any
changes that have taken place in the last year vide
CBSE circulars.
The conference was summed up by Mrs. Anupama
Shukla, Principal of Manipal Public School & vote of
thanks was proposed by Mrs. Hema KalaKoti, Principal
of APS Academy, Senani Vihar.
The conference came to an end with valedictory
ceremony. All delegates were presented with a Sahodaya
Memento and participation certificates. Overall, it was
an endeavour of Sahodaya School’ to contemplate upon
new strategies in various aspects of School education
including curriculum design, evaluation, pedagogy &
also in providing support to teachers by regular capacity
building exercise. It was a great collaborative efforts of
dignitaries, spokesperson and intellectuals with their
sublime ideas & thoughts. It was a well synchronized
event which would definitely prove a milestone for
teachers. It was indeed a memorable event. It was a great
success in achieving its goal of redefining education.
88 Community Outreach

Sports Arena
Reaching out through Basket ball
R.D. Rajpal School, Dwarka
Sports play a significant role in strengthening
bonds among youth. It is with this clear cut objective
that R.D. Rajpal School, Dwarka hosted the ‘Young
Achievers’ Basketball Tournament’ during April 2012.
The event provided a platform to young players from 32
well-known schools in Delhi and NCR. The excitement
that was built up through the week reached a fever
pitch on Saturday.
match between G.D.Goenka, Vasant Kunj and Mount
Carmel, Anand Niketan, the former became the winner,
who later attained the position of 1st Runner-Up in
the final match.
At the closing ceremony, Principal Alka Kshatriya
recalled the efforts of Mr. Ishwar Rajpal, Chairman
and Mr. Subhash Rajpal, President of the School for
their untiring support and constant improvement
measures to realize their vision of establishing an
ideal institution of learning. She praised the excellent
sportsmanship exhibited by the players. The members of
the school orchestra enlivened the atmosphere and the
school choir rendered a captivating song. The dancers
presented a lively Japanese Dance.
Special prizes for the Best Player, Best Defender,
Best Rebounder and Best Up-Coming player were
awarded. A special cash prize of Rs.1100 was given to
the two best players of the tournament.
The ‘Young Achievers’ Basketball Tournament being hosted
by R.D. Rajpal School, Dwarka
Both the semi-final and the final matches
presented tense moments. In the first match between
R.D.Rajpal and I.T.L, the latter won, and was also
the winner of the tournament. While in the second
Sports Academy of International Standards
BRJD Public School, Bhorugram
Known for its innovative programs, BRJD
Bhorugram, Rajasthan has always been in the frontline
news. Its latest innovative activity is the vision of a
Sports Academy in this rural area where children have
April-June 2012
89

the potential of becoming great sports persons and also
brings the sports maestros of national & international
repute here to train the budding talented young adults.
The foundation of 'Urmila Sports Academy' will help
the children to discover their talents to significantly
contribute to not only in the development of sports in
the country, but also help India to win more medals in
the International sports arena.
The Chief Minister who was the Chief Guest,
accorded floral welcome the students applied tilak on
his forehead amidst chanting of Vedic Hymns. Hon'ble
Chief Minister Mr. Ashok Gehlot wished for the success
of the sports academy and laid its foundation stone.
Honourable Chief Minister of Rajasthan, Shri Ashok Gehlot interacting
with officials of BRJD Public School, Bhorugram
Dr. J.S. Rajput, Former Director (NCERT), Mr. Sharma (Sec.UGC)
lighting the lamp
SYNERGY-The Annual Sports Meet
Witty International School, Udaipur
Witty International School organized Synergy,
it’s Annual Sports Meet. The opening Ceremony
of Synergy was a grand show by the students. It
was inaugurated by the great cricket legend, Prof.
R.S Rathore of Udaipur. Synchronized march-past
enthralled the audience. Principal, Mrs. Shubha Govil,
welcomed the guests and administered the Oath. The
attraction for the day was The FUSION of fitness from
the ancient era to the modern era i.e. from Yoga to
Aerobics and Calisthenics. The students showcased this
FUSION and formed Om and Swastik in the center.
Parents participated in the Fun Races like The Patriot,
Harmonize the Letters etc. Students enjoyed the Hurdle
Races. Synergy wound up with the distribution of
Certificates and Medals by the CEO, Mrs. Preeti Sogani.
Students demonstrating their dancing skills on the ocassion
Students of Witty International School, Udaipur performing Yoga Drill
90 Community Outreach

Academic Updates
Teacher Workshop
DAV International School, Amritsar, Punjab
A three day workshop for designing and
developing Sample Papers and Marking Scheme of
Economics for class XI was organised on the premises
of DAV International School, Amritsar on 11, 12 and
13 of May 2012.
Delhi and Sh. J.K. Kapurji, Secretary DAV College
Managing Committee, New Delhi graced the inaugural
programme as the special guests.
The inaugural lecture was given by MS. Vandana
Sunej. She gave the participants the detailed blueprint
of the sample paper guidelines. Discussions were held
on various topics relevant to the syllabus.
49 teachers from 40 DAV Public/ Model Schools
from all over India participated in the workshop.
Sh. J. K. Kapur, Secretary DAV College Managing
Committee, New Delhi, Ms. Sreshtha Sharma,
Education Officer, DAV Education Board, New Delhi,
Dr. Ashok Kumar Gupta from Hans Raj College, New
Delhi and Ms.Vandana Suneja from Darbari Lal, DAV
Public School, New Delhi were the resource persons.
Day-1 (11 May 2012)
The deligates were registered between 9 a.m. and
9.30 a.m. They were provided the necessary stationery
and study material required for the workshop as
instructed by the DAV Education Board, New Delhi
and were issued Identity cards.
Sh. J.P. Shoorji, Director (PS-I) and Aided
Schools, DAV College Managing Committee, New
Sh J.K. Kapoor, Secretary, DAV College Managing Committee, New Delhi
lighting the divine lamp to give an auspicious beginning to the workshop
to develop Sample Question Papers of Economics of Class XI. Also seen
in the picture are Sh. J.P. Shoor, Dr (Mrs) Neelam Kamra, Principal
Anjana Gupta, Ms Shreshta Sharma, Resource Person Ms Vandana Suneja
and Dr Ashok Gupta
In the afternoon session, the participants were
divided into 11 groups. Each group was entrusted
certain topics on which they prepared sample questions
April-June 2012
91

along with the detailed answer key and marking scheme.
The session lasted till 4o’clock in the evening.
Day-2 (12 May 2012)
The sample questions were shown to the resource
person who provided suggestions. A power point
presentation was given by the Resource Persons on
Project Making in Economics for Class XI.
The choice of questions was made by the Resource
Persons after discussions with the participants. The
difficulty level was taken into consideration to balance
the papers and the selected questions were analised
for printing.
designing and developing Sample Question Papers
and Marking Scheme of Chemistry for Class XI for
the session 2012-2013. This workshop was organized
by DAV Education Board, DAV College Managing
Committee, New Delhi. Forty teachers from various
DAV Schools participated in the workshop. The
workshop was inaugurated by Shri Mohan Lalji,
Secretary DAV College Managing Committee, New
Delhi. The workshop was presided by Mrs. Shrestha
Sharma, Assistant Education Officer, DAV College
Managing Committee, New Delhi.
Subject experts in this workshop were Mr. V.B.
Aggarwal, Retd. Professor Hansraj College, Delhi and
Mr. K. K. Arora, Assistant Professor, Zakir Hussain
College Delhi. Teachers participated enthusiastically
and views and opinions were shared amongst each other.
Workshop in progress in the Seminar Hall of the
DAV International School, Amritsar
Day -3 (13 May 2012)
The opening session on the third day was
interactive session about the whole sample paper and
future changes in the marks distribution related issues.
Resource Persons also answered the queries related to
classes XI and XII.
Chemistry Workshop
DAV Public School, Ballabhgarh
DAV Public School, Ballabhgarh, Faridabad
hosted a three day workshop on 20-22 April, 2012 for
The participatants during the three days Chemistry Workshop at
DAV Public School, Ballabhgarh
On the last day of workshop certificates for
participants were issued.
Leadership programme
Maharaja Sawai Bhawani Singh School, Jaipur
To promote and develop leaders and leadership
as one of the aspects of Life Skills, Maharaja Sawai
Bhawani Singh School has taken up a Leadership
92 Community Outreach

Programme with tGELF (The Global Education
and leadership Foundation). It is an endeavour by the
school to create new generation of leaders trained with
leadership skills who would help communities and be
committed to act morally. The programme was initially
started for Classes VIII and IX. Nine teachers have been
trained to conduct the programme which was undertaken
to inculcate crucial Life Skills and aim at emphasizing
the ‘fullness’ of education of body, mind and spirit.
A cultural show during the Leadership Programme with tGELF
Shantiniketan gets Stars Through CCA
Shantiniketan Montessori Se. Sec. School,
Hosangahad
the whole class. The basic idea underlying this is that a
student who can remove his hesitation in front of his
classmates, then he can perform in front of everybody.
This will boost up the morale of the children. Different
activities of CCA Drama, Dancing, singing, playing
musical instruments, Debate, speech, mono acting,
Drawing, story telling, Quiz competition, cookery show,
handicraft exhibition etc.
All these CCA Program were carried by making
the parents as the Chief Guests along with the
respective class teachers. In this way the parents of our
children could also see. The talents of their children
and the standard of the school. This CCA program had
produced many talents in various fields and students
also got the platform to come forward to take part in
various activities.
This initiative is appreciated by all the students,
parents and teachers and they have suggested tocontinue
this programme in the coming years also.
All the CCA programs were judged by the Music
teacher Mr. Ashok S. & Librarian Mr.Kishor M.
As we all know CBSE has launched C.C.E.
i.e. Continuous and Comprehensive Evaluation and
accordingly to our school has started CCA (Co-
Scholastic Curricular Activities) in Shantiniketan Sen.
Sec. School Hosangabad (M.P.)
This year under the guidance of Principal Dr. K.
M. George and Chairperson Mrs. Grace George, we
gave the platform to the students who have talent but
of hesitated, did not come out.
Every child is blessed with some special
qualities and thus in the CCA programme it was made
compulsory for all the students to perform in front of
The awardees of CCA programme with the Principal Dr. K. M. George
and Chairman Mrs. Grace George
On 11 April 2012 prize distribution was
organised which students who excelled in this through
April-June 2012 93

out the years have been awarded by the gracious hands
of our Principal. On this occasion Principal Dr. K.M.
George said that the CCA program was an excellent
initiative and many students got a platform to showcase
their talent.
A Life without Hope is a Life without Possibilities
Blue Bells Public School, Gurgaon
The true essence of adolescent life lies hidden in
the above quote i.e. is to find newer possibilities and
if the choices are made in a well informed and aware
manner, life becomes easier and happier.
We at Blue Bells believe in honing the latent skills
and potentialities of the child so that he or she is aware
of the rights and responsible about the duties. That’s the
true essence of LIFE SKILL EDUCATION.
Adolescence is a transient phase in the life of
every youngster full of trials and tribulations. Life skills
education program me helps the youth to tide over this
period and grow as Empowered, Empathetic citizens
who will be the leaders of tomorrow. In keeping with
the concerns and CBSE objectives, our school under
the able guidance of Dr Alka Saxena, Consultant,
Healthcare and Awarness, Blue Bells Group Of
Schools, has initiated the Life Skills program.
As per the CBSE's directives objectives ,the
programme is imparted in the form of modules and the
pedagogy used is interactive and experiential. Similar
age specific and need based modules are being imparted
as the part of curriculum from classes VI to XII.The
school has a full fledged Life Skills club called ‘ZEAL’,
an initiative of students and facilitators. During past 2½
various seminars, debates, street plays and campaigns
have become a constant feature of the club.
Goals as excellence is the motto be it academics,
sports or extracurricular involvement.
• The students participated in an Inter School
Painting Competition at American Public
School on 20 April 2012 to mark the Earth Day
Celebration creating magnificent images to show
their concern on issues related to conservation
of resources on earth like ‘Less Pollution Is The
Best Solution’, ‘May The Forest Be With You’
and ‘Stop the drip to save the drop’. Shristi Punia
of class VI A bagged the First Prize, Monal
Bhardwaj of class VIII A got the Second Prize
and Raunak Yadav of class VII A received the
Consolation Award.
• The students participated in the District Table
Tennis Championship at Heritage School from
14th to 16th April 2012. The students of about
thirty schools from Delhi & NCR participated
in the Competition. Anmol And Nishtha bagged
the Silver Medal in Under 10 Level and in the
same Level Dhruv, Aman and Priyanshi got the
Bronze Medal and Harshita received the Bronze
Medal in Under 12 Category.
The certificates and awards are a big motivation for young kids
The school not only provides a platform to the
students, but also gives them the practical exposure to
the competitive world. They proudly hosted the Delhi
NCR City Finale of HDFC Life Spell Bee- India
94 Community Outreach

Spells 2012, fourth edition of India’s largest spelling
Competition for school students on 7 April 2012.
The students of twelve premier schools of Delhi NCR
fought this exciting battle of words
Sanskarshala - a unique value based examination
by Dainik Jagran was conducted in 33 states wherein
students enthusiastically participated. The Annual Prize
Distribution of the same was organized in the School on
30 April 2012. Prachi Soni, Paras Sisodia and Ashmita
Raipuria were the achievers from the school.
Wadehra thanked the Management for holding such
remunerative forums for discussion and work which
would benefit students at large.
Capacity Building Training Programme
Shree Gurunanak Vidyalaya, Giridih, Jharkhand
Workshop to Develop Sample Papers
DLDAV Model School, Pitampura
A glimpse of the Capacity Building Training Programme at
Shree Guru Nanak Vidyalaya, Giridih
The dignitaries at the start of the three days workshop to develop Sample
Papers of Accountancy
DLDAV, Pitampura, organized a three days
Workshop to Develop Sample Papers of Accountancy
for Class XI. Nearly 85 teachers from all over
India participated in the workshop. The event was
innuagrated by Shri Mohan Lal, Secretary, DAVCMC,
Dr. Nisha Peshin, Director, Public Schools, Shri
G.R. Sawhney, Subject Experts, Hansraj College, Dr.
Rajesh Kumar, Manager and Mrs.Sreshta Sharma,
Education Officer, DAV Education Board. The three
days were interspersed in vital discussions on the subject
content and new methodologies, besides designing
and framing of sample papers. Principal Mrs. Anita
A One Day Capacity Building Training
Programme was organized at Shree Gurunanak
Vidyalaya, Giridih, Jharkhand. CBSE’s agency M/s
Core Education & Technological Limited, Mumbai
conducted it. Mr. M. L. Sharma was the Chief Trainer
of the programme/ workshop. They explained what
is the C.C.E. system in detail during the eight hours
workshop. They trained 100 teachers of affiliated and
non affiliated schools surrounding the eighty kilometre
area around which C.B.S.E. pattern is followed.
All the participants were satisfied and appreciated
the workshop.
Life Skills Training Workshop
Hanifa School, Borsad
Hanifa School, Borsad recently organized a
two day Life Skills Training Workshop which was
April-June 2012 95

conducted by Ms. Arti Vyas, a prolific columnist in ‘The
Times of India’ and a Life Skills Consultant, Anand on
6 and 7 June, 2012”.
The teachers were orientated regarding the ten
different Life Skills as laid down by the WHO which
is deemed to be inevitably important for the holistic
development of the children in the recent times. She
also touched upon the varied ways and techniques
through which these skills can be taught to the kids
by way of Self-Learning.
Furthermore, possessing life skills enables one to
deal with the life's inevitable difficulties and adversities
more effectively. It lessens the chances of overusing
prescription drugs, engaging in addictive behaviours,
and experiencing overall despair and hopelessness.
When one has proper tools and strategies at disposal,
there is more control over life and is therefore happier
and more productive.
In order to excel at a job, a sport or any discipline,
a person must acquire and master certain skills. Living
a healthy, accomplished and productive life is no
different.
Taking the lead CBSE has introduced `Life
Skills’ Education’ as an integral part of the curriculum to
inculcate self awareness, empathy and critical thinking
skills among young learners. Since the inception of Coordinated
School Health Program (CSHP) in 2006-
2007, CBSE has played a key role in spearheading the
cause of holistic education with Life Skills, Health and
Wellbeing in schools.
The Life Skills Training workshop at Hanifa School, Borsad
It was decided to integrate the ten skills in
an innovative manner for all subjects in the daily
teaching-learning process. In all, a regularized follow
up schedule was set up that would monitor the efforts
of the teachers; cater to their needs and observing the
learning outcomes of the learners realizing the set of
specific goals to be attained.
International Life Skills School Health & Wellbeing
Summit 2012 : CBSE and Expressions India
One thing is certain. If we want to accomplish
anything in life and realize our full potential, we must
have some skills - one of the most important one being
life skills.
"Life skills"
This term refers to a large group of psycho-social
and interpersonal skills which can help people make
informed decisions, communicate effectively, and develop
coping and self-management skills that may help them
lead a healthy and productive life. Life skills may be
directed toward personal actions and actions toward
others, as well as actions to change the surrounding
environment to make it conducive to health.
- UNICEF
CBSE introduced Life Skills’ Education as an
integral part of the curriculum in class VI from 2003-4
and in class VII in 2004-5. Subsequently it was also
introduced in classes IX and X. The objective is to
empower learners with a sense of self-confidence, eco-
96 Community Outreach

sensitivity, and the ability to discern between the right
and the wrong in life processes. In this context, CBSE
held a first International Life Skills, School Health and
Wellbeing Summit, 2012 between 19 and 21 April at
the India Islamic Cultural Centre, New Delhi.
The Honourable Union Minister for Human
Resource Development Shri Kapil Sibal inaugurated
the International Summit on 19 April 2012. He
congratulated CBSE and Expressions India for
organizing such an interactive event. He also released
`CBSE focus’, the inaugural issue of the CBSE
Newsletter and Teachers’ Manuals on Life Skills for
classes VI, VII and VIII.
as one grows up.
Shri Vineet Joshi, Chairman CBSE expressed
his sincere thanks to the HRD Minister and all the
participants attending the summit for their enthusiastic
presence and feedback.
Shri Vineet Joshi, Chairman- CBSE inaugurating the Global Health Exhibition
The glimpses of the International Life Skills Health and Wellbeing Summit
where CBSE focus and Teachers Manuals’ on Life Skills for classes VI, VII
and VIII were released by the Honourable Union Minister of HRD
A soft launch of the CBSE Academic website
was also done by the Honourable Minister during the
summit.
The Honourable Minister appreciated the
students for addressing various issues of life skills and
wellbeing through a wide range of exhibit and displays.
He commented that wellbeing is not learned through
books and manuals, but something that one discovers
Dr. Gilbert J. Botvin, internationally known
expert in the field of prevention and developer of the
highly acclaimed Life Skills Training (LST) substance
abuse and violence prevention program, was an invited
speaker at the International Summit. Dr. Botvin
described the LST program, summarized the 25 years
of research supporting its effectiveness, and discussed
the merits of an evidence-based approach for preventing
alcohol, tobacco, illicit drug abuse and violence.
Prof. Kiran Walia, Honourable Minister
for Education, Social Welfare, Women and Child
Development, Languages, Government of Delhi, Aruna
Broota, Clinical Psychologist and Dr. Sadhana Parashar,
Director (Training) were other dignitaries who graced
the Summit, visited the exhibition and shared their
thoughts and experiences with the participants, teachers
and educators.
April-June 2012 97

The other highlights of the International Summit were:
1. Global Heath Exhibition: The CBSE affiliated schools from all over
India participated and showcased their activities and endeavours at
Global Health Exhibition to promote health, wellbeing and life skills.
The creativity of the young participants was valued and appreciated
by everyone who visited the exhibition.
2. Cultural Programmes: The audience were mesmerized by the beautiful
invocation and cultural programmes by Delhi and National Capital
Region Schools during the opening ceremony and all the three days
of the summit. The thought provoking performances included plays,
folk dances and nukkad dramas.
3. Youth Health Parliament: The Youth Health Parliament had become
one of the main attractions of the Summit not only for its interactive
panel discussions which raised relevant social, health, moral,
educational and policy issues impacting health, wellbeing, career,
life skills and overall development of youth from schools but the
panellists were amazed by the level of understanding and knowledge
the students displayed in the forum.
4. Teacher Empowerment Programme: The Teacher Empowerment
Programme for Inclusive education was a well attended forum where
presentations on Leadership for Life Skills, Isolation to Inclusion,
Objectives of Inclusive Education, and Steps towards Inclusive
Education etc. were taken up. The sessions conducted by Dr. Usha
Ram, Principal, Laxman Public School, New Delhi and Mrs. Amita
Mulla Wattal, Principal, Springdales, Pusa Road, New Delhi were
appreciated by all.
On the second day of the workshop the
participants were taken on a guided Heritage Tour of
Delhi. The main sites covered were the Indira Gandhi
Memorial, Humayun’s Tomb, the Lotus Temple and
the Qutub Minar along with the Parliament House
and India Gate.
The summit witnessed the participation of 200
schools with 1, 400 students and 400 teachers from
all over the country. In addition there were experts,
councillors and other stakeholders who gathered
to share experiences and develop life skills as well
as improve health and wellbeing at schools all over
India.
Man becomes great exactly in the degree
in which he works for the welfare of
his fellow-men.
– Mahatma Gandhi
98 Community Outreach

Best Practices
Hawan at Arya Samaj Lohgarh
DAV International School, Amritsar
Believing in the dictum “Hawan prayer and
Yoga purify the soul and guide us to imbibe the
heavenly virtues”, maintaining the tradition of the
School DAV International School organized a
Hawan at Arya Samaj, Lohgarh on 29 April, 2012
under the able stewardship of Principal Ms. Anjana
Gupta.
as the Chief Guest. Principal K. N. Kaul was the other
prominent guest of the day.
With a view to allow the amazing spirit of values
to awaken the constructive energies, and to enable
everyone to gain a mystical experiences by spreading
the Vedic ambience, all the guests, the DAVIANS, staff
and parents participated in the pious sacrament of the
‘Hawan ceremony’ by spreading the sweet aroma of
the Holy smoke.
The Principal, Ms. Anjana Gupta, congratulated
and blessed all the students who had the privilege of
having their birthdays on that auspicious occasion.
She highlighted the fact that the school has ceaselessly
strived to inculcate moral and spiritual education
among its students. She thanked all the dignitaries,
parents children for their valuable presence.
Chief Guest Sh. J. P. ShoorJi, Guest of Honour K.N. Kaul, Principal
Anjana Gupta, members of Arya Samaj and other dignitaries performing
the rituals during the holy Yajna
Sh. J. P. ShoorJi, Director PS-I & Aided Schools,
DAV CMS, New Delhi, presided over the holy occasion
Chief Guest Sh. J. P. ShoorJi stressed on the
importance of religious ceremonies and inspired the youth
to strengthen their inherent positivity in both thoughts
& actions by drawing from reservoir of Vedic wisdom.
Addressing the students, Principal Dr. K.
N. Kaul Ji highlighted the fact that spirituality is a
journey to find yourself to the innermost space in you.
He congratulated Ms.Anjana Gupta for having made
April-June 2012
99

possible to share & elevate the consciousness of divinity
through these ‘value orientation activities’.
On this special occasion Sh. J.K. Luthra,
Member, DAV Managing Committee, New Delhi,
Adv. Sh. Sudershankapoor, Architect S. Mohinderjit
Singh, esteemed members of Arya Samaj, Sh. Hira
Lal Kandhari, Sh. Padam Mehra, Sh. Rakesh Mehra,
Sh. Darshan Lal, Sh. Satish Sood, Sh. Dinesh and
Principals of various DAV Institutions Smt. Neera
Sharma, Smt. Promilla Kamal, Sh. S.K. Luthra, Sh.
Sanjeev Kochhar, Smt. Sunita Sharma and Smt. Meena
Bhatia & other guests were also present.
& Safety fortnight to pay homage to the fire personnel
who lost their lives while trying to control the fire that
had broken out in the Mumbai dockyard. A team of
four officials headed by Mr. T.K. Mohanty visited the
school on 19 April 2012 to demonstrate the fire fighting
skills. Students they were made acquainted with three
types of fire and the strategies to be adopted in case a
fire breaks out. Children were also given certain safety
tips. It was a pleasant and exciting experience for the
children to handle the fire extinguishers.
Keeping in view that ‘every tooth in a man’s head
is more valuable than a diamond’ a free ‘Dental Check
upAyurvedic than yoga camp’ was also organized to
keep the body & mind both in a healthy state. A team
of highly skilled and qualified Doctors provided their
valuable free services to every person and free medicines
were served after careful examination.
Fire Fighting Demonstration at
Gail Dav Public School, Dibiyapur
The students being given firefighting tips
Students from classes VIII to XII along with
their teachers and Principal of the school Mr. A.
Saraswat attended the session. It was a fruitful session
as it deepened the insight of the children into real life
situations and their alertness to combat them.
Enactment of Short Skit 'Mera Kya Kasoor'
Bhavan's SL Public School, Amritsar
Firefighting team at GAIL DAV Public School, Dibiyapur
Every year GAIL i.e. Gas Authority of India Ltd.
Observes the fortnight from 14 April to 30 April as Fire
Class IX students presented a short skit on
10 May, 2012 on the topic ‘Mera Kya Kasoor’ in the
morning assembly. With this play, the girls skilfully
enacted the dreams, hopes, fears, wishes and the troubles
which are faced by women throughout their lives. 15
girls of class IX. presented this heart-touching play.
They also highlighted the unbalanced sex ratio. They
100 Community Outreach

threw light on social evils like child marriage, that is till
prevalent in Jharkhand, dowry system in Bihar and U.P.,
pathetic conditions of women's education in Rajasthan
and many more. On the other hand, in some states, the
condition of women is better like in Kerala where 91.1%
are educated. At the end, they concluded the assembly
by giving the message that if women aim to be powerful
and be respected, then they have to come in forward
and take strong steps to empower themselves.
students were awarded. Love and Rohan was the quiz
competition. Pritish Bali won the Ist prize in painting
competition. Bhavan’s SL Public School won four
Awards of Honour for its incredible activities conducted
under the supervision of Principal Dr. (Mrs.) Anita
Bhalla, in the form of Junior Red Cross Model School
and for the donations were awarded by the Secretary,
Mr. A.B.S. Brar of Punjab Red Cross.
The students enacting the play ‘Mera Kya Kasoor’ on women
empowerment
Red Cross Day Celebration
Bhavan's SL Public School, Amritsar
Punjab Red Cross, Chandigarh celebrated 8
May, 2012 as World Red Cross Day on the birthday
of Jean Henry Dunut who is the founder. Dr. J. P.
Singh and Mr. K. K. Saini were the organizers of
this programme. Finance Minister S. Parminder
Singh Dhindsa was the Chief Guest who graced the
occasion with his presence. Our Principal Dr. (Mrs.)
Anita Bhalla (Bhavan’s SL Public School, Amritsar)
also participated. Almost 30 Schools participated in
this event. 22 students of Bhavan’s SL Public School
participated in this programme. Competitions which
were based on humanity, environment and social evils
were the highlighted subjects at this event and Bhavan’s
The Red Cross oath being taken by the students
The school also celebrated this day on 9 May,
2012 as Red Cross Day. A special assembly presented
the seven principles of Red Cross and the students and
teachers took the oath of Red Cross.
Community Outreach
Indira Ideal Sr. Sec. School, New Delhi
Community Outreach at school level has been
aptly practiced at ‘Indira Ideal Sr. Sec. School, Janak
Puri’ by creating public awareness through community
interaction. Students of the school organized ‘Gift
Your Old Books’ campaign in the school in which the
students along with their parents donated old textbooks,
story books, novels magazines, etc for needy students.
This campaign was an ideal process for creating
awareness among the members of the community, to
stress the need to help the deprived and disadvantaged,
April-June 2012 101

and fulfil their duty towards the society. The school also
organised “Save the Girl Child Campaign” in which
Slogan and Essay Writing Competitions were held.
This endeavour invoked the thought process of the
students and focused their attention on the imbalance
in the Boy-Girl Ratio in India.
A poster making competition on ‘Save the Planet
Earth’ was organized which stressed on the various
measures to save the planet. A skit was also enacted
during the morning assembly to celebrate ‘World
Earth Day’ which explained diverse & easy techniques
to directly or indirectly save our planet. These measures
also enhanced the consciousness among the school
children who are on future citizens.
Global Vote 2012 under the Aegis of WCPRC
DLDAV Model School, Pitampura
DLDAV Model School, Pitampura organized
“Global Vote 2012” for the World’s Children’s Prize
for the Rights of the Child (WCPRC) on May
15 2012. WCPRC holds an annual vote for global
candidates who have made significant contributions
to protecting the rights of children. More than
57.982 schools with 27 million students in 104
countries have registered as Global schools of the
World’s Children’s Prize.
Think Quest International Competition
BGS National Public School, Bangalore
Oracle Education Foundation, a charitable
organisation conducts Think Quest International
Competitions in Project Based learning every year.
In this a team headed by a teacher and with her/his
students have to develop an on line project based on any
subject or issues. The winners are honoured by inviting
them to Sansfrancisco.
This year, they have introduced an award for
the schools sending that maximum number of Project
entries. As per the communication received from
Colleen Casity, Executive Director, BGS National
Public School, Hulimavu is one among the top
ten schools globally in sending maximum Project.
More than 2500 schools participated in this years
competition. BGS National Public School stood out as
exceptional. The school will receive an award of USD
$ 5000. President of Adichunchanagiri Trust, Dr. Sri
SriSriPadmabhushanBalagangadharaMahaswamiji
and MD Sri SriParashnathSwamiji, congratulated the
students and the faculty.
The participants of DLDAV Model School, Pitampura in the` Global Vote
2012’
The three nominees for Children’s Prize 2012,
Ann Skelton from South Africa, SakenaYacoobi from
Afghanistan and Anna Mollel from Tanzania were
represented by three students from class IX. They are
Garima Chhabra, Srishti and Mansha Arora.
About 1200 students from Classes VII, VIII and
IX voted for these candidates and results were compiled
thereafter. These results have been sent to WCPRC and
on the basis of results gathered from schools across the
world, the actual nominees for the World’s Children’s
Prize will be awarded in the award ceremony to be
held in Sweden.
102 Community Outreach

SakenaYacoobi secured the 1st Position with 494
votes followed, by Ann Skelton with 390 Votes and
Anna Mollel came third with 316 votes.
Principal, Mrs. Anita Wadehra, congratulated
the Teacher Coordinators Ms. Neeta Chhabra, Ms.
Ashok Sharma, Ms. Mona Virmani and Ms.Neeru
Lall for conducting the programme successfully and
creating awareness about child rights.
Girls Safety Programme
Maharaja Agarsain Public School, Delhi
The Girl safety programme was organised on
30 April 2012 for classes IX-XII by Delhi Police in the
School Auditorium. Ms. Usha from ASI Parivartan
cell (DCP Office) and Ms. Ranu from the Women
Cell, Pitampura apprised the girls about their safety on
roads and other places. They gave them valuable tips
and measures to be followed in case of molestation or
any other harassment. The interactive and informative
session of two hours with them helped girls to be more
confident and vigilant.
Respecting Senior Citizens
R.D. Rajpal Public School, Dwarka
It was a proud moment for the students of R.D.
Rajpal Public School, Dwarka to visit ‘Godhuli Old
Age Home’ located in Sector 2, Dwarka. A group of 30
students were guided on this visit by the Principal, Mrs.
Alka Kshatriya along with a team of 4 teachers.
The students presented a number of programs
starting with a dance ‘Saraswati Vandana’ followed
by bhajans, guru vandana, melodious beats by school
orchestra, street play on child labour, poems, 'dohas'
and a magnificent dance on ‘Vande Mataram’. The
senior citizens enjoyed this program and applauded the
show. The inmates of the old age home also contributed
whole-heartedly to the program by singing 'bhajans'
and reciting inspiring self written poems. The happiness
on their faces was contagious.
They appreciated the school authorities for
encouraging the students to share and care for the
elderly. They also expressed their desire to have more
of such interaction and programs in the future. The
Principal presented tokens of appreciation and wished
a very senior member best wishes on her Birthday. It
turned out to be a very joyous moment for her to be
with the children on her Birthday. The students also
presented them cards with special messages written on
them as a mark of respect for the elderly grandparents.
This visit helped the students realize that senior citizens
are an indelible part of our society and it is our duty
to reach out to them and give them a feeling that they
are still wanted in our community.
Workshop for the Development of Sample
Question Papers
D. A. V. Centenary Public School, Hardwar
'Progress is a continuous process; therefore
transformation is mandatory to let the brook of progress
flow forever.'
Under the aegis of dav cmc a two day
workshop on “Development of Sample Question paper
of physical education for class xi” was conducted at
dav Centenary Public School, Hardwar on 02 May,
2012 and on 03 May, 2012.
The following renowned resource persons graced
their presence:
• Mrs. Shreshtha Sharma, Education Officer, DAV
Education Board, New Delhi
• Mr. P.P. Rangnatham, Associate Professor
(Physical Education) P.G. DAV College, Nehru
Nagar, Delhi
April-June 2012 103

• Dr. Pramod Sethi, Asstt. Professor- PG DAV
College, Delhi
• Mrs. Pawan Dagar, P. G. T. Physical Education,
DAV Public School, Punjabi Bagh, Delhi
• Mrs. Sukhbir Kaur, HOD Physical Education
AG DAV Public School, Model Town, New
Delhi
Mrs. Sharma addressed the gathering about the
importance of Physical Education at the school level.
Mr. Rangnatham also shared his experiences with the
participants.
• Assessment of the question paper itself by the
resource persons
• Need of a question paper that encompasses
every topic of the subject to scour various layers
of a learner’s mind for measuring the depth
and vastness of his learning with the required
weightage given to different units of syllabus
keeping the individuality of each pupil in mind,
etc
Resource Person, Mrs. Shreshtha Sharma, addressing the participants
Principal, DAV Centenary Public School, Hardwar welcoming the
Chief guest Mr. M.K. Dhar, the Resource persons and all the participants
of the workshop
The following key points were discussed:
• Importance of Physical Education at school
level
• Role of Physical Education Teachers in
maintaining school discipline and as
PERSONALITY ENGINEERS
• Changes in certain rules of various sports
• Preparation of blue print
• Team work for developing different sections of
a question paper
International Red Cross Day
Doon Public School, Paschim Vihar
Doon Public School, Paschim Vihar, celebrated
the International Red Cross Day with great fervor. A
special assembly was organized by the school and all
the major clubs such as the Eco Club, the Computer
Club as well as the Hindi Club joined hands for the
noble cause : Blood Donation Camp.
Doctor Narendra Kumar Saini, held an engaging
interactive session with the students was had everyone
engrossed in his session. motto “ Clean Hands Save
Lives”. He asked the students a number of interesting
questions, such as the symbol of Red Cross, its use and
identity with all doctors. He apprised the students about
Red Cross Day.
104 Community Outreach

He also spoke about the need to donate blood
and motivate them to ask the elders to donate, especially
in cases of illnesses and accidents. He showed a special
technique of washing hands. Since it takes 10-15
seconds to remove germs, so while we clean with soap
we should sing happy birthday to our friend, atleast
two times.
Orientation for Class XI
Colonel's Central Academy School, Gurgaon
`Vistas of Knowledge’ was the theme of this year’s
Orientation Classes for XI. These classes were from 17
April till Friday, 25 May 2012. Last year the theme was
`Voyage of Excellence’.
Colonel’s Central Academy has been holding
Orientation Classes for the last twelve years and
subsequently CBSE also encouraged schools to conduct
such awareness classes. OC at CCA is unique in itself
as it exposes the students to a wide variety of experience
ranging from Motivation, Leadership, Stress and Time
Management to Career Counselling.
The visit of the team of Doctors and the blood donation initiative
marked the Red Cross Day
The school is a hub of activity and a team of
doctors headed by Dr R K Dutta of the Rotary Club,
West End, set up their clinic in the seminar room with
about 6 to 7 beds and various medical instruments. The
blood donors were offered a small momento by the
foundation and a donor's card.
To round off the whole event the Computer Club
announced an Inter Class Competition for the students
of Class X and XI to design PPTs representing the
International Red Cross Day. The whole atmosphere
was charged with positivity. The teachers and the
parents and relatives of their students had planned to
donate blood. Although the students could not donate
blood, but were like valiant soldiers who had encouraged
their families to donate blood. That is how the school
had 76 donors.
Glimpses of `Vistas of Knowledge’ - the orientation classes for XI
A series of lectures and presentation cum talks
were delivered by prominent dignitaries who have
specialized in their respective fields. The Orientation
Classes were flagged off by Chairman Col. Kr. Pratap
Singh, by his talk on Personality Development and
Decision Making. Lt. Gen. R K Gaur, gave an indepth
presentation on one of our most beautiful states
“Ladakh”. Mr. Prikshit Dhanda opened up the vistas of
Careers in Law, Management and Hospitality sectors,
Lt. Gen. P K Sehgal spoke on generic careers that will
open up globally in future.
April-June 2012 105

Mr. Kishore Asthana from MENSA India,
renowned media celebrity Mrs. Joyoshree Arora, Mr.
K K Muthu, ex-IIT, renowned actor & film maker
Mrs. Lavleen Thadani, Cdr. Satish Yadav & Capt. R K
Pandey from DIPR, Mr. Abhinav Verma from Rack
the Brain also formed the galaxy of speakers.
follow the road safety rules strictly and will force the
same to the others also.
The children got a rare opportunity to meet
the Deputy High Commissioner of Bangladesh, His
Excellency Mahbub Hassan Saleh, who spoke candidly
about Indo-Bangla relations.
To foster camaraderie the OC are common to
all and the AC auditorium offers the most conducive
environment. An hour is devoted everyday to English
by the subject teachers in the form of communication
skills, vocabulary building, reading comprehension and
creative writing.
Outdoors and adventure sports are also integral
to Orientation Classes and is an annual feature where
students visit Akshardham Temple and do White Water
River Rafting beyond Rishikesh at Shivpuri.
In the valedictory session, the Principal, Mrs. N
Yadav, took a session on Adolescence Education.
Road Safety Week
Dayanand Sr. Sec. School, Chopta
Dayanand Sr. Sec. School, Chopta celebrated
Road Safety Week on 21 to 26 May. The week
commenced with a poster making competition and quiz
competition. The key message was Stop, Revive, Survive.
The aim was to reinforce the crash consequences of
speeding. Contributed to an overall reduction in the
road accidents toll develop community consciousness
around the emotional and physical impact on others
as result of road trauma and encourage community
vigilance amongst peers to speak to their peer groups
who don’t follow road rules. Students took a pledge to
The participants of the `Road Safety Week’ celebrations
Road Safety Week
Bal Bhavan Public School, Mayur Vihar, Delhi
Bal Bhavan Public School took a step forward to
create awareness about the concept that Safety begins at
Home, the school took a lead in sensitizing its students
regarding the importance of following road safety rules.
A large number of activities were organized for the
students and the ultimate motive was to encourage
students to take precautions and to follow traffic rules
and road safety rules. Inspector Mrs. Seema Sharma,
Assistant Sub Inspector, Mrs. Sarla Jain and Traffic
Inspector, Mr. Shekhawat, were also present on the
occasion to sensitize the students with their motivating
words. The activities were as follows:
• Collage Making Competition
• Poster Making Competetion
• Seminar on Road Safety
• Film and talk Show
• Road Safety Exhibition
• Essay Writing Competition
• Debate Competition
106 Community Outreach

ooks and manuals and concept simulators. The premise
of concept simulators is to assemble various curriculum
based scientific concepts in the form of a toy.
Mrs. Seema Sharma, Inspector, Mrs. Sara Jain, Assistant Sub-Inspector
and Mr. Shekhawat, Traffic Inspector, along with others sensitizing the
students on importance of Road Safety
A Hands-on-Experience Lab to Explore the Realm
of Science
Shaheed Rajpal D.A.V. Public School, Delhi
Experiential Learning is the quintessence of
science education. The hands-on –experience science
lab of Shaheed Rajpal D.A.V. Public School, Dayanand
Vihar aims to promote out of box thinking among the
students.
Students also participated in various State
and National level science competitions and received
commendations. Every year Mexus Education
Private.Ltd. organises Iken-scientifica a national level
competition with an aim to test scientific aptitude of
children through hands-on activities. The competition
comprises of three rounds- school round, city finals and
national finals. Six students from our school qualified
to participate in the national finals and two students
won laptops in the final round.
The depletion of non-renewable resources poses
a great challenge to the world today. Young scientists
study such issues and learn to engineer solutions
themselves. An exhibition –‘The Wonders of Science’
was also put up. The exhibits were based on alternate
resources of energy like hydraulic power and the wind
energy. The hydraulic car elevator, the hydraulic bridge
and the air - propelled car model were the eye-catchers
at the event.
Road Safety Week
SRN International School
A hands-on-experience makes science learning a fun activity
The students explore the world of science in a fun
filled and innovative style to propel scientific thinking,
spark curiosity and the learning in this unique lab.
Students are provided with a lab kit, which comprises of
SRN International School celebrated the
"ROAD Safety Awareness WEEK" from 30 April
to 5 may, 2012. Various activities were carried out
to sensitize children towards rash-driving related
problems. A seminar was held in which Mr. Banwari
lal & Mr. Tarachand from traffic police department
delivered an informative lecture on "ROAD SAFETY",
which is emerging as a major social concern in the
country.
Students displayed sign boards with eyecatching
captions like "license to drive not license
to kill "which helped the" students to understand
April-June 2012 107

the road rage can culminate in a fatality. Students
participated in ‘Road Safety quiz' with full of
enthusiastic zeal and program concluded with the
'Marathon'.
examination areas and photocopy rooms, to send all
the discarded paper to recycling factories. Dr. Hameed
and Dr. Malik congratulated the young proponents of
the innovative idea and also acknowledged the teacher
behind the initiative. The rally culminated with a
message to follow and implement the three R’s: reduce,
reuse and recycle.
Students displaying sign boards with eye-catching captions on importance
of safe driving
Silent Rally to Promote Paper Conservation
International Indian School, Jubail, Saudi Arabia
Students from the International Indian School
Jubail, Saudi Arabia organized a silent rally to highlight
and encourage paper conservation. Under the guidance
and leadership of class teacher, Deepti Tamboli, Class
VII - H students held the rally with the objective of
developing an awareness regarding the conservation
and recycling of the Earth’s precious resources. The
students set their sights on paper, which is one of
the most widely used commodities in schools. The
students silently marched within the premises of the
school building along with Dr. Syed Hameed, school
Principal, and Dr. Zahra Malik, Vice principal. As
the rally was in progress, they lifted wastepaper and
noiselessly demonstrated how to keep nature and the
surroundings clean. The students, held up banners
and placards saying “Never refuse to reuse since it’s
our Earth that we abuse.” The rally aimed to collect
wastepaper from various sources and sections, including
A silent march by students to promote paper conservation
Interact Club Activity
Meridian School for Boys and Girls, Hyderabad
Blood Donation Camp held at Meridian School for Boys and Girls, Banjara Hills
in association with the Aarohi Blood Bank on the occasion of Martyrs' Day.
The Interact Club of Meridian School for Boys
and Girls, Hyderabad was inaugrated in August 2011.
108 Community Outreach

Since then the club has undertaken many activities
towards Community Service. Some of its activities
during the year 2011-12 were visits to Old Age
Homes and Orphanages, Vaaradhi - Reaching Out a
Social Responsibility, Blood Donation and Pulse Polio
Immunisation Programme.
Discover I Foundation
Amity International School, Gurgaon
Discover I, as the name suggests is an organization
which tries to discover talent of the underprivileged.
There is always something which each child possesses,
which makes that human being special and different
from others.
The kids exploring their talents under 'Discover I Foundation' initiative
We believe that children have hidden talents our
society cannot grow until these are recognized.
The idea, the realization, whatever one may call
it – came when one of the group members noticed the
daughter of her servant, just a 10 year old girl – drawing
some models from the newspaper and beautifying
them with clothes that she designed on her own. That
drawing was even better than some of the pieces made
by the fashion designers. It was emrsaged that if she is
given proper training and a proper platform, she had
the capability to perform wonders. Considering the
possibilities if her talent
The project was inaugurated 8 months ago,
and the progress has been rather Heart-warming. The
project is under the guidance of the Principal. Mrs.
Anuradha Handa. The members have visited slums,
children of maid-servants, helpers of societies etc, and
having held competitions and discovering some talent,
a stall was in put up school on the 21 of October and
all the articles displayed were made by the amazingly
talented, children. It was a complete sellout.
Eco Green Campus
Anand Niketan, Maninagar, Ahmedabad
Anand Niketan in Ahmedabad is a school
where happiness galores. The school is proud to have
an Eco Green Campus with Rain water harvesting
systems to save water and solar lights for saving energy
consumption. We believe in being role models for our
students and it is at the school that a child learns the
most valuable lessons of his life.
The school introduced a Fast day (Fix All The
School Today) in the curriculum to teach the value of
cleanliness and self dependence to the students who
cleaned their classrooms every month.
Market Day, celebrated in K2 to grade 2, gave an
opportunity to understand the value of money and the
importance of balancing everything in life. The students
made their own currency and then went around the
class to bargain for the things they need. The concept
of Addition and Subtraction, too were applied during
the Market day.
The DEAR time (Drop Everything And Read)
has greatly improved the reading habits of the students
who pick up a book to read as soon as Dear time is
announced.
April-June 2012 109

Anand Niketan is working towards making the
journey of education delightful and meaningful for all
its children.
Learning While Cooking
J.K.G Sr. Sec. School, Ghaziabad
in catching the action and preparing documentaries
on topics as diverse as “stray dogs ” or “Hollywood
connection”
The children were asked to look for a news
of local interest, write the script and go ahead with
shooting which involved taking interviews, editing and
finally uploading on the net.
The first assignment was related to local
community issues. The students, after much
contemplation and consideration, zeroed in on “The
misuse of ambulances in the city ” which centered
around the use of ambulances for ferrying passengers
thus causing peril to the lives of numerous patients, they
also decided to talk about “stray dogs”, a bourgeoning
problem in the vicinity.
The ‘Little Master Chefs’ during a Life Skills session in the school
The Students of J.K.G Sr.Sec.School,Vijay
Nagar, Ghaziabad had a unique opportunity to try
out their culinary skills. The newly introduced Life
Skills through the CCE system by CBSE actually saw
children cooking and learning together. It was a great
fun watching children enacting party preparations i.e
right from designing an invitation card to planning
party menu, decorations etc. Cooking snacks and
preparation of ‘smiling face salad’. These were all
meticulously planned by the students themselves.
Napkin folding, table laying, table manners were all very
informative to one and all. Such an activity sharpens
students life skills as well as boosts their confidence
to perform certain tasks. Thus they would become self
dependent and self reliant their lives.
Tryst with BBC
MPGS, Shastri Nagar, Meerut
MPGS, Shastri Nagar, Meerut in active
collaboration on with the BBC has been involved
As regards both these issues the children did a
wide survey, met the affected people, took interviews
of both the public as well as the authorities.
The young reporters interviewing the public on the `Misuse of Ambulance
in the City'
They then turned their attention to Meerut’s
Hollywood connection which was quite an eye
opener.
No one was aware that the complete war
material of quite a few Hollywood films was exclusively
110 Community Outreach

manufactured in Meerut. The documentary thus
prepared was both informative and educative. With
India gearing for elections, the fervor caught on to our
children too, so, they decided to aware the elders about
voting as their right and duty. As MPGians prepared
pamphlets, posters and took out rallies our team of
reporters recorded and aired it all.
All the three activities were uploaded by 13th of
December as per the directions of BBC.
After the local news the focus now shifted to
another news which was “Censorship of Face Book”
that word talks of caught the attention of our budding
reporters.
The students in association with BBC working on a documentary on
‘Stray dogs’
and the challenges they face. In order to promote an
understanding of the issues related to disability and
mobilize support for the dignity, rights and well-being
of persons with disabilities, the students of Grade
XII, National Public School, Koramangala, Bangalore
presented a thought provoking programme entitled
‘Inclusion not Seclusion’.
The highlight of the programme was a skit
written and directed by the students which aesthetically
depicted how some of the most successful people in
the world had the fortitude to overcome their physical
impairment and went on to lead fulfilling lives while
making a meaningful contribution to society. The
play drove home the point that timely support and
encouragement can work wonders in helping people look
beyond their disabilities. The students also distributed
yellow ribbons, symbolic of the theme ‘Inclusion not
Seclusion’ to the audience. The other features of the
event included a quiz based on the theme of the day
and a speech emphasizing the need to provide equal
opportunities for the physically challenged since they
are often subjected to stigma and discrimination. The
presentation came to an end with all the students taking
a pledge, promising to work towards the inclusion of
physically handicapped people in our society.
The students, they decided to talk about "Weird
Diseases of the World". This activity not only honed
their communication skills but also expanded their
horizons . The students now no longer talk in terms of
boundaries, it is a holistic view of the world for them now.
Empower the Powerless
National Public School, Bangalore
Most of us are unaware of the large number
of people living with disabilities around the world
Inclusion not Seclusion, Helen Keller is taught to speak!
April-June 2012 111

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CBSE Circulars
CENTRAL BOARD OF SECONDARY EDUCATION
(An autonomous Organisation under the Union Ministry of Human Resource Development, Govt. of India)
“ Shiksha Sadan”, 17 - Rouse Avenue, Institutional Area, New Delhi – 110 002.
CBSE/Dir(A)/2012 Dated: 14.04.2012
Circular No. Acad-2/2012
All Heads of Institutions
Affiliated to the Board
Subject: Conduct of Optional Proficiency Test for Class-X and submission of List of Candidates (LOC).
Dear Principal,
Central Board of Secondary Education had notified the conduct of Optional Proficiency Test in the subject
of English, Hindi, Mathematics, Science and Social Science for Class-X students in the month of July, 2012 in
Circular No.17 & 18 of 2012. The last date for submission of online information was fixed as 14th April, 2012.
Now the last date is extended up to 30th April, 2012. Therefore, the schools may sponsor their candidates up to
116 Community Outreach

30th April, 2012. However, the rest of information are same as intimated in earlier circulars.
Yours faithfully,
(N.NAGARAJU)
DIRECTOR (ACADEMIC)
Copy to the respective Heads of Directorates/KVS/NVS/CTSA with a request to 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.
2. The Commissioner, Navodaya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
3. The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat,
Delhi-110 054.
4. The Director of Public Instructions (Schools), Union Territory Secretariat, Sector 9,
Chandigarh-160 017.
5. The Director of Education, Govt. of Sikkim, Gangtok, Sikkim – 737 101.
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-744 101.
8. The Secretary, Central Tibetan School Administration, ESS ESS 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.
10. The Education Officers/AEOs of the Academic Branch, CBSE.
11. The Joint Secretary (IT) with the request to put this circular on the CBSE website.
12. The Library and Information Officer, CBSE
13. EO to Chairman, CBSE
14. PA to Controller of Examinations, CBSE, Delhi
15. PA to Secretary, CBSE
16. PA to HOD(IT), CBSE
17. PA to Director (Training) CBSE
18. PA to Director (Spl. Exams.), CBSE, Delhi
19. PRO, CBSE
Director (Academic)
April-June 2012 117

Website: www.cbse.nic.in Phone: (011) 2324324
Email-id: sadhanap.cbse@nic.in
Central Board of Secondary Education
(An Autonomous Organization under the Union Ministry of Human Resource Development, Govt. of India)
“Shiksha Sadan”, 17-Rouse Avenue, New Delhi-110 002
Circular No. Acad-3/2012
CBSE/ACAD./ DIR (TRG)/ 2012 11. 04. 2012
Promoting Reading Habits
All the Heads of Institutions
affiliated to CBSE
Dear Principal,
Books are considered not only the best friend of a child but are also gifts of learning that can enrich and improve
one’s lives. Good reading habits are a source of knowledge and learning. No wonder, inculcating good reading and
learning habits in children has always been a concern for all stakeholders in the education field world over.
The Central Board of Secondary Education (CBSE) has constantly laid emphasis on making school education
meaningful and relevant so that it acts as a powerful tool for human resource development. A conscious attempt
to encourage reading habits among school children had been taken up by CBSE way back in 2003 (vide circular
no. 17 dated 16 July, 2003).
Now with the introduction of Continuous and Comprehensive Evaluation (CCE) and grading in Secondary
education right from the primary classes, the importance of fostering interest for reading books among children
of all ages has increased.
With everything – information, entertainment videos and even books within reach through the internet, it is a
challenge to convince students to pick up books and engage with the author, story, character and ideas presented
in the reading passage or book.
118 Community Outreach

In order to promote independent/ reading skills specific initiatives introduced over the years are:
The guidelines on management and use of library was circulated to all schools (vide circular no. 23,
dated 12 September 2006).
Reading Projects emphasizing on the purpose of reading, the skills to be developed and the techniques
and procedures that can be adopted to enrich the reading experience of student (vide circular no. 54,
dated 21 October 2009).
Donate a book campaign (vide circular no. 47, dated 10 August 2010)
List of Indian Authors and their books as suggested reading material for classes 5-12 (vide circular
no. 09, dated 15 February, 2011)
As part of the Formative Assessment in CCE Reading Projects are also taken up in CBSE schools in a systematic
manner. Various modes of assessment such as conducting reviews, scripts, reading, discussion, open houses, interact
with the authors are considered.
Stories have always been a time-tested way to help children cope with fears and complexes caused by various
psychological problems or disasters – both at home and beyond, which can find an outlet in common behavioural
problems in schools, like bullying, cheating, absenteeism etc. Books can soothe the traumatized young minds and
help children to heal and adjust to adverse situations.
Reading for the sake of pleasure derived though the pages of a book, ensures that the child is aware, articulate,
imaginative and well able to express thoughts and feelings. A good reader becomes an independent learner and
thinker, capable of critical thinking and taking his own decision in life in a rational way. If inculcated at the primary
level the reading habit will create a lifelong advantage for the students and help him/her do well academically.
In fact, it is in the primary school that the foundations of good habits are laid. Schools must ensure that a variety
of good, colourful and attractive reading material is made available to children from their earliest years. Books
with pictures that attract and stories they enjoy and relate to are sure to create reading interest in the young ones.
Colourful picture books, rhymes and short poems, animal and nature stories play an important role in widening
horizons, developing emotions and firing the imagination of children apart from reinforcing language and
vocabulary, before they embark on reading full length fiction, non-fiction, biographies, plays etc.
Libraries play an important role in developing reading skills and love for books. However, it is not enough just to
stack books in libraries. The child should be allowed to pick up, touch, handle and turn the pages as and how he
wants to. There must be time and space to let children look at books, choose for themselves and try to read or just
look at pictures and texts according to their likes and dislikes. Attractive books will give the same pleasure and
joy that toys may give and if allowed to handle them, the child will develop the same love for books as for toys.
Telling stories from books adds to the pleasure derived. A good teacher may read out stories to groups of children,
showing them illustrations that go with them. Proper voice modulation, dialogue delivery and bits of action will
April-June 2012 119

enhance the effect of the story. Children can be asked to read aloud the dialogues of different characters from
the stories. Acting out roles, painting scenes from stories and other activities associated with the story can be
undertaken by the teacher and the children. This will help create interest in the book and motivate the child to
read. Music, action and movement may be incorporated in poems and rhymes to make them more interesting.
Besides, in order to promote the reading habits among children schools can organize a number of activities
like:
• Dramatization of the story
• Debating and defending the actions of characters in the story.
• Making an audio story out of a novel/ text to be read out to children.
• Interacting with the author
• Holding a literature fest where various characters interact with each other
• Symposiums and seminars for introducing a book of an author to the children
• Creating their own stories.
• Critical evaluation of the characters, plot and the storyline
• Book reviews of the book of any genre chosen by a student that can be assessed by the teachers and
even displayed on the notice board.
• Refresh the library books as often as is practical. Kids love to discover new things and the easiest
things to discover are those closest to hand. Sometimes refresh can simply mean moving the books
around.
• If possible, make sure children have a quiet place and a quiet time where they can always find a refuge
for reading.
• Schools’ participation in the literary fest and other such activities in and around the city.
`International Children’s Book Day’ is celebrated the world over on 2nd April, the day the ever popular writer
of stories, Hans Christian Andersen was born. It can be observed as a literary day when the following events can
be conducted in the schools:
• Reading competitions intraclass and interclass that can be extended to interschool competitions
too. Topics like Cultural Heritage of India, Lives of great philosophers and thinkers like Gandhiji,
Ravindranath Tagore, Swami Vivekananda, Ramakrishna Mission etc., relevant to Indian culture
and philosophy and traditions can be taken up.
120 Community Outreach

• Lecturers and symposiums with experts to motivate the students on `reading habits’.
• All prizes should be in the form of books of famous authors and writers.
• If the student/students pen down some book or story, the respective school should come forward to
assist the young writer/author in publication, printing or even giving it a nice launch pad.
• Any other relevant activity as per the discretion of the school/institution.
To assist the CBSE schools in this endeavor AWIC (Association of Writers and Illustrators for Children)
has compiled a list of new books in English and Hindi published recently, for classes I to XII. The
List is enclosed with this circular as Annexure 1
The List contains a variety of books written by Indian authors, suitable for classes I -5. Since reading
interest is created at this stage it is important that books are attractive, entertaining and relate to the
child’s own life and experiences, making it easy for the child to identify with them. Care has been
taken to see that stories are simple and short, with more colour and illustrations than text for the
youngest age groups. This will ensure that the pages are attractive to look at and easy to read. The List
therefore includes some books for Book Therapy, which may be effectively used by school counselors,
librarians and teachers in handling children with problems.
The Board looks forward to the whole-hearted co-operation of all the schools so that together with
you we can enrich the reading and learning experience of our young generation.
Yours sincerely,
(Dr. SADHANA PARASHAR)
DIRECTOR (Training)
April-June 2012 121

Copy to the respective Heads of Directorates, Organizations and Institutions as indicated below with a request
to disseminate the information to all the schools under their jurisdiction:
1. The Commissioner, Kendriya Vidyalaya Sangathan, 18-Institutional Area, Shaheed Jeet Singh Marg, New
Delhi- 110016.
2. The Commissioner, Navodaya Vidayalaya Samiti, A-28, Kailash Colony, New Delhi.
3. The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat, Delhi-
110054.
4. The Director of Public Instrucions (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.
8. The Director of Education, S.I.E., CBSE Cell, VIP Road, Junglee Ghat, P.O. 744103, A&N Islands.
9. The Secretary, Central Tibetan School Administration, ESS ESS Plaza, Community Centre, Sector 3,
Rohini, Delhi- 110085
10. 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.
11. The Education Officers/ AEOs of the Academic Branch, CBSE.
12. The Joint Secretary (IT) with the request to put this circular on the CBSE website.
13. The Library and Information Officer, CBSE.
14. E.O. to Chairman, CBSE
15. DO/ PA to Secretary, CBSE
16. PA to CE, CBSE
17. PA to Director (Acad.)
18. PA to HOD (AIEEE)
19. PA to HOD (Edusat)
20. PRO, CBSE
122 Community Outreach

ANNEXURE 1
CBSE - List of suggested books for Classes 1-12 (English)
Classes 1 and 2
Title Author Illustrator Publisher
1. Alphabet Books
AWIC Jagdish Joshi AWIC
(in 8 Indian Languages)
2. Balloons for Me Navin Menon VikyArya CBT
3. Barber at the Zoo Pratibha Nath Jagdish Joshi CBT
4. Mother is Mother (Book Therapy) Shankar Pulak Biswas CBT
5. My Garden Sigrun Srivastava Pulak Biswas CBT
6. My Fish and I Kalyani Rajan P.Gayen CBT
7. My Wall Minnie Swami Jagdish Joshi CBT
8. Time to Rhyme Alaka Shankar Jagdish Joshi CBT
9. The Woman and the Crow Shankar Subir Roy CBT
10. Counting Clouds Santhini Govindan Saurabh Pandey CBT
11. The Weather and I Devika Rangachari Ankur Mitra CBT
12. Chitku Surekha Panandiker Mrinal Mitra CBT
13. Sonali’s Friend Alaka Shankar Jagdish Joshi CBT
14. Animal Fair Sharmila Kantha Ajanta
CBT
Guhathakurta
15. Mahagiri (Book Therapy) Hemlata Pulak Biswas CBT
16. So Can I Nilima Sinha Geeta Wadhera CBT
17. The Singing Donkey Shankar Shankar CBT
18. Kachru Rabbit Vinita Krishna Sangeeta Bapto CBT
19. A Present for Papa Sharmila Kantha Saurabh Pandey CBT
20. Wedding Clothes Asha Nehemiah Prithvishwar CBT
Gayen
21. Ten Shefalee Jain Geeta Wadhera Tulika
22. Pranav’s Picture Nandini Nayar Vishwajyoti Tulika
Ghosh
23. What Shall I Make (US BBY Nandini Nayar Proiti Roy Tulika
Outstanding International
Book)
24. Th—Th—Bouncing Ball Jacob S Muttada Ashok
Tulika
Rajagopalan
25. The Why Why Girl Mahasweta Devi Kanyika Kini Tulika
26. I’m So Sleepy Radhika Chadha Priya Kurien Tulika
27. Brahma’s Butterfly Meena Ragunathan ---------- Tulika
28. Same and Different Manjula
Manjula
Tulika
Padmanabham Padmanabham
29. Malini’s Silver Anklets Annie Besant Nancy Raj Tulika
30. Musical Donkey Niveditha
Namrata Rai Tulika
Subramaniam
31. A Silly Story of Bondapalli Shamin Padamsee Ashok
Tulika
Rajagopalan
32. The Seed (Bilingual) Deepa Balsavar Ashok
Tulika
Rajagopalan
33. Dosa SandhyaRao Ashok Rajgopalan Tulika
34. Malli Jeeva Raghunath Nancy Raj Tulika
35. The Rooster and the Sun Meren Imchen Nancy Raj Tulika
April-June 2012 123

36. Avneet Aunty’s Mobile Phone Kavita Singh Kale Nancy Raj Tulika
37. Norbu’s New Shoes Chewang Dorje Nancy Raj Tulika
Bhutia
38. That’s How I See Things (IBBY Sirish Rao Bhajju Shyam Tulika
Honour List)
39. The Lion and the Fox
Deepa Balsawar Amrita Kanther Tulika
Panchatantra (Bilingual)
40. The Talkative Tortoise Jeeva Raghunath Shailja Jain Tulika
41. Mr. Jeejee bhai and the Birds Anita Balachandran Anita
Young Zubaan
Balachandran
42. Minu and Pussy Girija Rani Asthana Suddhasattwa Ratna Sagar
Basu
43. Lalu Peelu Vinita Krishna Reboti Bhushan Ratna Sagar
44. Hira Manorama Jafa Jagdish Joshi Ratna Sagar
45. Tree Growers Manorama Jafa Mrinal Mitra Ratna Sagar
46. Moon, Ramu and I Geeta Dharmarajan Harshwardhan Katha
47. Bioscope (IBBY Honour List) Mamta Naini Shanti Devi Katha
48. Days with Thathu Geeta Dharmarajan Nancy Raj Katha
49. Mai and her Friends Durga Bai Durga Bai Katha
50. The Fat Caterpillar series
(Nature Stories)
Nita Berry Atanu Roy Frank
Educational
Aids
Manorama Jafa Ajanta
Khaas Kitaab
51. Tiger Call
(IBBY Honour)
Guhathakurta
52. The Ladybird and the Butterfly Manorama Jafa Sanjay Sarkar Khaas Kitaab
53. Madam Billo Manorama Jafa Suvidha Mistry Khaas Kitaab
54. The Cookie Wookie Story Vinita Krishna Suvidha Mistry Khaas Kitaab
55. The Butterfly that Sat on a Vinita Krishna Sudha Chowdhri Khaas Kitaab
Rainbow
56. Alu, Malu,Kalu Vinita Krishna Suvidha Mistry Pratham
57. Lenny and Tweek –Wanted: A Klaus Baumgart Klaus Baumgart Pratham
Friend(Book Therapy)
58. Too Many Bananas Noni Angie and Upesh Pratham
59. TopsyTurvey Noni Angie and Upesh Pratham
60. The Butterfly and the Spider Indira Bagchi Neeta
Gangopadhyay
Sasta Sahitya
Mandal
61. Panna Ira Saxena Jagdish Joshi Radical Books
62. Gabbu’s Trunk Ira Saxena Jagdish Joshi Radical Books
63. A Happy Sunday Debasish Deb ---------- NBT
64. A Story about Water Ravi Paranjape ---------- NBT
65. Bubu – Bulbuli’s Garden Santanoo Tamuli Durlabh
NBT
Bhattacharjee
66. We Indians Mehroo J Wadia Mehroo J Wadia NBT
67. The Coming of Wheels Anup Ray ---------- NBT
68. Tails Hydrose Aaluwa Atanu Roy NBT
69. The Flower and the Bee Ashok Davar ---------- NBT
70. A House of Bamboo Neera Jain ---------- NBT
71. A Tale of Two Dogs Dipak Praharaj Arya Praharaj NBT
72. I Like the World Jayanthi Manokaran ---------- NBT
73. Lalu and the Red Kite Ashish Sengupta ---------- NBT
74. How Munia Found Gold Jagdish Joshi Jagdish Joshi NBT
75. One Day Jagdish Joshi Jagdish Joshi NBT
124 Community Outreach

76. The Sun and the Moon Varsha Das Jagdish Joshi NBT
77. Mango’s Top Kamakshi
Amitava
NBT
Balasubramaniam Sengupta
78. Joy in the Jungle Santanoo Tamuly Durlabh
NBT
Bhattacharjee
79. Silly Dilly Kunti Ramdat
Balkaran
Anitha
Balachandran
Scholastic
India
Classes 3 and 4
80 Ritu’s Letter gets Longer Mala Kumar Hemu CBT
81 The Story of Louis Braille Manimala Das Ankur Mitra CBT
(Book Therapy)
82 A Story of Bacterial Reeta Subramaniam Sanjay Sarkar
CBT
Invasion
Mani
83 The Raja’s Moustache Asha Nehemiah B.G. Varma CBT
84 The Runaway Wheel Asha Nehemiah Subir Roy CBT
85 Grandma’s Sari Asha Nehemiah Subir Roy CBT
86 Four Forest Friends and Suvir Kaul Bindia Thapar Scholastic India
other Panchatantra Tales
(Book Therapy)
87 Neha’s Alarm Clock Girija Rani Asthana Sujasha Das Gupta Scholastic India
88 Little Old Woman Margaret Bhatty Debabrata Sarkar NBT
89 Alamchu’s Appetite Jaya Paramsivam Atanu Roy NBT
90 Neha, My Sister Madhu B. Joshi Partha Sengupta NBT
91 A Bond of Love Pushpa Saxena Partha Sengupta NBT
92 Matsya Santha Rameshwar Sigrun Srivastava NBT
Rao
93 Tyltyl’s Adventure Swapna Dutta VikyArya NBT
94 Some Street Games of Mulk Raj Anand Badri Narayan NBT
India
95 Our Useful Plants K S Sekharan --------- NBT
96 Once in a Village H C Madan Nina Bahl NBT
97 Sunflower and
Jeyanthi
Sujasha Dasgupta NBT
Butterflies
Manaokaran
98 The Mango Tree Deepa Agarwal Subir Roy NBT
99 Guess Who Geeta
Children’s Lab
Katha
Dharmarajan
100 The Elephant in the Mallika
Children’s Lab
Katha
Tree
Nagarajan
101
102 Samira’s Awful Lunch Bharti
Preeti
Pratham
Jagannathan
Krishhnamurthy
103 Room in Your Heart Kunzang
Tshering
Pema Tshering
Penguin
Puffin
104 Panna Kamla Das Piya Ahuja Penguin
Puffin
105 A Clear Blue Sky
(Book Therapy)
Different authors --------- Penguin
Puffin
106 Living Next Door to
Alise
Anita Nair --------- Penguin
Puffin
107 The Cherry Tree Ruskin Bond --------- Frank Bros.
April-June 2012 125

108 Folk Tales(Book
Therapy)
109 The Farmer and the
Flying Elephant
110 Ismat’s Eid Fawzia Gidani
Williams
111 Sorry, Best Friend Githa Hariharan,
(Book Therapy)
Shyama
Anurag Mehta Anita Kapoor Nita Mehta
Publications
Division
Vaneeta Vaid --------- Nita Mehta
Publications
Proiti Roy
Tulika
Ranjan De
Tulika
Futehally
112 In Bon Bibi’s Forest Sandhya Rao Proiti Roy Tulika
113 The Chocolate
Santhini
Debasish Deb
Madhuban
Mountain
Govindan
Ed. Books
114 Once Upon a Time Nilima Jha Debasish Deb Madhuban
(Folktales – Book
Ed. Books
Therapy)
115 There’s Another Way
(Book Therapy)
116 The Great Lottery
Scandal and Other
Stories
117 Caught Red-handed Kamlesh
Mohindra
Different Authors Tapas Guha Madhuban
Ed. Books
Different Authors Pushp Katju Madhuban
Ed. Books
Vishwajyoti Ghosh
Madhuban
Ed. Books
Class 5
118 Bulliand the Tiger Shalini Ray Nankusia Shyam Pratham
119 Narmada (Non fiction) Vidya Shah Parthiv Shah Pratham
120 Forever Friends Feisal Alkazi Neeta Gangopadhyaya Pratham
121 Jungle Brew Tanya Luther King Sanjay Sarkar Pratham
122 Asian Splendour
Hema Pande Dipto N. Chatterjee Pratham
(Folktales From Asia –
Book Therapy)
123 The Fried Frog (Poetry) Sampurna
Priya Kurian
Scholastic
Chatterji
124 Gandhi (Non fiction - Lushin Dubey Priya Kurian Scholastic
Book Therapy)
125 At least a Fish Anushka
S.S. Suleman
Scholastic
Ravishankar
126 Write Right (Non fiction) Deepa Agarwal -------- Scholastic
127 The Comic Capers of Anupa Lal -------- Scholastic
Sheikh Chilli
128 A Boy and His Dream Vinita Krishna -------- Scholastic
Birds From My
Ranjeet Lall -------- Scholastic
Window(Non fiction)
129 Monuments of India Mrinalini
Partha Sengupta
Scholastic
(Non fiction)
130 Treasury of Indian
Folklore (Book Therapy)
Venkateswaran
Different authors Suddhasattwa Basu Frank Educational
Aids
131 In Deep Space and
Other Stories (Science
Jaya Paramasivan Suddhasattwa Basu Frank Educational
Aids
126 Community Outreach

Fiction)
132 Birbal the Gem Vatsala Kaul Chandu Dah Frank Educational
Aids
133 Walk the Grasslands
With Takuri
(Nonfiction)
Nima Manjrekar,
NanditaHazarika
Maya Ramaswami
Katha
Lighthouse in the Storm
(Book Therapy)
Different authors Jagdish Joshi AWIC, Ponytale
Books
134 Dinosaurs in My Garden Different authors -------- Ratna Sagar
135 The Enchanted
Saarang(Folktales from
Kashmir – Book
Therapy)
Asha Hanley Preeti Roy Tulika
136 Stitching Stories (Non- Nina Sabnani -------- Tulika
fiction)
137 Justa Train Ride Away Mini Shrinivasan --------- Tulika
138 One World Different authors Bindia Thapar Tulika
139 The Road to Peace AWIC authors Subir Roy Radical Books
(Book Therapy)
140 Our Leader Series Different authors Different illustrators CBT
(Book Therapy)
141 The Banyan Tree Different authors Saurabh Pandey CBT
142 Schooldays Different authors Ankur Mitra CBT
143 The Guardian of Gunrock Different authors Subir Roy CBT
144 The Tooth Fairy and Different authors Sanjay Sarkar CBT
Other Stories
145 15 Sport Stories Different authors Sanjay Sarkar CBT
146 Folk Tales Retold (Book Shankar Shankar and others CBT
Therapy)
147 5 Mystery Stories Nilima Sinha Subir Roy CBT
148 Adventure Stories Arup Kumar Dutta Different illustrators CBT
149 Our Guest Comet Dipu Dilip Salwi Surendra Suman CBT
150 Nivedita’s New Home
and Other Stories
Indira
Ananthakrishnan
-------- Publications
Division
151 The Magic Drum and Sudha Murty -------- Penguin Puffin
Other Stories
152 Mulla Nasruddin Sampurna
-------- Penguin Puffin
Chatterjee
153 The Bird with Golden Sudha Murty Ajanta Guhathakurta Penguin Puffin
Wings (Book Therapy)
154 Rintu and his Compass Abhijit Sengupta Judagit Sengupta NBT
155 Waiting for the Rain Kamakshi
Yusuf
NBT
Balasubramanian Bangalorewala
156 M for Mystery AWIC authors Ratna Sagar
157 Search for the Sacred Nilima Sinha -------- Ponytale Books
Gem (Book Therapy)
158 A Golden Harvest:
Fables,
Myths…(Folktales –
Book Therapy)
Different Authors Tapas Guha Madhuban Ed.
Books
159 Tiger! Tiger! Stories of
the Great Big Outdoors
Pratibha Nath Subir Roy Madhuban Ed.
Books
April-June 2012 127

160 A Mythological Mosaic
(Book Therapy)
161 Gandhi for the
Millennium Child (Book
Therapy)
162 Once Upon a Time in
India (Book Therapy)
Thangam Krishnan Jagdish Joshi Madhuban Ed.
Books
Different authors -------- Sultan Chand
Different Authors Different illustrators Macmillan
Classes 6 and 7
163 Kabir the Weaver –
Poet (Book Therapy)
164 Lighthouse in the Storm
(Book Therapy)
165 Search for the Sacred
Gem (Book Therapy)
Jaya Madhavan - Tulika
AWIC authors Jagdish Joshi AWIC/Ponytale
Nilima Sinha - Ponytale Books
Class 8
166 My Brother Tootoo Urmila Mahajan - Tulika
167 Mayil Will not be Quiet Nivedita
Subramaniam,
Somya Rajendran
Nivedita Subramaniam
Tulika
Classes 9 & 10
168 Confessions of a List
Maniac
(Book Therapy)
169 Faces in the Water
170 Summer of Cool
(Book Therapy)
Meenakshi Reddy
Madhavan
Ranjit Lal
Suchitra
Krishnamoorthi
- Scholastic
- Puffin
- Puffin
Classes 11 and 12
171 The Grasshopper’s Run Siddhartha Sarma - Scholastic
172 Tiya (Book Therapy) Samarpanand Tara Goswami Harper Collins
173 Terror on the Titanic Sumit Basu - Scholastic
128 Community Outreach

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CENTRAL BOARD OF SECONDARY EDUCATION
(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)/CSHP/2012 24 April 2012
Circular No. : Acad-04 /2012
All the Heads of Schools
affiliated to CBSE
Subject: Promoting Healthy food habits amongst Students
Dear Principal,
This is further to our circulars (Cir. No. 09/2006 dated 31.5.2006; Cir. No. 29/2007 dated 20.6.2007;
Cir. No. 27/2008 dated 24.06.2008; Cir. No. 33/2008 dated 01.09.2008; Cir. No. 49/2008 dated 6.11.2008 and Cir. No.
18/2009 dated 19.01.2009) on Comprehensive School Health Programme in which the Board has requested schools
to set up ‘Health & Wellness Clubs’ in order to implement the Comprehensive School Health Programme.
The objectives of the School Health Club, as mentioned in the earlier circulars, are:
• To create Health Cards for each student
• To create a health newspaper at least twice a year/organize poster competition related to health issues
• To conduct surveys on health related concerns
• To organize `health walks’ as part of social campaigns
• To organize health fairs and immunization projects
• To tap the local resources in the community to arrange health talks
• To render service in any area affected by a disaster or a calamity
• To create health helpline within the school to help the students to destress, cope with emotional and social
behaviour and to clarify misconceptions regarding adolescent health
April-June 2012 129

• To teach the techniques of yoga and meditation to the students from an early age
• To inculcate in the students healthy and positive ways of living
• To teach health songs on various health topics
• Celebration of important days (World Health Day – April 7, etc.)
• Creating awareness regarding `World No Tobacco Day’ (May 31), ‘World AIDS Day’ (December 1) etc.
There is a worldwide concern regarding the increasing consumption of ‘Junk foods’ and ‘Carbonated Drinks/
Colas’ which are rich in calories but deficient in vital nutrients (like Vitamins and Minerals).
This trend is being witnessed in our country also and is a cause of deep concern to all of us from the point of view
of public health. There are studies to indicate that there is a positive co-relation between consumption of foods
with high energy, saturated fats, excess sugar, etc. (available through junk foods and carbonated drinks/colas)
and chronic degenerative non-communicable diseases such as obesity, hypertension, cardio-vascular problems,
diabetes, stroke, cancers, etc.
The Board has time and again advised the schools that the School canteens should provide healthy snacks which
can be monitored by the Health Clubs of the schools. Doctors/ Nutritional Experts/ Dieticians/ Counsellors/
Nurses/ Home Science Department may be involved in designing the recipes for the menu (healthy, nutritious,
wholesome) and monitoring the quality of the food items. Junk/ fast food needs to be replaced completely with
healthy snacks. Carbonated and aerated beverages may be replaced with juices and dairy products (Lassi, Chach,
Flavored milk etc.).
Further, tobacco consumption amongst adolescent population is also another major disturbing issue and is one
of the most important risk factor for much of the morbidity and mortality and increase in diet related chronic
non-communicable disorders.
In order to address this issue, the Board expects the schools to follow the following guidelines for ensuring
‘Tobacco free Schools’:
1. Display sign boards stating “Tobacco Free School” or “Tobacco Free Institution” at prominent places on
the boundary wall outside the main entrance.
2. No sale of tobacco products inside the premises and within the radius of 100 yards from School/ Educational
Institutions and mandatory signage in this regard to be displayed prominently near the main gate and on
boundary wall of School/ Institution.
3. No smoking or chewing of tobacco inside the premises of institution by students/ teachers/ other staff
members/ visitors.
4. Display of sign boards “No Smoking Area- Smoking here is an offence” of 60x30cm size inside the
institution (as mandated by law).
5. Posters with information about the harmful effects of tobacco should be displayed at prominent places
in the school/ institutions. Students should be encouraged to make their own posters on tobacco control
themes.
6. A copy of the Cigarette and other Tobacco Products Act (COTPA) 2003 needs to be available with the
Principal/ Head of School/ Institution. (It can be downloaded from the website of the Ministry of Health
& Family Welfare – www.mohfw.nic.in)
130 Community Outreach

7. A “Tobacco Control Committee” needs to be in place. It may be chaired by Principal/ Head of School/
Institution, with members comprising of a science teacher, or any other teachers, school counselor (if
available), at least two NSS/ NCC/ Scout students, at least two parents representatives, area MLA, area
SHO, Municipal Councilor, Member of PRIs, any other member. The committee shall monitor the tobacco
control initiatives of the school/ institute. The committee shall meet quarterly and report to the district
administration.
8. Integrate tobacco control activities with the ongoing School Health Programme and Health and Wellness
Clubs.
9. Awareness regarding the hazardous effects of passive smoking needs to be created among the students and
this may also be a part of the Parental Awareness Programmes.
10. Promote writing of Anti–tobacco slogans on the School/ Institute stationery.
11. The Principal/ Head of School/ Institute shall recognize tobacco control initiatives by students/ teachers/
other staff and certificates of appreciation or awards may be given.
12. Regular vigilance against smoking at home and school needs to be emphasized. The matter can be discussed
in PTA meetings with parents.
13. Awareness on recent laws enacted on prohibition of Tobacco products in public places needs to be created
among students.
14. Project work on Substance/ Tobacco abuse may be assigned to students as part of school assignment across
disciplines and `No Tobacco Week’ may be celebrated in school.
Each year, 26th June is observed as the International Day against Drug Abuse and Illicit Trafficking. On this
occasion Board expects schools to renew their resolve to fight this menace collectively by organizing awareness
campaigns, conducting seminars and workshops and holding cultural Programmes and exhibitions etc.
The conflicting role models thrown up by the social context as well as the explosion of media often result in giving
out ambiguous signals to young minds. It thus becomes even more mandatory that the schools serve as agents of
change and transformation by bringing out the best from within each child.
Looking forward to your whole hearted cooperation
With best wishes and regards,
Yours sincerely,
Dr. Sadhana Parashar
Director (Training)
April-June 2012 131

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.
2. he Commissioner, Navodaya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
3. The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat, Delhi-110
054.
4. The Director of Public Instructions (Schools), Union Territory Secretariat, Sector 9, Chandigarh- 160
017.
5. The Director of Education, Govt. of Sikkim, Gangtok, Sikkim – 737 101.
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-744 101.
8. Director of Education, SIE, CBSE Cell, VIP Road, Junglee Ghat, PO 744103, A&N Island.
9. The Secretary, Central Tibetan School Administration, ESS ESS Plaza, Community Centre, Sector-3,
Rohini, Delhi – 110 085.
10. All the Regional Officers of CBSE with the request to send this circular to all the Heads of the schools
affiliated with the Board in their respective regions.
11. The Education Officers/AEOs of the Academic Branch, CBSE.
12. The Joint Secretary (IT) with the request to publish this circular on the CBSE website.
13. The Library and Information Officer, 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
Director (Training)
132 Community Outreach

CENTRAL BOARD OF SECONDARY EDUCATION
SHIKSHA SADAN, 17-ROUSE AVENUE, INSTITUTIONAL AREA, NEW DELHI-110002
CBSE/Sc.Exh/Cons/2012 25.04.2012
Circular No. Acad-5/2012
All Head of Institutions
Affiliated to the Board
Dear Principal,
Subject: Organisation of CBSE Science Exhibition-2012
The Central Board of Secondary Education has been taking many initiatives to provide interactive, participatory,
hands-on, innovative and creative learning experiences to students studying in its affiliated schools. One such
initiative refers to the organisation of Science Exhibitions at Regional and National levels every year. The activity
aims at providing a common platform to schools, teachers and students to give shape to their innovate ideas and
learn from each other’s experiences. These exhibitions also intend to provide a medium for popularising Science
and increase awareness among the stakeholders about close relationship between Science, Technology and Society.
The main objectives of organising Science exhibitions can be summarised as:
• promoting interest in Science and Technology among younger generation.
• encouraging scientific and technological creativity among students and inculcating a sense of pride
in their talent.
• providing exploratory experiences, encouraging creative thinking and promoting psychomotor skills
among school students through self designed models or simple apparatus.
• encouraging problem solving approach and developing appropriate technologies, especially for rural
areas and integrating scientific ideas with daily life situations.
• popularising Science and technology among masses and creating an awareness regarding its impact
on socio-economic and sustainable development of the country.
Taking into consideration the enthusiastic response from participating schools in the past, it has again been decided
to organise Science exhibitions for the year 2012. These exhibitions are likely to be organised in different parts
of the country at Regional level in the month of July/August and at National Level in the month of September/
October,2012.
April-June 2012 133

The main theme and sub-themes for this year’s exhibition are:
Main Theme : Science, Society and Environment
Sub-themes: The six sub-themes are:
• Agriculture and Food Security
• Energy-Resources and Conservation
• Health
• Environmental Issues and Concerns
• Mathematics and Everyday life
• Disaster Management
Key aspects of the exhibition
The following key aspects of the exhibition may be kept in mind for participation:
(i) The participating school/team will have to bear all expenses related to participation in the event.
(ii) The participating school can put up a maximum of two exhibits/projects/models
(iii) A school team may be represented by a maximum of two students per exhibit and one escort Science
Teacher.
(iv) The participating teams will have to make their own lodging/boarding arrangements at the venue city of
exhibition
(v) The request for participation alongwith the enclosed registration form and fee is to be sent directly to the
Respective Regional Officer and not to Headquarters Delhi.
(vi) The schools in Delhi region may send it to the Regional officer, Central Board of Secondary Education,
PS-1-2, Insitutional Area, I.P. Extension, Patparganj, Delhi-110 092
(vii) The exhibit/model may be either
(a) A working model
(b) An investigation-based project
(viii) The exhibit/project may include
• working model to explain a concept, principle or a process
• an indigenous design of a machine/device
• an innovative/inexpensive design or technique
• application of basic principles of Science/Technology
• Scheme/design of a device or machine to reduce production cost
• Investigation based study
(ix) Every participating school will pay a participation fee of Rs.400/- in the form of a demand draft in favour
of Regional Officer, CBSE payable at respective regional office city.
134 Community Outreach

(x) The last date for registration for participation in the event is June 15, 2012.
(xi)
The first stage of exhibition will be held at two/three different venues in every region.
(xii) The selected best fifteen exhibits/ schools at every regional level venue will be eligible to participate in the
National level exhibition.
(xiii) The exhibits/projects will be assessed by the experts as per the following criteria:
• Students’ own creativity and imagination 20%
• Originality and innovativeness in design of the exhibit/project 15%
• Scientific thought/principle 15%
• Technical skill/workmanship/craftsmanship 15%
• Utility/educational value 15%
• Economic aspect, portability, durability 10%
• Presentation -Explanation and demonstration 10%
(xiv) The actual dates for the regional level exhibition will be communicated through the Regional officers to
every school as well as through CBSE website www.cbse.nic.in by July 15,2012.
(xv) Greater emphasis may be given to investigation-based innovative projects to kindle scientific method and
scientific approach in the students.
(xvi) A brief write-up about the main-theme and sub-themes is enclosed for reference. The participating teams
may prepare the exhibits/projects on any one of the sub-themes satisfying one or more of the stated
parameters.
(xvii) Attractive awards/cash prizes are given to exhibits/students who present the best twenty models at the
national level.
The above information may be brought to the notice of all concerned, particularly the science faculty in the school
and the students. The request for participation alongwith the enclosed registration form, registration fee and other
details may be sent to respective Regional Officer before due date. For any other information in this regard, you
may contact the Consultant at science.cbse@gmail.com
You may also send any specific suggestions or observations in this regard to the undersigned at the above e-mail
address.
Thanking you,
Yours faithfully
(R.P. Sharma)
Consultant
April-June 2012 135

Copy to below mentioned respective Heads of Directorates/KVS/NVS/CTSA with a request to 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.
2. The Commissioner, Navodaya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
3. The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat,
Delhi-110 054.
4. The Director of Public Instructions (Schools), Union Territory Secretariat, Sector 9,
Chandigarh-160 017.
5. The Director of Education, Govt. of Sikkim, Gangtok, Sikkim – 737 101.
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-744 101.
8. The Secretary, Central Tibetan School Administration, ESS ESS 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.
10. The Education Officers/AEOs of the Academic Branch, CBSE.
11. The Joint Secretary (IT) with the request to put this circular on the CBSE website.
12. The Library and Information Officer, CBSE
13. EO to Chairman, CBSE
14. PA to Controller of Examinations, CBSE, Delhi
15. PA to Secretary, CBSE
16. PA to Director (Training) CBSE
17. PA to Director (Acad.) CBSE
18. PA to Director (Spl. Exams.), CBSE, Delhi
19. PRO, CBSE
(R.P. Sharma)
Consultant
136 Community Outreach

CBSE SCIENCE EXHIBTION 2012
Guidelines for preparation of Exhibits and Models
Given below are number of ideas for designing the exhibits on different sub-themes in the context of the main
theme. However, these ideas are only suggestive in nature. Participants are free to design exhibits based on other
related ideas on the given sub-theme.
Sub Theme-1
Agriculture and Food Security
Agriculture, directly or indirectly, has been the main source of livelihood for majority of Indian population. One
of the greatest assets in rural areas could be an intelligent and effective use of emerging technologies such as
biotechnology, microbiology, genetic engineering, etc. The agricultural activities that lead to food production are no
longer a subject of classical farming only. The modern agriculture cannot sustain itself without the support of research
work done by scientists. With the help of science and technology, we can enhance our agricultural knowledge to
achieve food security to reduce hunger, malnutrition and poverty, and facilitate equitable, environmentally, socially
and economically sustainable development.
The exhibits/models in this sub-theme may pertain to :
• Studies of climatic change on agriculture
• Managing crop yield due to climatic change arising from global warming
• Preservation and conservation of soil and judicious use of water
• Conventional biotechnology practices e.g., application of biotechnology, microbiology, genetic
engineering and genomics to agriculture for improved and high yielding varieties
• Organic farming/organic fertilisers versus chemical fertilisers; biodynamic liquid manure/green
manure
• Use of biotechnology for economically and ecologically sustainable biofuels
• Environmental friendly measures of pest control
• Application of biotechnology and genetic engineering in improving animal breeds and production
of animal products that are used as food
• Innovative/inexpensive/improved/indigenous technologies/methods of storage/ preservation /
conservation/transport of agricultural products and food materials
• Organic fertilizers versus chemical fertilizers
• Food production and demand of quality food and food security
April-June 2012 137

• Nutrition education/healthy eating habits and food utilisation by body
Sub Theme-2
Energy- Resources and Conservation
After food and water; energy is our most basic need. All activities require energy to perform. Energy is an
important concern that differentiates the global rich and the global poor. All conventional sources of energy are
exhaustible. At the current rate of consumption, known reserves of petroleum will be exhausted in about 35 years,
natural gases in about 50 years and coal sometime within 200 years. The great concern about energy is not about
diminishing supplies. It is rather than our current models of harnessing energy that are unsustainable because of
environmental, economic, geographical and equity issues. One of the important and obvious way of redesigning
system for harnessing energy is to develop and shift to clean and nonconventional energy resources which are
either non exhaustible or renewable as solar energy, wind energy, hydroelectric power, geo-thermal energy, energy
from biomass and biogas, ocean thermal energy, wave energy and energy from other emerging technologies.
This sub-theme is expected to make the children think of various ways and means for making efficient use of
available energy resources and also new techniques/methods of using and conserving energy from both conventional
and nonconventional sources.
The exhibits/models in this sub-theme may pertain to :
• Models of green building/environment building which harvest energy, water and materials
• Green roof technologies/roof mounted solar technologies such as solar water heater, solar lighting
system
• Models/innovative designs of domestic hydroelectric generator
• Solar cooker/solar distiller/solar dryer for food processing/solar heated houses
• Studies of variation in sunshine intensity at a given place for developing indigenous method of its
usage etc
• Projects for measuring availability of solar/wind energy in a given area
• Use of tidal waves/ocean currents/salinity gradient for generating electricity
• Energy from biomass such as seaweeds, human/animal wastes, keeping in view environmental
concerns
• Improvised technologies for effective usage of bio-fuels
• Innovative designs of bio gas/bio mass plant
• Bio diesel from plant oils (obtained from canola, palm oil, micro algae oil, waste, vegetable oil etc)
138 Community Outreach

• Low cost liquid fuel (bio-ethanol, bio methanol from cellulose biomass by improvising conversion
techniques)
• Innovative designs of internal combustion engine which can function on various bio fuels
• Production of electrical energy from mechanical energy/nuclear resources
Sub theme-3
Health
Our health is continuously under the influence of both endogenous (within) and exogenous (around) environment
and therefore a matter of great concern especially in the rapidly growing society to cope up with newer scientific
and technological inventions. Our health is adversely affected due to many environmental hazards that lead to
several kinds of infections in the body. With increasing population, demand for food, water, home, transport, energy
etc are increasing causing tremendous pressure on our natural resources and thereby contributing to pollution of
air, water and soil. The lifestyle including food and water we take, tendency for junk/ fast food, rest and exercise,
habits and drugs and alcohol abuse is another challenge to our health.
The present sub-theme is proposed with the objectives: to bring awareness among the youth about health and
factors affecting our health, to explore new scientific, technological and biomedical interventions in prevention
and cure, to analyze the role of self and society in keeping our environment healthy in order to maintain good
health and promote innovative ideas for better management.
The exhibits and models in this sub-theme may pertain to :
• Demonstration of health and differentiation from the state of ill health
• Sensitising people to be careful in health matters, explore the possibilities and make use of the facilities
available
• Development of knowledge-base and understand new scientific, technological aids in bio-medical
area
• Demonstration of known facts and research findings in different medical systems like Indian, Modern,
Homeopath etc.
• Demonstration of lifestyle and relationship with good and bad health based on known facts and
researches
• Need for appropriate measures for family welfare
• Need for developing low-cost nutritious food
• General awareness about occupational hazards and innovative techniques to overcome them
April-June 2012 139

• General awareness about community medicine
• Simple technologies for developing diagnostics and environmental monitoring.
Sub theme-4
Environmental Issues and Concerns
The spectacular industrial and economical development over the past few decades has led to the replacement of
the communities of nature by man-made communities. Deforestation, overgrazing, indiscriminate mining, and
tree-felling, faulty tillage practices etc. have led to severe soil erosion. Over irrigation and river-harvesting of
agricultural lands has resulted into salinity of water, water logging and degradation. Over-use of tube wells has
substantially lowered down the underground water table. Major current environmental issues include climate
change, species extinction, pollution, environmental degradation, and resource depletion etc.
For humans to live sustainably, the Earth’s resources must be used at a rate at which they can be replenished.
The main objective of this sub-theme is to make general public and children in particular aware with the current
environmental issues and concerns for achieving sustainability to prevent the effect of environmental issues.
The models and exhibits in this sub-theme may pertain to :
• Environmental issues related with human activities such as agriculture, energy, fishing, forests, mining,
shipping, paper, war, ocean deoxygenation, dead zone, paint etc.;
• Environmental issues with energy conservation, renewable energy, efficient energy use, renewable
energy commercialization etc;
• Environmental controversies such as dam controversies, genetically modified organisms/food
controversy, sealing, dioxin controversy, water fluoridation controversy etc.;
• Environmental disasters such as Bhopal disaster, oil spills, nuclear accidents etc.
• Climate change — global warming, greenhouse gases, fossil fuels, sea level rise, ocean acidification
etc.;
• Issues related with environmental health such as air quality, asthma, electromagnetic radiations and
fields, lead poisoning, indoor air quality, sick building syndrome etc;
• Water pollution — acid rain, marine pollution, Ocean dumping, eutrophication, marine debris,
thermal pollution, algal boom, micro-plastics, etc;
• Air pollution — smog, ozone, particulate matter, sulphur oxide etc;
• Soil erosion, soil contamination and salination and Waste;
140 Community Outreach

Sub-theme-5
Mathematics and Everyday life
The important segment of mathematics-- the ability to reason and think clearly, is extremely useful in our everyday
life. Proofs and deductions are hallmarks of mathematics. The subject also deals with data, measurements and
observations from science, mathematical models of natural phenomenon including human behaviour and social
systems. Its domain is not molecules or cells but numbers, chance, forms, pattern and order, algorithms and change.
As a science of abstract objects, mathematics relies on logic rather than on observation.
Mathematics gives an exactness in thinking and provides a quantitative approach. The special role of mathematics
in education is a consequence of its universal applicability. In general, to solve practical problems we follow a set
procedure involving steps related with defining variables; writing equations or inequalities; collecting data and
organize into tables; making graphs and illustrations; and calculating probabilities.
To encourage and stimulate students’ interest in Mathematics, some of the mathematical principles being transacted
at school stages with their applications have been indicated below.
The exhibits/models in this sub-theme may pertain to :
• Principles of sequence and series in several spheres of human activities viz, calculating the amount of
money over certain period of time under given rate of simple interest or compound interest/ finding
depreciated or increased value of a certain commodity over a period of time
• Determining expenditures needed for manufacturing water tank / rectangular box/cylindrical/coneshaped
objects of a certain material provided cost of material per square/cube/unit are known;
• Determining perimeter, area of a region bounded by polygons/the circumference and area of a circular
region/surface area and volume of cube/cuboid/cylinder/ cone/sphere/hemisphere of solid when two
basic solids are joined together;
• Finding the ratio of area of quantities of substances in the formation of compounds or mixtures;
• Designs of parking area for maximum utilization of space;
• Predicting the population of species over certain period of time under given constraints;
• Applications of linear programming in solving problems pertaining to manufacturing of goods/
transport/diet issues
• Applications of mathematics in decorating home e.g. how many rolls of wallpaper/number of tiles
are needed to cover the wall;\
• Using mathematics in cooking and nutrition/estimating number of calories and quantity of nutrients
(carbohydrates, proteins, fats, minerals etc.) in a sampleportion of various food items;
April-June 2012 141

• Establishing a mathematical relation by considering all possible parameters to have maximum profit
in producing certain items by a factory;
Subtheme-6
Disaster Management
Disasters have significant relationship with natural resource management, poverty allevaiation and sustainable
development. Various disasters can cause damage to human life, environment, infrastructure, lowering the quality
of life, loss of different bio organisms, political instability and conflicts, demographic imbalance, unemployment
etc.
There is chaos and disorganisation in the event of any natural or manmade disaster. The objective of this subtheme
is to increase awareness of the dangers posed by disasters and to help children find measures for effective
mitigation of those dangers.
The exhibits/ models in this sub-theme may pertain to:
• Better information and public address systems in the event of disaster to prevent chaos and
confusion;
• Access of clean and safe drinking water in the event of disaster;
• Improvised/improved devices for effective communication between various emergency servicesmedical,
police, military and other administrative bodies/committees;
• Various measures/models for planning, preparedness and coordination of different agencies in the
even of disaster/community level preparedness for the various man-made disasters such as gas leakage,
nuclear accidents, battery/bomb explosions, etc.;
• Use of geo-stationary satellites in providing information pertaining to meteorological processes;
• Technologies in forecasting and warning of cyclones, floods and storms;
• Innovative designs of flood alarm/flood forecasting and cyclone warning networks;
• Information management and early warning systems for flash floods;
• Studies of the impact of global warming on human health (spread of epidemic like dengue, malaria,
yellow fever etc.;
• Designs and development of automatic weather recording devices etc.
142 Community Outreach

CBSE REGIONAL LEVEL SCIENCE EXHIBITION, 2012
REGISTRATION FORM
1. Name of the School ------------------------------------------------------------------------
2. Complete address (including ------------------------------------------------------------------------
state) with Tel.no./ Fax/ e-mail ------------------------------------------------------------------------
3. Region ------------------------------------------------------------------------
4. Title of the ------------------------------------------------------------------------
Exhibits/ Projects ------------------------------------------------------------------------
5. Sub-theme of the exhibit (i) ------------------------------------------------------------------------
(see enclosed information)
(ii) (If applicable) ------------------------------------------------------------------------
6. Details of registration fee/
draft Draft Number and dated ------------------------------------------------------------------------
Amount and Bank ------------------------------------------------------------------------
7. Brief write up of the Exhibit/ Project including
(a) Scientific Principle
(b) Method/ Procedure followed
(c) Unique features of the exhibit
(d) Applications in different domains of life
(e) Further scope of the exhibit/ project
(The complete write-up of the exhibit not to exceed 200 words)
------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------
8. Name of the participant students
a. -------------------------------------------------
b. -------------------------------------------------
-------------------------------------------------
-------------------------------------------------
9. Name of the escort teacher (with mobile no.)-------------------------------------------------------------
Principal's Signature ____________________________
Full Name ____________________________________
Mobile Number _______________________________
April-June 2012 143

Website: www.cbse.nic.in Phone: 011-23237779
Central Board of Secondary Education
(An Autonomous Organization under the Union Ministry of Human Resource Development, Govt. of India)
“Shiksha Sadan”, 17-Rouse Avenue, New Delhi-110 002
CBSE/EO (SD)/ 2012/ Dated: 27.04.2012
Circular No. Acad-6/2012
All the Heads of Institutions
Affiliated to the Board
Subject: Clarification in Evaluation Scheme for Class XI and XII Practical Examination in Physics
(code 042)
Dear Principal,
Please refer to the Evaluation Scheme for class XI and XII Physics Practical Examination for Session
2012-2013 on the CBSE website. The following clarification in this regard may be immediately brought to the
notice of all concerned.
Class XII
The record, to be submitted by the students, at the time of their annual examination, has to include
• Record of at least 15 Experiments [with a minimum of 7 from section A and 8 from section B], to
be performed by the students.
• Record of at least 6 Activities [with a minimum of 3 each from section A and section B], to be
demonstrated by the teachers.
• The Report of the project, to be carried out by the students.
144 Community Outreach

Evaluation Scheme
Two experiments one from each section
Practical record [experiments & activities]
Project
Viva on experiments & project
8+8 Marks
6 Marks
3 Marks
5 Marks
30 Marks
Class XI
The record, to be submitted by the students, at the time of their annual examination, has to include
• Record of at least 15 Experiments [with a minimum of 8 from section A and 7 from section B], to
be performed by the students.
• Record of at least 5 Activities [with a minimum of 2 each from section A and section B], to be
performed by the students.
• Report of at least two demonstration experiments, to be carried out by the teacher.
Evaluation Scheme
Two experiments one from each section
Practical record [experiments & activities]
Record of demonstration experiments
Viva on experiments & activities
8+8 Marks
6 Marks
2 Marks
6 Marks
30 Marks
Please also delete the words; (for the purpose of demonstration only) given alongwith the heading ‘Activities’ in
each of the Section A and Section B of the class XI Physics Practical syllabus.
Yours faithfully,
(Dr. SRIJATA DAS)
EDUCATION OFFICER
April-June 2012 145

Copy to:
1. The Commissioner, Kendriya Vidyalaya Sangathan, 18-Institutional Area, Shaheed Jeet Singh Marg, New
Delhi-110 016.
2. The Commissioner, Navodaya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
3. The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat,
Delhi-110 054.
4. The Director of Public Instructions (Schools), Union Territory Secretariat, Sector 9,
Chandigarh-160 017.
5. The Director of Education, Govt. of Sikkim, Gangtok, Sikkim – 737 101.
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-744 101.
8. The Director, 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.
10. The Education Officers/AEOs of the Academic Branch, CBSE.
11. The Joint Secretary (IT) with the request to put this circular on the CBSE website.
12. The Library and Information Officer, CBSE
13. EO to Chairman, CBSE
14. PA to CE, CBSE
15. PA to Secretary, CBSE
16. PA to Director (Acad.)
17. PA to HOD (AIEEE)
18. PA to HOD (Edusat)
19. PRO, CBSE
(Dr. SRIJATA DAS)
EDUCATION OFFICER
146 Community Outreach

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Gram : CENBOSEC, Delhi – 92
Email: cbsedli@nda.vsnl.net.in
website: www.cbse.nic.in
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(Ekkuo lalk/u fodkl ea=kky;] Hkkjr ljdkj] ds v/hu ,d Lok;Rr laxBu)
f'k{kk lnu] 17] bUlfVV~;w'kuy {ks=k] jkmt ,osU;w] fnYyh&110002
CENTRAL BOARD OF SECONDARY EDUCATION
(An autonomous Organisation under the Union Ministry of Human Resource Development, Govt. of India)
“Shiksha Sadan”, 17, Institutional Area, Rouse Avenue, Delhi-110002
Ref: CBSE/ACAD./ Con (Eng.)/ 2012 April 30, 2012
Circular No: Acad-7/2012
All the Heads of Senior Secondary Schools
Affiliated to CBSE,
Subject:
Introduction of a new elective titled “Knowledge Traditions and Practices of India” for classes
XI-XII in the schools affiliated to CBSE w.e.f. academic session 2012-13 on pilot bases.
Dear Principal,
After ten years of general education, students branch out at the beginning Senior Secondary level and are
exposed to the rigours of the various disciplines for the first time. This is the stage when they are made to start
reflecting over their future life and decide of a career. At this point, they also become aware of certain knowledge
traditions and practices of India that are being followed in their families and society around them but few students
get an opportunity to lay hands on the vast treasure of knowledge that lies hidden in the form of literature or
books. Not only does this Knowledge enhance a learner’s self esteem, it also develops respect for the country. As
knowledge of India’s traditions and practices has become restricted to a few erudite scholars who have worked
in isolation, CBSE seeks to introduce a course in which an effort has been made to make it available to a larger
audience among school community.
Moreover, during academic interactions and debates at key meetings with scholars, and experts it was resolved
that CBSE may introduce a course titled “Knowledge Traditions and Practices of India” as a new Elective for
April-June 2012 147

classes XI – XII. The features of the Elective Course are:
• It aims to provide a broad overview of Indian knowledge traditions which are continuous, cumulative and
intrinsically polycentric.
• This course would not impart masses of data but would highlight concepts and major achievements –which
in turn would engage students with a sense of exploration and discovery.
• As this course aims to introduce knowledge in various disciplines – a trans - disciplinary approach in many
fields would lead to an insight into the Indian thought and psyche.
Some of the areas across various disciplines which will be included as part of this Elective are:
Language & Grammar, Philosophy Yoga and Logic, Fine Arts, Mathematics, Chemistry and Perceptions
of the Physical World, Life Sciences, Environment and Ecology Traditions, State, Society and Ethics
Geography and Cosmology, Education and Knowledge Creations and Disseminations.
The Course titled “Knowledge Traditions and Practices of India” is being introduced as a pilot course in class
XI from the current academic session 2012-2013. It can be offered as an elective subject with any combination
of three other electives and a language. It will have a 70 marks theory paper with 30 marks for research based
project which would require field visits to various places of historical and cultural importance including the seats
of traditional knowledge and learning of India. (Refer Annexure C) (The excursions and visits would be facilitated by
the respective schools)
It may be widely circulated to all the students by the interested schools. Schools willing to introduce this elective
may express their willingness by filling in the attached proforma (Annexure A) and sending it to Director
(Training) CBSE Shiksha Sadan, 17-Rouse Avenue, New Delhi -110002 latest by 20th May, 2012 or mailed at
neelimasharma.cbse@gmail.com.
In case of any queries related to this Elective, you may contact Ms. Neelima Shrama at Telephone Number – 011
23233552.
Yours Sincerely,
(Dr. Sadhana Parashar)
Director (Training)
148 Community Outreach

Copy to the respective Heads of Directorates, Organizations and Institutions as indicated below with a request
to disseminate the information to all the schools under their jurisdiction:
1. The Commissioner, Kendriya Vidyalaya Sangathan, 18-Institutional Area, Shaheed Jeet Singh Marg,
New Delhi- 110016.
2. The Commissioner, Navodaya Vidayalaya Samiti, A-28, Kailash Colony, New Delhi.
3. The Director of Education, Directorate 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.
8. The Director of Education, S.I.E., CBSE Cell, VIP Road, Junglee Ghat, P.O. 744103, A&N Islands.
9. The Secretary, Central Tibetan School Administration, ESS ESS Plaza, Community Centre, Sector 3, Rohini,
Delhi- 110085
10. All the Regional Officers of CBSE with the request to send this circular to all the Heads of the affiliated schools of
the Board
11. The Education Officers/ AEOs of the Academic Branch, CBSE.
12. The Joint Secretary (IT) with the request to put this circular on the CBSE website.
13. The Library and Information Officer, CBSE.
14. E.O. to Chairman, CBSE
15. DO/ PA to Secretary, CBSE
16. PA to CE, CBSE
17. PA to Director (Acad.)
18. PA to Director( Special Examinations)
19. PA to Director (Edusat and Vocational Education)
20. PRO, CBSE
April-June 2012 149

1. School/Institution Details:
KNOWLEDGE TRADITIONS AND PRACTICES OF INDIA – (PROFORMA)
Annexure A
Name of the School
CBSE Affiliation No.
Name of Trust/ Society / Managing Committee
Name of the Principal/Head
Contact Address of the Principal/Head
Postal Address of the School
City, State
Telephone with STD
Mobile
Email (for future communication)
Senior Secondary since:
Pin Code
Fax
Website
2. Senior Secondary Enrollment Details (Academic Session 2012-2013)
Class XI
No. of sections
Class XII
No. of sections
No. of students
No. of students
3. Teaching Staff Specifications
(For The Course Knowledge Traditions and Practices of India)
S. No. Educational Qualification Teaching experience (no. of years
1.
2.
3.
4.
4. Additional Information Relevant To The School/ Institutions’s Reason
For Opting The Pilot Course
5. Authorisation
I, (Name) --------------------------------,(Principal/Head of Institution) ----------------------------------- of (Name of
School/Institution) ---------------------------------------------------- hereby declare that all the information furnished
in this Proforma are true and correct to my knowledge. I also undertake that if our school is selected for the aforesaid Pilot
course in `Knowledge Traditions and Practices of India’, it will abide by the rules, regulation, confidentiality, co-operation
and guidelines conveyed by CBSE from time to time.
Signature / Name of Principal/ Head of the Institution
Day Month Year
150 Community Outreach

Knowledge Traditions & Practices of India
Code no.:
Annexure B
Rationale:
The “Knowledge Traditions and Practices of India” is being introduced as an elective subject at the Senior Secondary
level. After ten years of general education, students branch out at the beginning of this stage and are exposed to
the rigours of the various disciplines for the first time. This is the stage when they are made to start reflecting
over their future life and decide of a career. At this point, they also become aware of certain knowledge traditions
and practices of India that are being followed in their families and society around them but few students get an
opportunity to lay hands on the vast treasure of knowledge that lies hidden in the form of literature or books.
This course aims at providing a broad overview of Indian thought in a multidisciplinary and interdisciplinary
mode. It would not seek to impart masses of data, but would highlight concepts and major achievements while
engaging the student with a sense of exploration and discovery. It would be an introductory course so that students
who take this are prepared for a related field in higher studies in the universities. The course will cultivate critical
appreciation of the thought content and provide insights relevant for promoting cognitive ability, health and wellbeing,
good governance, aesthetic appreciation, right values and appropriate worldview. The course will therefore
comprehensively deal with all-round personality development of the students and increase their knowledge about
their country.
Concept of the Course
The knowledge traditions of India are continuous and cumulative. They are textual and exegetical traditions in
different areas of thought and experience: philosophy, medicine, grammar, architecture, geography, literary theory,
polity and political economy, logic, astronomy and mathematics, military science, metallurgy, agriculture, mining
and gemmology, and shipbuilding, among others. Concepts and technical vocabularies of these traditions are still
a part of the thinking and the languages of modern India.
The tradition is also non-egocentric – the 5 th -century philosopher of language, Bhartrhari, states in his Vakyapadiya
a cardinal principle of knowledge constitution: “The intellect acquires critical acumen by familiarity with different
traditions How much does one really understand by merely following one’s own reasoning only” (Bhartrihari,
Vakyapadiya, II.484). The traditions are therefore, intrinsically polycentric; Indian thinkers have constantly engaged
in internal debate and dialogue and have also interacted with traditions outside India.
Aims and Objective of the course:
Students will be able to:
• be familiar with Indian thought in different disciplines.
• be familiar with major Indian thinkers in different disciplines.
April-June 2012 151

• be familiar with the primary texts of Indian thought through an organized study of short extracts in
translation of those texts.
• develop a better appreciation and understanding of not only the Knowledge Traditions and Practices
of India but also of many contemporary questions and issues that they handle in their course work
in related disciplines.
• enhance self awareness and self-esteem.
Specific aims:
Students will be able to
Content
• become familiar with the nature of Indian texts.
• read primary texts from various sources and will be able to collect information and develop their
critical abilities.
• relate the knowledge to present context.
• develop positive attitude toward Indian thoughts and traditions.
• compare and contrast views given in the units and develop interest in the authentic texts.
• internalise the given knowledge and pursue it further in their courses of studies by gathering more
information about thinkers and texts.
• interpret and analyse texts of different kinds and express it in their own language.
• understand the contribution of Indian mind in various fields.
• relate ideas of various disciplines with western thought they are otherwise introduced to in their
course work.
• develop a wider understanding of how all knowledge is ultimately interrelated.
• read and know the history of Indian literatures.
• pursue further study in related fields.
• paraphrase the ideas of primary text in English or Hindi
India’s Knowledge Traditions and Practices in the following disciplines and a few more topics are expected to be
broadly covered during the two years course of study.
152 Community Outreach

• Language and Grammar
• Literature
• Philosophy Yoga and Logic
• Fine Arts
• Performing Arts
• Mathematics
• Astronomy
• Chemistry and Perceptions of the physical world
• Metallurgy
• Other Technologies
• Life Sciences, Medicine and Surgery
• Environment and ecology traditions
• State, Society and Ethics Geography and Cosmology
• Medicine and Surgery
• Agriculture
• Trade and Commerce
• Education
• Knowledge Creations and Disseminations
April-June 2012 153

Knowledge Traditions and Practices of India
Examinations Specifications
Class – XI
One Paper 02: 30 hrs 70 +30 = 100 Marks
Section-wise Weightage of the Paper
Section Areas of Assessment Marks
A
Reading Skills
• Two passages from the text book 20
B
C
Analytical Skills
• Two passages for comparing contrasting relating to the present time.
• One out of two long answers type questions.
Thinking Skills
• Five Short Answer Questions
• Ten objective types questions based on MCQs
10
15
15
10
D Research based Project/ Portfolio Assessment 30
SECTION – A
READING SKILLS – 20 MARKS
No. of periods: 50
Q. 1 Two passages from the units with a variety of questions on different levels of comprehension i.e. to test
literal, interpretative and inferential skills. The total range of two passages would be about 700 to 800 words.
20 marks
SECTION – B
ANALYTICAL SKILLS – 25 MARKS
No. of periods: 50
Q. 2 Two passages extracted from different units for comparing and contrasting and relating the ideas contained
– to the present time. 10 marks
The length of the two passages should be about 500 words.
Q. 3 One out of two long answer type questions based on the knowledge of the content to test the insight gained
and wether the knowledge has been internalised.
15 marks
154 Community Outreach

SECTION – C
THINKING SKILS – 25 MARKS
Q. 4 Five out of six short answer type questions based on the survey papers in the units.
(Word limit 30-40 words)
No. of periods: 50
5x3 = 15 marks
Q. 5 Ten objectives type questions based on MCQs to test global and local understating of the text. 10 marks
SECTION – D
RESEARCH BASED PROJECT/ PORTFOLIO ASSESSMENT – 30 MARKS
No. of periods: 70
The text book has inbuilt suggestion and activities for the students to prepare a portfolio or work on a research
based project. The purpose is to make students exhibit his/ her efforts and achievements in one or more areas.
It is expected that schools organise visits to the traditional seats of learning, historical places, cultural hubs and
authentic areas. Students will be expected to compile and collect material for the project/ portfolio which would
be assessed on the following points:
• Presentation: efforts put in, meaningful material, use of aesthetic sense
• Variety of content: a wide variety of content in the form of audio visual media, extracts from journals,
art work, conference updates, photographs, writing samples, maps, charts, extracts of interview and
reading logs etc.
• Organisation of material collected
• Focus and purpose with a view to test internalization of knowledge.
Recommended Book
A course book on Knowledge Traditions and Practices of India Part – I by CBSE.
April-June 2012 155

Knowledge Traditions and Practices of India
Examinations Specifications
Class – XII
One Paper 02: 30 hrs 70 +30 = 100 Marks
Section-wise Weightage of the Paper
Section Areas of Assessment Marks
A
Reading Skills
• Two passages from the text book 20
B
C
Analytical Skills
• Two passages for comparing contrasting relating to the present time.
• One out of two long answers type questions.
Thinking Skills
• Five Short Answer Questions
• Ten objective types questions based on MCQs
10
15
15
10
D Research based Project/ Portfolio Assessment 30
SECTION – A
READING SKILLS – 20 MARKS
No. of periods: 50
Q. 1 Two passages from the units with a variety of questions on different levels of comprehension i.e. to test
literal, interpretative and inferential skills. The total range of two passages would be about 700 to 800 words.
20 marks
SECTION – B
ANALYTICAL SKILLS – 25 MARKS
No. of periods: 50
Q. 2 Two passages extracted from different units for comparing and contrasting and relating the ideas contained
– to the present time. 10 marks
The length of the two passages should be about 500 words.
Q. 3 One out of two long answer type questions based on the knowledge of the content to test the insight gained
and wether the knowledge has been internalised.
15 marks
156 Community Outreach

SECTION – C
THINKING SKILS – 25 MARKS
Q. 4 Five out of six short answer type questions based on the survey papers in the units.
(Word limit 30-40 words)
No. of periods: 50
5x3 = 15 marks
Q. 5 Ten objectives type questions based on MCQs to test global and local understating of the text. 10 marks
SECTION – D
RESEARCH BASED PROJECT/ PORTFOLIO ASSESSMENT – 30 MARKS
No. of periods: 70
The text book has inbuilt suggestion and activities for the students to prepare a portfolio or work on a research
based project. The purpose is to make students exhibit his/ her efforts and achievements in one or more areas.
It is expected that schools organise visits to the traditional seats of learning, historical places, cultural hubs and
authentic areas. Students will be expected to compile and collect material for the project/ portfolio which would
be assessed on the following points:
• Presentation: efforts put in, meaningful material, use of aesthetic sense
• Variety of content: a wide variety of content in the form of audio visual media, extracts from journals,
art work, conference updates, photographs, writing samples, maps, charts, extracts of interview and
reading logs etc.
• Organisation of material collected
• Focus and purpose with a view to test internalization of knowledge.
Recommended Book
A course book on Knowledge Traditions and Practices of India Part – I by CBSE.
April-June 2012 157

kj luckslsd fnYyh&92
Gram : CENBOSEC, Delhi – 92
Email: cbsedli@nda.vsnl.net.in
website: www.cbse.nic.in
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f'k{kk lnu] 17] bUlfVV~;w'kuy {ks=k] jkmt ,osU;w] fnYyh&110002
CENTRAL BOARD OF SECONDARY EDUCATION
(An autonomous Organisation under the Union Ministry of Human Resource Development, Govt. of India)
“Shiksha Sadan”, 17, Institutional Area, Rouse Avenue, Delhi-110002
Ref: CBSE/ACAD./ Con (Eng.)/ 2012 May 02, 2012
Circular No: Acad-8/2012
All the Heads of Senior Secondary Schools
Affiliated to CBSE,
Subject:
Introduction of novels in English in classes IX to XII in the schools affiliated to CBSE w.e.f.
academic session 2012-13.
Dear Principal,
The Central Board of Secondary Education constantly encourages schools to provide multifold learning
experiences to young children. The Board had attempted to encourage reading habits in school children in the
year 2003 (vide circular no. 17 dated 16 July, 2003,Circular No 54,October 21,2009 and Circular No Acad-3,April
11,2012) as good reading habits help children in acquiring power of imagination, expression and appreciation of
literature. Though all the skills of gaining proficiency in a language are equally important, nevertheless reading
habit helps tremendously in improving comprehension, accuracy, fluency and in increasing vocabulary. Reading
provokes questioning, helps in generating ideas and inspires students to think. Reading supports the curriculum
in diverse ways by enhancing language competence across the curriculum.
158 Community Outreach

Strengthening of Continuous and Comprehensive Evaluation (CCE) has added further impetus in fostering
interest in children to read books. As part of the Formative Assessment in CCE, schools are advised to take up
‘Reading Projects’. Schools have also been encouraged to use multiple modes of assessment such as conducting
reviews, script, reading, discussion, open houses, interaction with the authors etc.
The Board prescribes a multicultural and technology enabled pedagogical approach in all the languages offered by
it. In this process an equitable emphasis on essential skills of English language has been placed by incorporating
all the four skills viz. ‘Reading’, ‘Writing’, ‘Listening’ and ‘Speaking’ in the curriculum prescribed by the Board. It is
recommended that Reading Skill should be fostered in children to make them better orators, autonomous learners
as well as critical and creative thinkers.
The CBSE, as per the revised guidelines already notified for the curriculum of courses offered in English language
in Curriculum Document 2014 (w.e.f. 2012-13 for classes IX and XI and w.e.f. 2013-14 in classes X and XII), has
introduced the following novels to promote Reading Skills in students of classes IX to XII.
Class
Class IX
English Communicative
(Code 101) English
Language & Literature
(Code 184)
Class X
English Communicative
(Code 101) English
Language & Literature
(Code 184)
Class XI
English Core (Code 301)
Class XII
English Core (Code 301)
Name of
the Book
Prescribed
Gulliver’s Travels (2005
edition) by Jonathan
Swift Or Three Men in
a Boat (1889 edition) by
Jerome. K. Jerome
Diary of a Young Girl
(1947 edition) by Anne
Frank Or The Story of
My Life (1903 edition)
by Helen Keller
The Canterville Ghost
(1906 edition) by Oscar
Wile Or Up from
Slavery (2000 edition) by
Booker T. Washington
Hounds of Baskerville
(1902) Arthur Conan
Doyle Or Lord of Flies
(1954) William Golding
The following points may be noted:
1. There are two novels prescribed at each level. The schools have the option to choose only one out of
the two for writing the examination.
2. All the novels are introduced in the unabridged form.
3. No publisher has been specified for the novels.
To support the schools in this endeavor CBSE would also be uploading the copyright free online versions
of above mentioned books on its website (www.cbseacademic.in).For any further query Ms Neelima Sharma,
Consultant (English) may be contacted at L.L.: 011-23233552 or email at neelimasharma.cbse@gmail.com
April-June 2012 159

This may be brought to the notice of all the concerned students and teachers
Yours sincerely,
(Dr. SADHANA PARASHAR)
DIRECTOR (Training)
Copy to the respective Heads of Directorates, Organizations and Institutions as indicated below with a request
to disseminate the information to all the schools under their jurisdiction:
1. The Commissioner, Kendriya Vidyalaya Sangathan,
18-Institutional Area, Shaheed Jeet Singh Marg,
Delhi- 16.
3. The Director of Education, Directorate of Education,
Govt. of NCT of Delhi, Old Secretariat, Delhi-
110054.
5. The Director of Education, Govt. of Sikkim,
Gangtok, Sikkim- 737101.
7. The Director of Education, Govt. of A&N Islands,
Port Blair- 744101
9. The Secretar y, Central Tibetan School
Administration, SS Plaza, Community Centre,
Sector 3, Rohini, Delhi- 110085
11. The Joint Secretary (IT) with the request to put
this circular on the CBSE website.
2. The Commissioner, Navodaya Vidayalaya Samiti,
A-28, Kailash Colony, New Delhi.
4. The Director of Public Instructions (Schools), Union
Territory Secretariat, Sector-9, Chandigarh-
160017.
6. The Director of School Education, Govt. of
Arunachal Pradesh, Itanagar-791111
8. The Director of Education, S.I.E., CBSE Cell, VIP
Road, Junglee Ghat, P.O. 744103, A&N Islands.
10. All the Regional Officers of CBSE with the request
to send this circular to all the Heads of the affiliated
schools of the Board
12. The Education Officers/ AEOs of the Academic
Branch, CBSE
13. The Library and Information Officer, CBSE 14. E.O. to Chairman, CBSE
15. DO/ PA to Secretary, CBSE 16. PA to CE, CBSE
17. PA to Director (Acad.) 18. PA to Director( Special Examinations)
19. PA to Director (Edusat and Vocational
Education)
20. PRO, CBSE
160 Community Outreach

Website: www.cbse.nic.in Phone: 23220155
Email-id: sugandh.cbse@live.com
Central Board of Secondary Education
(An Autonomous Organization under the Union Ministry of Human Resource Development, Govt. of India)
“Shiksha Sadan”, 17-Rouse Avenue, New Delhi-110 002
ACAD/CBSE/EO(C)/2012
Circular No. Acad-9/2012
2nd May, 2012
All the Heads of the CBSE
affiliated schools
Subject:
Guidelines for Project Work in Business Studies for Classes XI and XII w.e.f. the academic
session 2012-13 and the Board Examination 2013.
Dear Principal,
Kindly refer to the Business Studies syllabus for Classes XI and XII pertaining to the Board Examination year
2013 which provides for Project Work of 10 marks in both the classes at senior school level. The Board has brought
out Guidelines for Project Work for perusal of the Business Studies teachers. Kindly bring these to the notice of
concerned teachers and students.
The teachers are requested to ensure that the project work assigned to the students whether individually or
in group are discussed at different stages right from assignment to drafts review and finalization. Students
should be facilitated in terms of providing relevant materials or suggesting websites, or obtaining required
permissions from business houses, malls etc for their project. The 16 periods assigned to the Project Work
should be suitably spaced throughout the academic session. The teachers MUST ensure that the students
actually go through the rigors and enjoy the process of doing the project rather than depending on any
readymade material available outside.
The revised Sample Question Papers (Theory) in Business Studies for Class XII will soon be uploaded on the
CBSE website.
April-June 2012 161

Kindly bring these to the notice of concerned teachers and students.
Yours sincerely
N. Nagaraju
Director (Academic)
Encl.: Guidelines for Project work in Business Studies, Classes XI and XII.
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.
2. The Commissioner, Navodaya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
3. The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat,
Delhi-110 054.
4. The Director of Public Instructions (Schools), Union Territory Secretariat, Sector 9, Chandigarh-160 017.
5. The Director of Education, Govt. of Sikkim, Gangtok, Sikkim – 737 101.
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-744 101.
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.
10. The Education Officers/AEOs of the Academic Branch, CBSE.
11. The Joint Secretary (IT) with the request to put this circular on the CBSE website.
12. Joint Secretary(ACAD).
13. The Library and Information Officer, CBSE
14. EO to Chairman, CBSE
15. PA to CE, CBSE
16. PA to Secretary, CBSE
17. PA to HOD (AIEEE)
18. PA to HOD (Edusat)
19. The PRO, CBSE
DIRECTOR (ACADEMIC)
162 Community Outreach

PROJECT WORK IN BUSINESS STUDIES
FOR CLASS XI AND XII
(Effective from the Academic Session 2012-13 and Board
Examination of Class XII, 2013.)
INTRODUCTION
The course in Business Studies is introduced at Senior School level to provide students with a sound understanding
of the principles and practices bearing in business (trade and industry) as well as their relationship with the
society. Business is a dynamic process that brings together technology, natural resources and human initiative in
a constantly changing global environment. With the purpose to help them understand the framework within
which a business operates, and its interaction with the social, economic, technological and legal environment, the
CBSE has introduced Project Work in the Business Studies Syllabus for Classes XI and XII. The projects have
been designed to allow students to appreciate that business is an integral component of society and help them
develop an understanding of the social and ethical issues concerning them.
The project work also aims to empower the teacher to relate all the concepts with what is happening around the
world and the student’s surroundings, making them appear more clear and contextual. This will enable the student
to enjoy studies and use his free time effectively in observing what’s happening around.
By means of Project Work the students are exposed to life beyond textbooks giving them opportunities to refer
materials, gather information, analyse it further to obtain relevant information and decide what matter to keep.
OBJECTIVES
After doing the Project Work in Business Studies, the students will be able to do the following:
• develop a practical approach by using modern technologies in the field of business and
management;
• get an opportunity for exposure to the operational environment in the field of business management
and related services;
• inculcate important skills of team work, problem solving, time management, information collection,
processing, analysing and synthesizing relevant information to derive meaningful conclusions;
• get involved in the process of research work;
• demonstrate his or her capabilities while working independently and
• make studies an enjoyable experience to cherish.
April-June 2012 163

CLASS XI
GUIDELINES FOR TEACHERS
This section provides some basic guidelines for the teachers to launch the projects in Business Studies. It is very
necessary to interact, support, guide, facilitate and encourage students while assigning projects to them.
The teachers must ensure that the project work assigned to the students whether individually or in group are
discussed at different stages right from assignment to drafts review and finalization. Students should be facilitated
in terms of providing relevant materials or suggesting websites, or obtaining required permissions from business
houses, malls etc for their project. The 16 periods assigned to the Project Work should be suitably spaced throughout
the academic session. The teachers MUST ensure that the students actually go through the rigors and enjoy the
process of doing the project rather than depending on any readymade material available commercially.
The following steps might be followed:
1. Students must take any one topic during the academic session of Class XI.
2. The project may be done in a group or individually.
3. The topic should be assigned after discussion with the students in the class and should then be
discussed at every stage of submission of the draft/final project work.
4. The teacher should play the role of a facilitator and should closely supervise the process of project
completion.
5. The teachers must ensure that the student’s self esteem should go up, and he /she should be able to
enjoy this process.
6. The project work for each term should culminate in the form of Power Point Presentation/Exhibition/
Skit before the entire class. This will help in developing ICT and communication skills among
them.
164 Community Outreach

THE TEACHER SHOULD HELP STUDENTS TO
IDENTIFY ANY ONE PROJECT FROM THE GIVEN TOPICS.
I. Project ONE: FIELD VISIT.
The objective of introducing this project among the students is to give a first hand experience to them regarding
the different types of business units operating in their surroundings, to observe their features and activities and
relate them to the theoretical knowledge given in their text books.
The students should select a place of field visit from the following: –
(Add more as per local area availability.)
1. Visit to a Handicraft unit.
2. Visit to an Industry.
3. Visit to a Whole sale market. (vegetables, fruits, flowers, grains, garments.)
4. Visit to a Departmental store.
5. Visit to a Mall.
The following points should be kept in mind while preparing this visit.
1. Select a suitable day free from rush/crowd with lean business hours..
2. The teacher must visit the place first and check out on logistics. It’s better to seek permission from the
concerned business- incharge.
3. Visit to be discussed with the students in advance. They should be encouraged to prepare a worksheet
containing points of observation and reporting.
4. Students may carry their cameras (at their own risk) with prior permission for collecting evidence of their
observations.
1. Visit to a Handicraft Unit.
The purpose of visiting a Handicraft unit is to understand nature and scope of its business, stake holders involved
and other aspects as outlined belowa)
The raw material and the processes used in the business: People /parties/firms from which they obtain their
raw material.
b) The market, the buyers, the middlemen, and the areas covered.
c) The countries to which exports are made.
d) Mode of payment to workers, purchasers etc.
e) Working conditions.
f ) Modernization of the process over a period of time.
g) Facilities, security and training for the staff and workers.
April-June 2012 165

h) Subsidies available/ availed.
i) Any other aspect that the teachers deem fit.
2. Visit to an Industry.
The students are required to observe the following:
a) Nature of the business organisation.
b) Determinants for location of business unit.
c) Form of business enterprise: Sole Proprietorship, Partnership, Undivided Hindu Family, Joint Stock
Company (a Multinational Company).
d) Different stages of production/process
e) Auxiliaries involved in the process.
f ) Workers employed, method of wage payment, training programmes and facilities available.
g) Social responsibilities discharged towards workers, investors,
society, environment and government.
h) Levels of management.
i) Code of conduct for employers and employees.
j) Capital structure employed- borrowed v/s owned.
k) Quality control, recycling of defective goods.
l) Subsidies available/availed.
m) Safety Measures employed.
n) Working conditions for labour in observation of Labour Laws.
o) Storage of raw material and finished goods.
p) Transport management for employees, raw material and finished goods.
q) Functioning of various departments and coordination among them (Production, Human Resource, Finance
and Marketing)
r) Waste Management.
s) Any other observation.
3. Visit to a whole sale market : vegetables/fruits/flowers/grains/garmentsetc.
The students are required to observe the following:
a) Sources of merchandise.
b) Local market practices.
c) Any linked up businesses like transporters, packagers, money lenders, agents, etc.
d) Nature of the goods dealt in.
e) Types of buyers and sellers.
f ) Mode of the goods dispersed, minimum quantity sold, types of packaging employed.
166 Community Outreach

g) Factors determining the price fluctuations.
h) Seasonal factors (if any) affecting the business.
i) Weekly/ monthly non working days.
j) Strikes, if any- causes thereof.
k) Mode of payments.
l) Wastage and disposal of dead stock.
m) Nature of price fluctuations, reason thereof.
n) Warehousing facilities available\availed.
o) Any other aspect.
4. Visit to a Departmental store
The students are required to observe the following:
a) Different departments and their lay out.
b) Nature of products offered for sale.
c) Display of fresh arrivals.
d) Promotional campaigns.
e) Spaces and advertisements.
f ) Assistance by Sales Personnel.
g) Billing counter at store – Cash, Credit Card/ Debit Card, swipe facility. Added attractions and facilities at
the counter.
h) Additional facilities offered to customers
i) Any other relevant aspect.
5. Visit to a Mall.
The students are required to observe the following:
a. Number of floors, shops occupied and unoccupied.
b. Nature of shops, their ownership status
c. Nature of goods dealt in: local brands, international brands,
d. Service business shops- Spas, gym, saloons etc.
e. Rented spaces, owned spaces,
f. Different types of promotional schemes.
g. Most visited shops.
h. Special attractions of the Mall- Food court, Gaming zone or Cinema etc.
i. Innovative facilities.
j. Parking facilities.
Teachers may add more to the list.
April-June 2012 167

II. Project TWO : CASE STUDY ON A PRODUCT
a) Take a product having seasonal growth and regular demand with which students can relate. For example,
• Apples from Himachal Pradesh, Kashmir.
• Oranges from Nagpur,
• Mangoes from Maharashtra/U.P./Bihar/Andhra Pradesh etc.
• Strawberries from Panchgani,
• Alivora from Rajasthan,
• Walnuts/almonds from Kashmir,
• Jackfruit from South,
• Guavas from Allahbad,
• Fishes from coastal areas.
Students may develop a Case Study on the following lines:
(i) Research for change in price of the product. For example, apples in Himachal Pradesh during plucking and
non plucking season.
(ii) Effect on prices in the absence of effective transport system.
(iii) Effect on prices in the absence of suitable warehouse facilities.
(iv) Duties performed by the warehouses.
(v) Demand and supply situation of the product during harvesting season, prices near the place of origin and
away.
Students may be motivated to find out the importance of producing and selling these products and their processed
items along with the roles of Transport, Warehousing, Advertising, Banking, Insurance, Packaging, Wholesale
selling, Retailing, Co-operative farming, Co-operative marketing etc.
The teacher may develop the points for other projects on similar lines for students to work on.
The teacher may assign this project as ‘group’ project and may give different products to different groups. It could
conclude in the form of an exhibition.
III. Project THREE: AIDS TO TRADE.
Taking any one AIDS TO TRADE, for example Insurance and gathering information on following aspects:
1. History of Insurance Lloyd’s contribution.
2. Development of regulatory Mechanism.
3. Insurance Companies in India
4. Principles of Insurance.
5. Types of Insurance. Importance of insurance to the businessmen.
6. Benefits of crop, orchards, animal and poultry insurance to the farmers.
168 Community Outreach

7. Terminologies used (premium, face value, market value, maturity value, surrender value) and their
meanings
8. Anecdotes and interesting cases of insurance. Reference of films depicting people committing fraudulent
acts with insurance companies.
9. Careers in Insurance.
Teachers to develop such aspects for other aids to trade.
IV. Project FOUR: STOCK EXCHANGE
The students are already exposed to the Stock Exchange under Globalization in the Economics Unit of Social
Science Syllabus of class X. The Project Work will enable them to understand the topics ‘Sources of Business
Finance,’ Unit 7 of Class XI and ‘Capital Market,’ Unit 10 of Class XII.
The project work will enable the students to :
- understand the topics like sources of business finance and capital market
- understand the concepts used in stock exchange
- inculcate the habit of watching business channels, reading business journals/ news papers and seeking
information from their elders.
On the basis of the knowledge of Sources of Business Finance in class XI, the students are expected to:
a) develop a brief report on History of Stock Exchanges in India.
b) prepare a list of at least 25 companies listed on a Stock Exchange.
c) make an imaginary port folio totalling a sum of Rs 50,000 equally in any of the 5 companies of their choice
listed above.
The students may be required to report the prices of the stocks on daily basis and present it diagrammatically on
the graph paper.
• They will understand the weekly holidays and the holidays under the Negotiable Instruments Act. They
will also come across with terms like closing prices, opening prices,etc.
• During this period of recording students are supposed to distinctively record the weekly and other days
under the negotiable instrument act so that they acquire knowledge about closing and opening prices.
• The students may conclude by identifying the causes in the fluctuations of prices. Normally it would be
related to the front page news of the Economic Times, for example,
• Change of seasons.
• Festivals.
• Spread of epidemic.
• Strikes and accidents
• Natural and human disasters.
• Political environment.
April-June 2012 169

• Lack in faith in the government policies.
• Impact of changes in government policies for specific industry.
• International events.
• Contract and treaties at the international scene.
• Relations with the neighboring countries.
• Crisis in developed countries,etc.
The students are expected to find the value of their investments and accordingly rearrange their portfolio. The
project work should cover the following aspects;
1. Graphical presentation of the share prices of different companies on different dates.
2. Change in market value of shares due to change of seasons, festivals, natural and human disasters.
2. Change in market value of shares due to change in political environment / policies of various countries /
crisis in developed countries or any other reasons
3. Identify the top ten companies out of the 25 selected on the basis of their market value of shares.
It does not matter if they have made profits or losses.
V. Project FIVE : IMPORT /EXPORT PROCEEDURE.
Any one from the following
I. IMPORT /EXPORT PROCEDURE.
The students should identify a product of their city/country which needs to be imported /exported. They are
required to find the details of the actual import/export procedure. They may take help from the Chambers
of Commerce, Banker, existing Importers/Exporters, etc.
They should find details of the procedure and link it with their Text knowledge.
The specimens of documents collected should be pasted in the Project file with brief description of each.
They may also visit railway godowns/dockyards/ transport agencies and may collect pictures of the same.
PRESENTATION AND SUBMISSION OF PROJECT REPORT.
At the end of the stipulated term, each student will prepare and submit his/her project report.
Following essentials are required to be fulfilled for its preparation and submission.
1. The total project will be in a file format, consisting of the recordings of the value of shares and the
graphs.
2. The project will be handwritten.
3. The project will be presented in a neat folder.
170 Community Outreach

4. The project report will be developed in the following sequence-
• Cover page should project the title, student information, school and year.
• List of contents.
• Acknowledgements and preface (acknowledging the institution, the news papers read, T.V. channels viewed,
places visited and persons who have helped).
• Introduction.
• Topic with suitable heading.
• Planning and activities done during the project, if any.
• Observations and findings while conducting the project.
• News paper clippings to reflect the changes of share prices.
• Conclusions (summarised suggestions or findings, future scope of study).
• Appendix (if needed).
• Teachers report.
• Teachers will initial preface page.
• At the completion of the evaluation of the project, it will be punched in the centre so that the report cannot
be reused but is available for reference only.
• The projects will be returned after evaluation. The school may keep the best projects.
ASSESSMENT
The marks will be allocated on the following heads.
1. Initiative, cooperativeness and participation 1 Mark
2. Creativity in presentation 1 Mark
3. Content, observation and research work 2 Mark
4. Analysis of situations 2 Mark
5. Viva 4 Mark
---------------
Total
10 Marks
____________
April-June 2012 171

GUIDELINES FOR TEACHERS
CLASS XII
1. Help students to select any ONE Topic for the entire year.
2. The topic should be assigned after discussion with the students in the class and should then be discussed
at every stage of the submission of the project.
7. The teacher should play the role of a facilitator and should closely supervise the process of project completion.
The teachers must ensure that the project work assigned to the students whether individually or in group
are discussed at different stages right from assignment to drafts review and finalization. Students should be
facilitated in terms of providing relevant materials or suggesting websites, or obtaining required permissions
from business houses, malls etc for their project. The 16 periods assigned to the Project Work should be
suitably spaced throughout the academic session. The teachers MUST ensure that the students actually
go through the rigors and enjoy the process of doing the project rather than depending on any readymade
material available outside.
3. The students must make a presentation of the project before the class.
4. The teachers must ensure that the student’s self esteem and creativity is enhanced and both the teacher and
the student enjoy this process.
5. The teachers should feel pride in the fact that they have explored the different dimensions of the project
in an innovative way and their students have put in genuine work.
(I) Project ONE: ELEMENTS OF BUSINESS ENVIRONMENT
The teachers should help the students in selecting any one element of the following:
1. Changes witnessed over the last few years on mode of packaging and its economic impact. The teacher may
guide the students to identify the following changes:
a) The changes in transportation of fruits and vegetables such as cardboard crates being used in place
of wooden crates, etc. Reasons for above changes.
b) Milk being supplied in glass bottles , later in plastic bags and now in tetra pack and through vending
machines.
172 Community Outreach

c) Plastic furniture [doors and stools] gaining preference over wooden furniture.
d) The origin of cardboard and the various stages of changes and growth.
e) Brown paper bags packing to recycled paper bags to plastic bags and cloth bags.
f )
Re use of packaging [bottles, jars and tins] to attract customers for their products.
g) The concept of pyramid packaging for milk.
h) Cost being borne by the consumer/manufacturer.
i) Packaging used as means of advertisements.
2. The reasons behind changes in the following:
Coca – Cola and Fanta in the seventies to Thums up and Campa Cola in the eighties to Pepsi and Coke
in nineties.
The teacher may guide the students to the times when India sold Coca Cola and Fanta were being
manufactured in India by the foreign companies.
The students may be asked to enquire about
a. Reasons of stopping the manufacturing of the above mentioned drinks in India THEN.
b. The introduction of Thums up and Campa cola range.
c. Re entry of Coke and introduction of Pepsi in the Indian market.
d. Factors responsible for the change.
e. Other linkages with the above.
f. Leading brands and the company having the highest market share.
g. Different local brands venturing in the Indian market.
h. The rating of the above brands in the market.
i. The survival and reasons of failure in competition with the international brands.
j. Other observations made by the students
The teacher may develop the following on the above lines
3. Changing role of the women in the past 25 years relating to joint families, nuclear families, women as a
bread earner of the family, changes in the requirement trend of mixers, washing machines, micro wave and
standard of living.
4. The changes in the pattern of import and export of different Products.
5. The trend in the changing interest rates and their effect on savings.
6. A study on child labour laws, its implementation and consequences .
7. The state of ‘anti plastic campaign,’ the law, its effects and implementation.
8. The laws of mining /setting up of industries, rules and regulations, licences required for running that
business.
April-June 2012 173

9. Social factors affecting acceptance and rejection of an identified product. ( Dish washer, Atta maker, etc)
10. What has the effect been on the types of goods and services The students can take examples like:
a. Washing machines, micro waves, mixers and grinder.
b. Need for crèche, day care centre for young and old.
c. Ready to eat food, eating food outside, and tiffin centres.
11. Change in the man-machine ratio with technological advances resulting in change of cost structure.
12. Effect of changes in technological environment on the behaviour of employee.
(II) Project TWO: PRINCIPLES OF MANAGEMENT.
The students are required to visit any one of the following:
1) A departmental store.
2) An Industrial unit.
3) A fast food outlet.
4) Any other organisation approved by the teacher.
They are required to observe the application of the general Principles of management advocated by Fayol.
Fayol’s principles
1. Division of work.
2. Unity of command.
3. Unity of direction.
4. Scalar chain
5. Espirit de corpse
6. Fair remuneration to all.
7. Order.
8. Equity.
9. Discipline
10. Subordination of individual interest to general interest.
11. Initiative.
12. Centralisation and decentralisation.
13. Stability of tenure.
OR
174 Community Outreach

They may enquire into the application of scientific management techniques by F.W.Taylor in the unit visited.
Scientific techniques of management.
1. Functional foremanship.
2. Standardisation and simplification of work.
3. Method study.
4. Motion Study.
5. Time Study.
6. Fatigue Study
7. Differential piece rate plan.
Tips to teacher
i. The teacher may organize this visit.
ii. The teacher should facilitate the students to identify any unit of their choice and guide them to identify
the principles that are being followed.
iii. Similarly they should guide the students to identify the techniques of scientific management implemented
in the organisation.
iv. It may be done as a group activity.
v. The observations could be on the basis of
• The different stages of division of work resulting to specialisation.
• Following instructions and accountability of subordinates to higher authorities.
• Visibility of order and equity in the unit.
• Balance of authority and responsibility.
• Communication levels and pattern in the organisation.
• Methods and techniques followed by the organisation for unity of direction and coordination amongst
all.
• Methods of wage payments followed.
• The arrangements of fatigue study.
• Derivation of time study.
• Derivation and advantages of method study.
• Organisational chart of functional foremanship.
• Any other identified in the organisation
vi. It is advised that students should be motivated to pick up different areas of visit. As presentations of different
areas in the class would help in better understanding to the other students.
April-June 2012 175

vii.
The students may be encouraged to develop worksheets. Teachers should help students to prepare
observation tools to be used for undertaking the project. Examples; worksheets, questionnaire, interviews
and organisational chart etc.
(III) Project THREE : MARKETING MANAGEMENT
It is advised that teachers should assign the students to do a simple market research with the objective of finding
out a product /service whose marketing may be profitable like
i. Toothpaste
ii. Noodles
iii. Shampoo
iv. Bathing soap
v. Washing detergent
vi. Washing powder
vii. Lipstick
viii. Moisturiser
ix. Shoe polish
x. Pen
xi. Shoes
xii. Hair dye
xiii. Mobile
xiv. Chocolate
xv. Sauces/ketchup
xvi. Ready soups
xvii. Body spray
xviii. Fairness cream
xix. Hair oil
xx. Roasted Snacks
xxi. Jeans
xxii. Pickles
xxiii. Squashes
xxiv. Jams
xxv. Salt
xxvi. Bread
xxvii. Butter
176 Community Outreach

xxviii. Shaving cream
xxix. Razor
xxx.
Cheese spreads
xxxi. e -Wash
xxxii. Tiffin wallah
Any more as suggested by the teacher.
The teacher must ensure that the identified product should not be items whose consumption /use is discouraged
by the society and government like alcohol products/ pan masala and tobacco products, etc.
Identify one product/service from the above which the students may like to manufacture/provide [pre
assumption].
Now the students are required to make a project on the identified product/ service keeping in mind the
following.
1. Why have they selected this product/service
2. Find out ‘5’ competitive brands that exist in the market.
3. What permission and licences would be required to make the product
4. What are your competitors Unique Selling Proposition.[U.S.P.]
5. Does your product have any range give details
6. What is the name of your product
7. Enlist its features.
8. Draw the ‘Label’ of your product.
9. Draw a logo for your product.
10. Draft a tag line.
11. What is the selling price of your competitor’s product
(i) Selling price to consumer
(ii) Selling price to retailer
(iii) Selling price to wholesaler
What is the profit margin in percentage to the
• Manufacturer.
• Wholesaler.
• Retailer.
12. How will your product be packed
13. Which channel of distribution are you going to use Give reasons for selection
14. Decisions related ot warehousing, state reasons.
April-June 2012 177

15. What is going to be your selling price
(i)
(ii)
(iii)
To consumer
To retailer
To wholesaler
16. List 5 ways of promoting your product.
17. Any schemes for
(i)
(ii)
(iii)
The wholesaler
The retailer
The consumer
18. What is going to be your ‘U.S.P
19. What means of transport you will use and why
20. Draft a social message for your label.
21. What cost effective techniques will you follow for your product.
22. What cost effective techniques will you follow for your promotion plan.
At this stage the students will realise the importance of the concept of marketing mix and the necessary decision
regarding the four P’s of marketing.
• PRODUCT
• PRODUCT
• PLACE
• PRICE
• PROMOTION
On the basis of the work done by the students the project report should include the following:
1. Type of product /service identified and the (consumer/industries) process involve there in.
2. Brand name and the product.
3. Range of the product.
4. Identification mark or logo.
5. Tagline.
6. Labelling and packaging.
7. Price of the product and basis of price fixation.
8. Selected channels of distribution and reasons thereof.
9. Decisions related to transportation and warehousing. State reasons.
10. Promotional techniques used and starting reasons for deciding the particular technique.
11. Grading and standardisation.
178 Community Outreach

PRESENTATION AND SUBMISSION OF PROJECT REPORT.
At the end of the stipulated term, each student will prepare and submit his/her project report.
Following essentials are required to be fulfilled for its preparation and submission.
1. The total length of the project will be of 25 to 30 pages.
2. The project should be handwritten.
3. The project should be presented in a neat folder.
4. The project report should be developed in the following sequence-
• Cover page should include the title of the Project, student information, school and year.
• List of contents.
• Acknowledgements and preface (acknowledging the institution, the places visited and the persons
who have helped).
• Introduction.
• Topic with suitable heading.
• Planning and activities done during the project, if any.
• Observations and findings of the visit.
• Conclusions (summarised suggestions or findings, future scope of study).
• Photographs (if any).
• Appendix.
• Teacher’s observation.
• Signatures of the teachers.
• At the completion of the evaluation of the project, it should be punched in the centre so that the
report may not be reused but is available for reference only.
• The projects will be returned after evaluation. The school may keep the best projects.
ASSESSMENT
ALLOCATION OF MARKS (TEN)
The marks will be allocated under the following heads:
1. Initiative, cooperativeness and participation 1 Mark
2. Creativity in presentation 1 Mark
3. Content, observation and research work 2 Mark
4. Analysis of situations 2 Mark
5. Viva 4 Mark
---------------
Total
10 Marks
__________
April-June 2012 179

Website: www.cbse.nic.in Phone: 011-23220155
Central Board of Secondary Education
SHIKSHA SADAN, 17-ROUSE AVENUE, INSTITUTIONAL AREA
NEW DELHI-110002.
CBSE/COM/ACAD/2012
Circular No. Acad-10/2012
03-05-2012
Dear Principal,
Subject :- Popularising Cooperative Concept in Schools.
You may be aware that the Indian Cooperative Movement with about 6 lakhs Cooperatives and 24 crores
members is the largest in the world. There is hardly any field of socio-economic activity in which cooperatives
are not present. With hundred percent coverage in the rural areas, the cooperatives have a strong presence in
the fields of dairy, agricultural credit, housing, sugar, fishery, labour, fertilizer, tourism, etc. The cooperative credit
system in India has the largest network in the world and cooperatives have advanced more credit in the Indian
agricultural sector than the commercial banks. In the production of sugar the cooperatives share of the market
is over 58 % and in the marketing and distribution of cotton they have share of around 60%. The cooperative
sector accounts for 55% of the looms in the hand weaving sector. Cooperatives process, market and distribute
50% of the edible oils. The share of cooperatives is 36% in fertiliser distribution, 46% in sugar production and
45% in ice cream manufacturing. IFFCO and KRIBHCO are the two well known global fertiliser cooperatives
who have excelled in their fertilizer production activities. Amul is a well known Cooperative milk brand popular
all over the country. National Cooperative Union of India (NCUI www.ncui.net) being an apex organisation of
the cooperative movement is primarily involved in cooperative education and training all over the country. In the
recent years, NCUI has taken definite initiatives to popularise cooperative concept in the schools. Considering the
wide-spread reach and achievements of the cooperative movement, CBSE is keen to support serious endeavours
geared towards popularising cooperative education in the schools.
United Nations has declared 2012 as International Year of Cooperatives. It is a big opportunity for the cooperative
sector in India to create awareness for cooperatives at all levels so that the general masses are aware of the strengths
of the cooperative movement in the country. There is a strong feeling that the relevance of the cooperative movement
can be more pronounced if the youth are brought in its fold.
180 Community Outreach

Accordingly, NCUI has chalked out following action plan to popularise cooperative concept in the schools.
- Considering inadequate coverage to cooperatives in the school syllabus, undertaking concrete steps
so as to ensure that Cooperatives as a distinct subject is introduced in the school syllabus.
- Organising cooperative awareness events like essay, quiz, debates, painting, declamation contest, etc.
so as to generate interest of school children in the subject of cooperatives.
- NCUI will be organising cooperative training as well as sensitisation programmes/ workshops for
the principals, teachers and the school children of the public/government/Kendriya Vidyalaya/
Navodaya Vidyalaya/MCD schools. The first phase of training with Kendriya Vidyalaya will begin
in April,2012.
- NCUI also plans to sponsor the visits of 10th to 12th standard students to some of the successful
cooperatives in Delhi/other places so as to make the school children aware of the good work of
cooperatives.
- NCUI through regular communication with the schools will urge them to form student cooperatives
in their campuses so that students may develop their entrepreneurship skills while also learn the
cooperative principles and values through managing these cooperatives. There are many successful
student cooperatives working in India in the states of Karnataka, Kerala, Tamil Nadu, Gujarat and
Maharashtra. In the international scenario, Malaysia, Indonesia, Thailand, Japan and other Asian
countries have also very successful student cooperatives. NCUI will provide all assistance in formation
of student cooperatives by the schools in this regard.
- NCUI also plans to provide short duration internship opportunities to the 12th standard school
students so that they have an enriching experience while working in cooperatives.
- In order to provide leadership skills to the 10th to 12th standard school children, NCUI will organise
cooperative leadership development programmes for the Principals/teachers/school children of various
schools.
- NCUI in collaboration with CBSE may organise a Conference on ‘Popularising Cooperative
Education in Schools’, and also develop an unprized publication on ‘Developing Cooperatives in
Schools.’
For the above activities/ programmes, NCUI looks forward to valuable inputs/support from the heads of the
school education institutions/principals of the schools /teachers/students all over the country. The NCUI officials
will also like to meet them so that more interactive programmes are formulated. Mr. Sanjay Verma, Nodal Officer
Coop-Connect, NCUI [Mobile no. 9871146034 e-mail- sanjayvermancui@india.coop] may be contacted for the
details. Further details about the organisation can be obtained from NCUI’s website: www.ncui.net
April-June 2012 181

You are kindly requested to disseminate this information to all the concerned.
Thanking you,
Yours sincerely,
Sugandh Sharma
Education Officer ( Commerce)
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.
2. The Commissioner, Navodaya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
3. The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat, Delhi-110 054.
4. The Director of Public Instructions (Schools), Union Territory Secretariat, Sector 9, Chandigarh-160 017.
5. The Director of Education, Govt. of Sikkim, Gangtok, Sikkim – 737 101.
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-744 101.
8. The Secretary, Central Tibetan School Administration, ESS ESS 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.
10. The Education Officers/AEOs of the Academic Branch, CBSE.
11. The Joint Secretary (IT) with the request to put this circular on the CBSE website.
12. Joint Secretary(ACAD).
13. The Library and Information Officer, CBSE
14. EO to Chairman, CBSE
15. PA to CE, CBSE
16. PA to Secretary, CBSE
17. PA to HOD (AIEEE)
18. PA to HOD (Edusat)
19. The PRO, CBSE
Education Officer (Commerce)
182 Community Outreach

kj luckslsd fnYyh&92 Ph. 011- 23212603, 23234324
Gram : CENBOSEC, Delhi – 92 Fax: 011- 23234324
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(Ekkuo lalk/u fodkl ea=kky;] Hkkjr ljdkj] ds v/hu ,d Lok;Rr laxBu)
f'k{kk lnu] 17] bUlfVV~;w'kuy {ks=k] jkmt ,osU;w] fnYyh&110002
CENTRAL BOARD OF SECONDARY EDUCATION
(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)/TERI/2012 8 May 2012
Circular No. Acad-11/2012
All the Heads of Schools
affiliated to CBSE
Subject: The Second CBSE-TERI ‘GREEN Olympiad’ and TERRAQUIZ - 2012
Dear Principal,
I am afraid to go out in the sun now because of the holes in the ozone. I am afraid to breathe the air because
I don't know what chemicals are in it.
I used to go fishing in Vancouver with my dad until just a few years ago we found the fish full of cancers.
And now we hear about animals and plants going exinct every day -- vanishing forever.
In my life, I have dreamt of seeing the great herds of wild animals, jungles and rainforests full of birds and
butterflies, but now I wonder if they will even exist for my children to see.
- Severn Suzuki (12 yrs) speaking for E.C.O. (The Environmental Children's Organisation)
at the 1992 Earth Summit in Rio Centro, Brazil
‘The Energy and Resources Institute (TERI)’ has been conducting ‘GREEN Olympiad’ project in India and
abroad for students of classes VIII to X since 1999. The exam is conducted by ‘Educating Youth for Sustainable
Development Division’ of TERI and attracts participation from lakhs of school students across India and abroad.
Environment education forms an integral part of school, society and life and the written test assesses the
Environment related sensitivity of the students. This effort (of TERI) aligns well with the existing school curriculum
on one side and the spirit of CCE re-initiated by the Board on the other. In view of collective responsibility
towards social awareness, the Board considers the Olympiad as relevant to address the challenges of 21st century
through school education.
April-June 2012 183

The ‘GREEN Olympiad’ is designed in an innovative manner to test the knowledge of students in the field of
environment and in turn create awareness about issues touching their daily lives. This annual initiative reaches
out to regions across India having limited access to such educational programmes. The purpose is to improve and
expand environment education both at the national and international level. It aspires to develop human resources,
institutional infrastructure and a diverse mixture of locale-specific, regional and national action plans to sensitize
schools on the need for environmental protection.
Participation in this Olympiad is an excellent opportunity for students to put to test their Environmental
Quotient. Questions in this Olympiad are woven around environmental issues, with direct linkages to the school
curriculum. This project has also been endorsed by UNESCO and DESD (Decade of Education for Sustainable
Development).
Project objectives:
• To raise awareness amongst school students on environmental issues.
• To instil a sense of responsibility amongst students, teachers, and the larger school community towards the planet.
• To educate students regarding interdependence between man and the environment.
• To encourage students to actively participate in efforts to conserve the environment and help mitigate
climate change.
• To help ‘students’ realise their own potential for national and international leadership as knowledgebased
agents of change in the field of energy, environment and other natural resources for sustainable
development.
• To inspire and reach out to diverse stakeholders for realizing a shared vision of global sustainable
development.
• To enhance networking for sustainable interventions.
The ‘GREEN Olympiad’ addresses the need for networking amongst the schools to establish a ‘Platform’ and
helps the students to connect and understand what is happening in the world around them. Schools in the semiurban
and rural areas often have limited access to information on environment. To address this problem, TERI
partners with regional education boards and trusts which have schools in remote areas.
The salient points about the ‘GREEN Olympiad’ are:
• The examination is open to students of classes VIII-X.
• The examination can be taken either in English or in Hindi.
• A minimum of 20 students are required to register the school for the examination.
• Each school will be the centre for its registered students.
• The paper will be of 2 hours duration comprising of 100 multiple choice questions, with no negative marking.
• The CBSE course for classes VIII to X is the syllabus for the Examination, with a focus on environmental
issues, concerns, awareness and information.
184 Community Outreach

• This year the examination will be held on two different dates - 25th August 2012 and 29th September
2012 on the theme ‘Me and my Environment’.
• Each school can select only one date as per their convenience.
• Examination material will be sent to the school as per the date opted by the school.
• Last date for receiving the duly filled registration forms is 23rd July 2012.
• Registration Fee: Rs. 35/- per student.
• Total fee collected by the school has to be sent through a bank draft drawn in favour of TERI, payable at New Delhi.
• All participants will receive participation certificates. Selected schools will also participate in TERRAQUIZ,
a televised quiz programme.
• The Registration Form for the ‘GREEN Olympiad’-2012 is being enclosed and the same may also be
downloaded from the project website: www.teriin.org/olympiad.
• Completed Registration Forms alongwith the Bank draft should be sent to TERI at the following address
(Registration Forms and Bank Drafts should NOT be sent to CBSE):
Environmental Education and Awareness Area
The Energy and Resources Institute (TERI)
Darbari Seth Block, India Habitat Centre
Lodhi Road, New Delhi-110 003
Contact details: Ph.: 011-24682100 or 41504900
Fax : 011-246882144 or 24682145
Email : go@teri.res.in
Website: http://www.teriin.org/olympiad
You are requested to motivate your students to participate in the ‘GREEN Olympiad’.
I’m reminded of the words of Richard Bach –
“We generate our own environment. We get exactly what we deserve. How can we resent a life we've created
ourselves Who's to blame, who's to credit but us Who can change it, anytime we wish, but us”
Looking forward to your whole hearted cooperation
With best wishes and regards,
Yours sincerely
(DR. SADHANA PARASHAR)
DIRECTOR (TRAINING)
Encl: Registration Form for the ‘GREEN Olympiad’ and TERRAQUIZ - 2012
April-June 2012 185

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.
2. The Commissioner, Navodaya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
3. The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat,
Delhi-110 054.
4. The Director of Public Instructions (Schools), Union Territory Secretariat, Sector 9, Chandigarh- 160 017.
5. The Director of Education, Govt. of Sikkim, Gangtok, Sikkim – 737 101.
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-744 101.
8. Director of Education, SIE, CBSE Cell, VIP Road, Junglee Ghat, PO 744103, A&N Island.
9. The Secretary, Central Tibetan School Administration, ESS ESS Plaza, Community Centre, Sector-3,
Rohini, Delhi – 110 085.
10. All the Regional Officers of CBSE with the request to send this circular to all the Heads of the schools
affiliated with the Board in their respective regions.
11. The Education Officers/AEOs of the Academic Branch, CBSE.
12. The Joint Secretary (IT) with the request to publish this circular on the CBSE website.
13. The Library and Information Officer, 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
Director (Training)
186 Community Outreach

April-June 2012 187

188 Community Outreach

Gram: CENBOSEC Phones: 22509252-59
Website: www.cbse.nic.in Fax: 22515826
CENTRAL BOARD OF SECONDARY EDUCATION
(An Autonomous Organization under the Union Ministry of Human Resource Development, Govt. of India)
‘Shiksha Sadan’, 17, Rouse Avenue, Institutional Area, Delhi– 110 002
CBSE/DIR(TRG)/IIM-K/2012 8th May, 2012
Circular No. Acad-12/2012
All the Heads of Independent Schools
affiliated to the CBSE
SUBJECT:
Sixth Management Development Programme on ‘Leading Schools In Search of Excellence’ proposed
by IIM-Kozhikode on May 27th to 30th, 2012
Dear Principal,
As you may be aware, CBSE has been conducting training programmes for Principals in ‘Strategic Management
& Leadership’ in collaboration with the various Management Institutes like 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 training to Heads of Institutions since the intake for these courses is hugely oversubscribed.
The CBSE is pleased to state that the Indian Institute of Management, Kozhikode has confirmed a programme
on ‘Leading Schools In Search of Excellence’ for the Principals, teachers and managers of schools.
Programme Themes:
• Understanding the systems world and the human world of schools
• Decoding the elements of excellence in the school system
• The four commitments: the DNA of excellence
• Productivity: Crafting a day in your life
April-June 2012 189

• Achieving emotional resonance
• Meeting the challenge of change
• Learning how to create a blueprint for sustaining excellence
There is a provision of scholarships for the eligible teachers participating in the Training Programme.
The details of the training Programme is as follows:
Date: May 27th to 30th, 2012
Venue:
Indian Institute of Management, Kozhikode
Fee for the four day Training Programme:
Residential: Rs. - 25,000/- + Service Tax 12.36%
Non Residential: Rs. - 19,500/- + Service Tax 12.36%
Principals/Teachers/Managers of schools who are interested in participating in these training programmes are
requested to complete the enclosed Registration Form and send it to the following address:-
Dr. Sadhana Parashar,
Director (Training),
Central Board of Secondary Education,
‘Shiksha Sadan’, 17, Rouse Avenue,
Institutional Area, Delhi– 110 002
The Registration Form can also be e-mailed to: cbsecp@gmail.com
Please note:
• 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 MAY 15th 2012.
• The demand draft should be drawn in favour of “Indian Institute of Management Kozhikode”
payable at Kozhikode or Calicut.
Yours sincerely,
Encl: Registration Form
(Dr. Sadhana Parashar)
Director (Training)
190 Community Outreach

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 and to nominate and sponsor five Educators/
Principals for their organisation:
1. The Commissioner, Kendriya Vidyalaya Sangathan, 18-Institutional Area, Shaheed Jeet Singh Marg, New
Delhi-110 016.
2. The Commissioner, Navodaya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
3. The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat, Delhi-110 054.
4. The Director of Public Instructions (Schools), Union Territory Secretariat, Sector 9, Chandigarh- 160 017.
5. The Director of Education, Govt. of Sikkim, Gangtok, Sikkim – 737 101.
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-744 101.
8. Director of Education, SIE, CBSE Cell, VIP Road, Junglee Ghat, PO 744103, A&N Island.
9. The Secretary, Central Tibetan School Administration, ESS ESS Plaza, Community Centre, Sector 3,
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.
12. The Joint Secretary (IT) with the request to put this circular on the CBSE website.
13. The Library and Information Officer, 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
Director (Training)
April-June 2012 191

REGISTRATION FORM
SIXTH MANAGEMENT DEVELOPMENT PROGRAMME ON ‘LEADING SCHOOLS IN
SEARCH OF EXCELLENCE’ PROPOSED BY IIM-KOZHIKODE ON MAY 27 TH TO 30 TH , 2012
PROGRAMME APPLIED FOR
1. Name of the Participant:
2. Designation:
3. Number of years spent working on this Designation:
4. Name and address of the school with Pin Code:
RESIDENTIAL
NON - RESIDENTIAL
5. Status of the School: Secondary/Senior Secondary
6. Phone No.(s) with STD Code: Office: _________________________
Residence:______________________
Mobile:_________________________
7. Number of years for which the school has been affiliated with the CBSE:
8. E-mail Address
9. Whether the Participant has already attended training programme conducted by
CBSE at any of the IIM’s or NUEPA, New Delhi or other Management Institute:
YES/NO
(If so when and where):
10. Whether the school has organized any programme sponsored by the
CBSE:
YES/NO
(If yes please give details)
11. Whether the school is a member of any Sahodaya Complex or not:
YES/NO
(If yes, please give details.)
12. Any contribution to the field of Education you would like to mention:
13. Articles contributed to CENBOSEC / National/ International Journals:
14. 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 Registration Form SHOULD NOT BE accompanied with demand draft for the fee at this stage.
• Other details will be conveyed to the selected participants later.
• The last date for receiving the duly filled Registration Form is MAY 15th 2012.
• The demand draft should be drawn in favour of “Indian Institute of Management Kozhikode” payable at Kozhikode or Calicut.
The hard copy of the duly filled in Registration Form (as per the format given above) may be posted to:
Dr. Sadhana Parashar,
Head (Innovation & Research),
Central Board of Secondary Education,
‘Shiksha Sadan’, 17-Rouse Avenue, Institutional Area, Delhi– 110 002
192 Community Outreach

Website: www.cbse.nic.in Phone: 23220155
Email-id: sugandh.cbse@live.com
Central Board of Secondary Education
(An Autonomous Organization under the Union Ministry of Human Resource Development, Govt. of India)
“Shiksha Sadan”, 17-Rouse Avenue, New Delhi-110 002
CBSE/ACAD/2012
Circular No. Acad-13/2012
10th May, 2012
All the Heads of the
CBSE affiliated schools
Subject:
Adoption of Revised Schedule VI Part I of the Companies Act 1956 in the transaction of the
Accountancy syllabus of class XII for the Board Examination 2013.
Dear Principal,
The Accountancy syllabus for Class XII for the Board Examination 2013 and onwards provides for schedule VI Part
I of the Companies Act 1956 which deals with the form of Balance Sheet, and disclosures to be made therein.
The Schedule VI, Part I has been revised and will apply to all the companies uniformly for the financial statements
to be prepared for the financial year 2010-11 and onwards. In view of this revision, the concerned teachers and
students are advised to follow the revised schedule in teaching the syllabus.
The teachers may visit the website http://www.mca.gov.in/Ministry/pdf/Schedule_VI_28feb2011.pdf for further
information and details. The Board is bringing out supplementary material on the implication of the revised
schedule. The sample question papers are also being revised and will be uploaded on the CBSE website shortly.
With best wishes,
Yours faithfully,
N. NAGARAJU
DIRECTOR (ACAD.)
April-June 2012 193

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.
2. The Commissioner, Navodaya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
3. The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat, Delhi-110 054.
4. The Director of Public Instructions (Schools), Union Territory Secretariat, Sector 9, Chandigarh-160 017.
5. The Director of Education, Govt. of Sikkim, Gangtok, Sikkim – 737 101.
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-744 101.
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.
10. The Education Officers/AEOs of the Academic Branch, CBSE.
11. The Joint Secretary (IT) with the request to put this circular on the CBSE website.
12. The Joint Secretary(ACAD).
13. The Library and Information Officer, CBSE
14. EO to Chairman, CBSE
15. PA to Director (Academic)
16. SO to CE, CBSE
17. PA to Secretary, CBSE
18. PA to HOD (AIEEE)
19. The PRO, CBSE
DIRECTOR (ACAD.)
194 Community Outreach

kj luckslsd fnYyh&92
Gram : CENBOSEC, Delhi – 92 Ph. 011- 22050061
CENTRAL BOARD OF SECONDARY EDUCATION
(An autonomous Organisation under the Union Ministry of Human Resource Development, Govt. of India)
“SHIKSHA KENDRA” 2, COMMUNITY CENTER, PREET VIHAR, DELHI-110092
CBSE/SPORTS/2012-2013 16.05.2012
Circular No. Acad-14/2012
All the Principals of
Independent Category of Schools
Affiliated to CBSE
Madam/Sir,
Subject: Orientation Programs in Physical Education & PEC – reg.
I am pleased to inform you that the Board proposes to organise the following Orientation Programs for the
Teachers’ of the Independent Category of Schools affiliated to it.
* Physical Education Teachers’ Orientation Program at LNCPE, Thiruvananthapuram, Kerala:
Dates: 13 June to 27 June 2012 (15 Days) Course Fee: Rs 9000.00 (Nine Thousand)
Maximum 50 Physical Education Teachers, on first-cum-first basis, would be enrolled for the program. The course
fee draft favouring “Principal, LNCPE Thiruvananthapuram” payable at Thiruvananthapuram, shall be deposited
on arrival. The Course Fee includes lodging, boarding and course material. The participants must report one day
before the commencement of the program. They will be permitted to leave after 05.00 pm on the last day of the
program.
* Orientation Program for Primary Teachers in Physical Education Cards (PEC) at Delhi:
Dates:
Venue:
Each program of two days duration. First program: 05-06 June; Second program: 08-09 June;
Third program: 12-13 June; Fourth program: 15-16 June & Fifth program: 18-19 June 2012.
Delhi (Actual venue will be informed through e-mail to schools/teachers who register for the
program)
April-June 2012 195

Course Fee:
Rs 5000.00 (Rupees Five Thousand) Includes Course Fee; Lodging; Boarding and Study
Material
Maximum 50 Primary Teachers, on first-cum-first basis, would be enrolled for each of the above program. The
course fee draft favouring “Secretary, CBSE” payable at Delhi, may be deposited on arrival. The teachers that
register for the program must report at the venue one day before the date commencement of the program. They
will be permitted to leave after 05.00 pm on the second day of the program.
The schools interested in sending their teachers for any of the above program shall register with the AEO (Sports),
CBSE, Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110092 by sending an e-mail at pushkarcbse@
hotmail.com along with following details so as to reach on or before 31 May 2012. The participants must carry
the copy of the mail confirming registration along with them while reporting at venue.
(1) Name of the School (2) Name of the Teacher (3) Address (4) Telephone Number, Mobile Number & E-mail
(5) Course Fee Amount (6) Draft Number (7) Bank Name & Date
The program, having enrolment less than 40 participants, will not be held. The participants will then be shifted
to another program and such participants will be informed through e-mail.
The Board and LNCPE, Trivendrum shall award the certificate to all the candidates who successfully complete
the program.
Best wishes
Pushkar Vohra
Assistant Education Officer
Physical Education & Sports
Copy to: The Principal, LNCPE, Thiruvananthapuram, Kerala
196 Community Outreach

kj luckslsd fnYyh&92
Gram : CENBOSEC, Delhi – 92
CENTRAL BOARD OF SECONDARY EDUCATION
(An autonomous Organisation under the Union Ministry of Human Resource Development, Govt. of India)
“SHIKSHA KENDRA” 2, COMMUNITY CENTER, PREET VIHAR, DELHI-110092
CBSE/PO(Voc)/2012 16.05.2012
Circular No. Acad-15/2012
All Heads of Institutions
Affiliated to CBSE
Subject:
Invitation to start a Vocational Course on Retail
Dear Principal,
The scope of the Indian retail market is very vast. And for it to reach its full potential the government and the
Indian retailers are making a determined effort. In this direction, Central Board of Secondary Education (CBSE)
planning to introduce a Retail Course under vocational stream at senior secondary level from the academic session
2012-13.The details are as under.
Indian Retail Industry - Scope
The scope of the Indian retail market is immense, for this sector is poised for the highest growth in the next 5
years. The Indian retail industry would grow in Organized Sector at a CAGR of about 23% to 25% between 2008
and 2022, thereby increasing in size from Rs. 96,500 crore (US $ 19 billion) in 2008 and clocking Rs.17,36,000
crore (US $ 347 to 350 billion) in 2022. On analysing the current levels of retail projected growth, it is expected
that the human resource requirement would increase from the current levels of about 0.3 million to about 17.6
million by 2022, leading to an incremental employment opportunity of about 17.3 million persons.
The growth of scope in the Indian retail market is mainly due to the change in the consumers behavior. For the
new generation have preference towards luxury commodities which have been due to the strong increase in income,
changing lifestyle, and demographic patterns which are favorable.
The scope for growth in the Indian retail market is seen not only in the A class cities but this industry is growing
at a healthy rate Tier-2 and Tier-3 cities gradually getting attracted to the network of retailers and franchisers.
The organised retail segment in India is projected to be 9 per cent of total retail market by 2015 and 20 per cent
April-June 2012 197

y 2020. India ranks fourth among the 30 countries that were surveyed in Global Retail Development Index and
ranked sXIth in the 2011 Global Apparel Index.
Considering the aforesaid trend, CBSE has developed a new Vocational course on Retail by way of taking inputs
from industry professional and academician.
The details of newly introduced retail course are as under:
1. Retail Course : This course will be offered under vocational stream as 4th/5th elective for class XI
& XII. The curriculum includes major course of Retail combined with Business Entrepreneurship
Development(Minor), Soft skills and Environment Awareness Program. The two levels are as
below:
• Level 1(Class XI) - Retail Planning & Services- 400 hrs
• Level 2(Class XII) - Retail Management & Facility Management - 400 hrs
2. Course Activation: CBSE will offer the Retail Course in Session 2012-13 for classes XI on a Pilot
basis. Schools opting to offer this course will be required to raise the infrastructure (normal classroom
for theory and retail lab for role plays) and get the faculty trained.
3. Course Conduct: The course will be delivered through theory sessions supported by practical
applications. CBSE will provide the student books. Since, this course requires high degree of practical
training; schools will be required to create a suitable Retail Lab where students will learn the practical
applications through role plays. Further, summer training at the end of the session will conclude the
course.
4. Support Services: CBSE will establish a helpline & also host a portal in it’s website for all types of
queries & support systems.
5. Faculty Qualification: MBA (with Marketing Specialty) or M.Com with Diploma / PGD in
Marketing with 1 years experience in Retail industry.
The Major Benefits of Retail Course will be as under:
1. Employability: All the levels of the course are complete modules by themselves and prepare the
students for suitable employability in the retail industry.
2. Entrepreneurship: The course curriculum includes business entrepreneurship development and
prepares the student for starting a small business unit (SBU).
3. Vertical Mobility: Most of the Universities and Higher Education Institutions are offering Degree
courses in Retail Management. This course may provide a direct linkage towards career growth.
4. School Drop Out Rate: Such vocational course leading to employment as well as career progression,
will help in reducing the currently high dropout rate and contribute towards National Skill Mission
in a big way.
198 Community Outreach

CBSE is in the process of formalizing collaboration with a professional group, which has linkage with University
and industry who will assist the schools in implementation of Retail Course in many ways.
The schools that are interested in introducing this new course under vocational stream from academic year 2012-
13 may write to the undersigned giving their willingness for the same at e-mail address i.e. pocbse@gmail.com
or by post. The letter of willingness should reach the office of undersigned by May 25th 2012 to enable the Board
to process the applications on priority basis.
Yours sincerely,
(Dr. Biswajit Saha)
Programme Officer (Vocational)
Copy to :
1. The Director of Education, Govt. of NCT of Delhi, Old Secretariat, Delhi-110054.
2. The Commissioner, Kendriya Vidyalaya Sangathan, 18, Institutional Area, Shaheed Jeet Singh Marg,
New Delhi-110016.
3. The Commissioner, Navodaya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi-110048.
4. The Director, Tibetan School Administration, ESS Plaza, Sector-3, Rohini, Delhi-85
5. The Additional Director General Director General of Army Education, A-Wing, Sena Bhawan, DHQ-
PO, New Delhi.
6. The Deputy Director of Education, Border Security Force, Block-10, CGO Complex, Lodhi Road, New
Delhi - 110003.
7. The Secretary, AWES, Army Headquarters, Adjutant General Branch CW-4, Army Welfare Education
Society, West Block No. 3, R. K. Puram, New Delhi - 110022.
8. The Secretary & Directory Education, Govt. of Sikkim, Gangtok (Sikkim) - 737101.
9. The Director of Education, Andman and Nicobar Islands, Port Blair-744101.
10. The Director of School Education, Govt. of Aurnachal Pradesh, Civil Sectt. Ita Nagar - 70111, Arunachal Pradesh.
11. The Director of Public Instruction, Chandigarh Administration, Sector-9, Chandigarh-160017.
12. All the HODs and other officers of CBSE DELHI.
13. E. O. to Chairman, CBSE, DELHI
14. All the Regional Officers of the CBSE, DELHI
15. All the Education Officers of the CBSE, DELHI.
16. To the HOD (IT), CBSE with a request to put the circular on the Website.
17. Education Officer (Humanities & Languages), CBSE with a request to get the circular printed in the
forthcoming issues of CENBOSEC.
April-June 2012 199

kj luckslsd fnYyh&92
Gram : CENBOSEC, Delhi – 92
CENTRAL BOARD OF SECONDARY EDUCATION
(An autonomous Organisation under the Union Ministry of Human Resource Development, Govt. of India)
“SHIKSHA KENDRA” 2, COMMUNITY CENTER, PREET VIHAR, DELHI-110092
CBSE/PO(Voc)/2012 16.05.2012
Circular No. Acad-16/2012
All Heads of Institutions, Delhi Region
Affiliated to CBSE
Subject: Participation in contest ‘Nurturing of Spirit of Entrepreneurship among Girl Children’
Dear Sir/Madam,
It gives me immense pleasure to inform you that a Memorandum of Understanding has been signed between CBSE,
CII & Intel for empowering girl children. In this regard a contest on “Nurturing of Spirit of Entrepreneurship
among Girl Children” has been launched in the month of April 2012 for the girl children of affiliated schools
from Delhi. The main objectives, benefit and outcomes of this contest are detailed below.
Objectives:
Benefits:
a) To create synergies in strengthening entrepreneurial thinking among youth and school studentsespecially
girl students.
b) To empower students and youths to develop key entrepreneurial knowledge, skills and attributes.
a) Generate awareness amongst girl children to discover their entrepreneurial potential and to instill
the spirit of innovativeness, creativity, risk- taking and decision making.
b) Help to develop the spirit of financial and economic independence among the girl children.
c) Prepare the young female students to consider entrepreneurship as an option after they achieve their
formal education goals.
d) This will also promote the concept of entrepreneurship as an option for improving social and personal
status and to build an identity among community members.
Expected Outcomes:
a) Nurturing entrepreneurial thought and ability in girl students from schools in Delhi.
b) Encouraging social responsibility and volunteerism in children and youth by encouraging them to
voluntarily contribute to community development by addressing social and developmental issues.
200 Community Outreach

c) Opportunity to create entrepreneurial synergies in formal education segment- synergies with industry,
academia, Government, Social entrepreneurs etc.
Therefore, you are requested kindly to disseminate these information among the girl students of your esteemed
schools (class VIII to XII), so that they can actively participate in the said contest. A copy of Contest timeline
is attached for your ready reference. You are also requested to depute one teacher for this programme who will
coordinate with Intel staff for successful implementation of this contest.
Further, a line of conformation for participation in the contest may be sent to Ms. Sanjeeta Thapa, Manager Learning
Links Foundation, 1211, Padma Tower- 1, 5 Rajendra Place, New Delhi 110008 E:mail- sanjeetaintel2012@
gmail.com & nebuintel2012@gmail.com, Contact no. 9811665457, 9958005490 with a copy to pocbse@gmail.
com by 30th May 2012.
Encl: As stated
Yours Sincerely
Dr. Biswajit Saha
Programme Officer (Vocational)
Contact No. 22527183/84
Copy to:-
1. The Director, Directorate of Education, Delhi -54 for information and necessary action please.
2. The Regional Officer, Delhi for information and necessary action.
3. he Manager, Learning Links Foundation, Delhi, for information and necessary action
4. The HOD, IT, CBSE with a request to put the circular in the CBSE website.
5. EO to the Chairman, CBSE, Delhi, for information.
Nurturing the Spirit of Entrepreneurship among Girl Children
Contest Timeline
April 2012 :
May 2012 :
July 2012 :
August 2012 :
September 2012 :
October 2012 :
Launch of the Project.
Identification, orientation and registration of schools.
Contest opens.
Submission of contest business plans.
Evaluation and Selection of 35 top business plans.
Training on ‘Technology and Entrepreneurship’ for 35 top business plan winners,
Re-Submission of re-worked business plans, Re-working of the 35 business plans
post-training.
November 2012 : Evaluation and Selection of top 10 business plans. Showcasing of the top 10
business plans and selection of top 3winners
December 2012 :
Award winning ceremony.
April-June 2012 201

kj luckslsd fnYyh&92
Gram : CENBOSEC, Delhi – 92
CENTRAL BOARD OF SECONDARY EDUCATION
(An autonomous Organisation under the Union Ministry of Human Resource Development, Govt. of India)
“SHIKSHA KENDRA” 2, COMMUNITY CENTER, PREET VIHAR, DELHI-110092
CBSE/PO(Voc)/2012 16.05.2012
Circular No. Acad-17/2012
All Heads of Institutions
Affiliated to CBSE
Subject:
Expression of Interest to start Vocational Courses
Dear Principal,
Greetings from CBSE!
As you are aware, the Central Board of Secondary Education (CBSE), keeping in view the acute shortage of
trained professionals and development of employability skills among the students, has been offering a number of
competency based courses under vocational Education at Senior Secondary level.In pursuance to this policy of
exploring the new domain of knowledge the Board has presently on its unveil the following Vocational courses
at senior secondary level.
LIST OF VOCATIONAL COURSES (Total 33 Packages & 96 Subjects)
Sl. No. Sectors S .No. Names of the Packages Subject Codes
I
Commerce
1 Office Secretary ship 604-606
2 Stenography & Computer Application 607-610
3 Accountancy and Auditing 611-612
4 Marketing and Salesmanship 613-615
5 Banking 619-621
6 Financial Market Management
720-721
723-724
202 Community Outreach

II
III
IV
V
VI
VII
VIII
Engineering
Agriculture
Home Science
Health & Para
Medical
Hospitality
&Tourism
Information
Technology
Others
7 Electrical Technology 622-626
8 Automobile Technology 627-629
9 Structure and Fabrication Technology 630-631
10 Air Conditioning and Refrigeration Technology 632-633
11 Electronics Technology 634-637
12 Dairying 639-641
13 Horticulture 642-644
14 Poultry Farming 716-718
15 Health Care and Beauty Culture 654-656
16 Fashion Design & Clothing Construction 684-686
17 Textile Design Dyeing & Printing 684, 687, 688
18 Ophthalmic Techniques 657-659
19 Medical Laboratory Technology 660-662
20 X-Ray Technician 666-668
21 Health Care Science 725-730
22 Food Service & Management 675-677
23 Hotel Management and Catering Technology 690-692
24 Tourism and Travel 693-695
25 Bakery & Confectionery 696-698
26 Food Production 734-735
27 Food & Beverage Services 736-737
28 IT Application 699-701
29 Library Management 702-704
30 Life Insurance 705-706
31 Transportation System & Management 712
32 Mass Media Studies & Mass Media Production 738-739
33 Geospatial Technology 740
April-June 2012 203

It is also to inform you that the following Scheme of studies are proposed to be followed for aforesaid Vocational
Courses.
S.No. Name of the subject Marks
1. Language I (English ) 100
2. Two Subjects from Academic stream (Science
/Commerce /Humanities )
3. Two subjects from vocational course options
from the list above
4. One Optional Additional subject from academic
stream (Science/Commerce /Humanities)
100 each
100 each
5. Total 500+100 (optional additional)
Further, it is pertinent to mention here that University of Delhi vide its letter no. Aca.I/CBSE/2012/54 dated
04/05/2012 has decided to add following vocational subjects in the list of its existing vocational courses allowed
by the University for Admission to its undergraduate courses w.e.f the academic session 2012-13.
1. Financial Market Management
2. Healthcare Sciences
3. Geospatial Technology
4. Food Production
5. Food & Beverage Services
6. Mass Media Studies and Media Production
University has also agreed to include other subjects offered as a part of the vocational courses.
The schools that are interested to start one or more vocational courses from the aforesaid list in class XI from the
academic year 2013-2014 may fill in the proforma enclosed at Annexure-I and may forward it to the office of
the undersigned and Email to pocbse@gmail.com.The letter of willingness should reach the Board by 20th July
2012 for further processing.
We look forward to a continued and fruitful co-operation of all the schools towards expanding the horizons of
Vocational Education in the Country.
100
Yours sincerely,
Dr. Biswajit Saha
Programme Officer (Vocational)
204 Community Outreach

Copy to:
1. The Commissioner, Kendriya VidyalayaSangathan, 18-Institutional Area, Shaheed Jeet Singh Marg,
New Delhi-110 016.
2. The Commissioner, NavodayaVidyalayaSamiti, A-28, Kailash Colony, New Delhi.
3. The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat,
Delhi- 110 054.
4. The Director of Public Instructions (Schools), Union Territory Secretariat, Sector 9, Chandigarh-160 017.
5. The Director of Education, Govt. of Sikkim, Gangtok, Sikkim – 737 101.
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-744 101.
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.
10. The HOD /The Education Officers/AEOs CBSE.
11. The HOD (IT) with the request to put this circular on the CBSE main website.
12. The Research Officer (Technology) with the request to put this circular on the CBSE website (Academic).
13. The D.S. (Affiliation) CBSE
14. The D.S (Coordination) CBSE
15. The Public Relations Officer, CBSE
16. The Library and Information Officer, CBSE
17. The EO to Chairman, CBSE
18. The PA to Secretary, CBSE
19. P.A to Controller of Examination, CBSE
20. P.A to Director (Training) CBSE
21. P.A to the Director (Academic) CBSE
April-June 2012 205

Annexure – I
Central Board of Secondary Education
2, Community Center, Preet Vihar, New Delhi-110092
Introduction of Competency based Vocational courses w.e.f-2013-14
1. Name of the Course applied for: …………………………………………………
…………………………………………………
…………………………………………………
………………………………………………….
2. Name of the school (complete address) ………………………………………………….
………………………………………………….
………………………………………………….
3. Affiliation No. ………………………………………………….
………………………………………………….
4. Name of the Principal …
Phone No. :
Mobile No. :
Email :
………………………………………………….
………………………………………………….
………………………………………………….
5. Infrastructure
No. of Students :
No. of Teachers :
Student-Teacher ratio :
No of classrooms :
Books in Library :
………………………………………………….
………………………………………………….
………………………………………………….
………………………………………………….
………………………………………………….
206 Community Outreach

Total computers in computer labs :
………………………………………………….
Specification of Computers specifically for Geospatial Practices
………………………………..…
Details of constructed area for:
………………………………………………….
Establishing laboratories for Hospitality and Tourism Courses
6. Teachers who will be taking up this course with their qualifications:
Name:
Qualification
with specialization, if any:
Phone No:
Mobile No:
Email.
Signature & Seal of the Principal:
………………………………………………….
Note:
The above document complete in all respects may be mailed to.
Programme Officer (Vocational)
Central Board of Secondary Education
2, Community Center, Preet Vihar, New Delhi-110092
For any further query you can contact at 22527183 / 22526580/ 22527184
April-June 2012 207

Website: www.cbse.nic.in Phone: (011) 2324324
Email-Id: sadhanap.cbse@nic.in
Central Board of Secondary Education
(An Autonomous Organization under the Union Ministry of Human Resource Development, Govt. of India)
“Shiksha Sadan”, 17-Rouse Avenue, New Delhi-110 002
Circular No. Acad-18/2012
CBSE/ACAD./ DIR (TRG)/ 2012 Dated : 16. 05. 2012
All the Heads of Institutions
affiliated to CBSE
subject :
Launch of a New Academic Website (www.cbseacademic.in)
Dear Principal,
The Central Board of Secondary Education is in the midst of innovation in disseminating its policies and
implementing new programmes. The CBSE website (www.cbse.nic.in) has become an important source for
Information and Communication over the years.
During the past years CBSE’s scope of academic activities has increased manifold and owing to a constant demand
from various stakeholders within India and abroad CBSE is launching an Academic website (www.cbseacademic.
in). This website will provide insight not only into the academic activities of the Board but also objectives, policy
initiatives, programs, information, materials and activities which otherwise might not be easily accessible to all.
Special emphasis is been given to make the portal easy to navigate through the site-links that are clearly marked
and are self explanatory making navigation easy and `user –friendly’.
The site opens to a home page or main page that acts as a starting point from which the user can base his/her
search. The home page contains direct links to most of the other sections of the web site. These direct links are
in the form of table of contents, an index, a site map, a pull-down menu and also through a specifically designed
and easy to identify set of buttons. There are certain sections like `Mentoring’ and `Accreditation’ that open to a
sub-domain with a look of an independent website.
The other important features on the main page will have links to other sections like:
208 Community Outreach

i) CBSE
ii) CCE Corner
iii) CBSE International
iv) CBSE Results
v) Sahodaya
vi) Health Initiatives
vii) School Sanitation
viii) Rajbhasha
ix) AIEEE
x) AIPMT/PDT
The Academic website will be a source for the latest as well as old publications including textbooks, support
materials, CBSE Quarterly Journal CENBOSEC, Annual report and even a sub section where one can get to
know the list of latest publications with their price and availability.
Moreover, it will also be a source of information about the ongoing programmes of the Board, with special
focus on Training, Innovation and Research, in the form of Formative Assessment workshops, Effective Leadership
Management Programmes for Principals and other such events. A regular update will be the key feature of such trainings
and workshops.
Similarly there will be a Health and Wellness Tab covering information on various programmes being held by the
Board under the aegis of Health and Wellness Clubs. It will also carry announcements, information and updates
of endeavours like the `First International Life Skills, School Health & Wellbeing Summit-2012’ that will be
held from 19-21 April, 2012 at India Islamic Cultural Centre, New Delhi. The summit will be launched by the
Honourable Minister of HRM on 19th April, 2012. This unique programme will provide an eclectic platform
where budding children from schools across the country will get an opportunity to interact with each other to
promote creativity and awareness in health, wellbeing, friendship and peace, amongst the various cultural backdrops
of the nation.
This is the first time that the Board is also involving students and peer educators to showcase their delivery of
co-scholastic skills by coming together in groups of 50 schools. It will be fun for all the CBSE Schools to access
the information on the click of a button and make maximum use of the opportunity.
The CBSE Results link on the website would announce the CBSE results and the students and the parents need
not look for other links and sites. Similarly, the CTET (Central Teacher Eligibility Test) Tab will be a one stop
destination for information on question papers of CTET for the previous year, CTET bulletin and schedule for
examination, results of CTET 2012 and various advertisement notices. It also has details on structure and content
and syllabus of CTET exam, important information at a glance etc.
CBSE Academic is an evolving unit that disseminates information through regular circulars. In order to make
these circulars easily accessible the Compendium in two volumes has been put together which brings together all
circulars of importance from 8.3.2005 to 31.12.2011. Under Circulars compilation of circulars in the year 2012
have also been uploaded along with archive section covering all the old circulars.
The site is a sincere effort from the CBSE Academic and Training Unit and aesthetic and visual appeal, navigation,
and accessibility are the major focus points that have been kept in mind while designing and developing this website.
April-June 2012 209

We will develop more interfaces to the website in the near future and would look forward to provide regular
updates and information to you today and always.
Yours Sincerely,
(VINEET JOSHI)
Chairman
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 jurisdictions:
1. The Commissioner, Kendriya Vidyalaya Sangathan, 18-Institutional Area, Shaheed Jeet Singh Marg, New
Delhi-110 016.
2. The Commissioner, Navodaya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
3. The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat, Delhi-110 054.
4. The Director of Public Instructions (Schools), Union Territory Secretariat, Sector 9, Chandigarh-160 017.
5. The Director of Education, Govt. of Sikkim, Gangtok, Sikkim – 737 101.
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-744 101.
8. The Secretary, Central Tibetan School Administration, ESS ESS 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.
10. The Education Officers/AEOs of the Academic Branch, CBSE.
11. The Joint Secretary (IT) with the request to put this circular on the CBSE website.
12. The Library and Information Officer, CBSE
13. EO to Secretary, CBSE
14. PA to CE, CBSE
15. PA to Secretary, CBSE
16. PA to Director (Training)
17. PA to Director (Acad.)
18. PA to HOD (AIEEE)
19. PA to HOD (Edusat)
20. PRO, CBSE
(CHAIRMAN)
210 Community Outreach

Ph. 011- 23231248
www.cbse.nic.in Fax: 011- 23234324
dsUæh; ekè;fed f'k{kk CkksMZ
(Ekkuo lalk/u fodkl ea=kky;] Hkkjr ljdkj] ds v/hu ,d Lok;Rr laxBu)
f'k{kk lnu] 17] bUlfVV~;w'kuy {ks=k] jkmt ,osU;w] fnYyh&110002
CENTRAL BOARD OF SECONDARY EDUCATION
(An autonomous Organisation under the Union Ministry of Human Resource Development, Govt. of India)
“Shiksha Sadan”, 17, Institutional Area, Rouse Avenue, Delhi-110002
CBSE/ACAD/BIO/EO(RS)/2012 May 22, 2012
Circular No. Acad-19/2012
All Heads of Institutions
Affiliated to CBSE
Subject :
To discontinue the use of rare/endangered plants and animals in school laboratories and
classrooms
Dear Principal,
Kindly refer to the CBSE Circular no. 72/10, dated November 9, 2010, wherein the CBSE had asked its affiliated
schools to surrender the preserved museum specimen of plants and animals that are rare and threatened (as per
the Wildlife Protection Act 1972) to the Ministry of Environment and Forest Department, Govt. of India w.e.f.
the date of the issue of the circular.
The presence of wild animals and birds being kept in captivity in schools has been noticed during visits by
rights activitists, which has been viewed seriously. A committee of experts met at the CBSE and unanimously
agreed to follow the WP Act in its spirit and the need to sensitise students towards care and protection of
Biodiversity.
Kindly ensure that no threatened (rare and endangered) species of plants and wild animals including birds and
insects are kept in captivity and used for classroom/laboratory study in your school.
In the age of ICT, virtual specimens can be used for studying plant and animal diversity. For any further queries
/ clarifications, you may contact Education Officer at synapsecbse@gmail.com
April-June 2012 211

This may be brought to the notice of all concerned teachers.
With best wishes and regards,
Sincerely,
(DR. RASHMI SETHI)
EDUCATION OFFICER
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.
2. The Commissioner, Navodaya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
3. The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat, Delhi-110 054.
4. The Director of Public Instructions (Schools), Union Territory Secretariat, Sector 9, Chandigarh- 160 017.
5. The Director of Education, Govt. of Sikkim, Gangtok, Sikkim – 737 101.
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-744 101.
8. Director of Education, SIE, CBSE Cell, VIP Road, Junglee Ghat, PO 744103, A&N Island.
9. The Secretary, Central Tibetan School Administration, ESS ESS Plaza, Community Centre, Sector-3,
Rohini, Delhi – 110 085.
10. All the Regional Officers of CBSE with the request to send this circular to all the Heads of the schools
affiliated with the Board in their respective regions.
11. The Education Officers/AEOs of the Academic Branch, CBSE.
12. The Joint Secretary (IT) with the request to publish this circular on the CBSE website.
13. The Library and Information Officer, CBSE
14. EO to Chairman, CBSE
15. PS to Chairman, CBSE
16. SO to CE, CBSE
17. PA to Secretary, CBSE
18. PA to Director (ACAD.)
19. PA to Director (AIEEE)
20. PA to Director (EDUSAT)
21. PRO, CBSE
EDUCATION OFFICER
212 Community Outreach

Website: www.cbse.nic.in Phone: 23220155
CENTRAL BOARD OF SECONDARY EDUCATION
(An autonomous Organisation under the Union Ministry of Human Resource Development, Govt. of India)
“Shiksha Sadan”, 17, Rouse Avenue, New Delhi-110 002
ACAD/CBSE/EO(C)/2012
Circular No. Acad-20/2012
Date: 24/05/2012
All the Heads of the
CBSE affiliated schools
Subject: Celebration of 150th birth anniversary of Swami Vivekanand in CBSE schools on 12th January
2013 for encouraging youth for physical fitness.
Dear Principal,
Our nation is celebrating the 150th birth anniversary of the great philanthropist Swami Vivekanand on 12th
January, 2013. In the third meeting of the National Implementation Committee for the commemoration of the
150th year Birth Anniversary of Swami Vivekanand held on 24th March, 2012 under the chairmanship of Hon’ble
Finance Minister, it was decided to celebrate the 150th birth anniversary of Swami Vivekanand in CBSE schools
on 12th January 2013 in a befitting manner.
The Board has decided to involve students’ community of its schools in health & physical fitness activities that
address age specific concerns at different stages of development as part of the celebration. Recognizing the
importance of participation in Physical Education & Sports activities to development of one’s balanced overall
personality, the Central Board of Secondary Education has time and again recommended for providing compulsory
time schedule for physical education & sports activities for the students of all classes.
The CBSE through its various advisories (Circular No. 09 dated 31.5.2006, Circular No. 29 dated 20th June, 2007,
Circular No. 27/08 dated 24th June, 2008, Circular No. 49 dated 6th Nov., 2008, Circular No. 57 dated 20.11.2009
and Circular No. 04/2012 dated 24th April, 2012) has directed schools to set up Health and Wellness Clubs which
can be used to conduct the activities which are detailed in the School Health Manuals in four volumes brought
out by the Board.
Vide its Circular No. 71 dated 27th October 2010, the schools have been advised the following in this respect:
a. There should be at least 40-45 minutes of Physical Activities or Games period for Classes I-X every day.
b. For Classes XI – XII, all the students must participate in Physical Activity / Games / Mass P.T / Yoga with
maximum health benefits for at least two periods per week (90- 120 min / week).
April-June 2012 213

c. In case the school has constraints of space, climatic conditions, presence of enough PE Teachers, or coaches
it may consider indoor activities which would provide maximum health benefits (Aerobics / Meditation /
Yoga & Asanas).
d. Mass P.T. in the morning keeping in view the climatic conditions.
The Board had developed PEC cards for upper primary and secondary levels in association with British Council
with each card having a game described in details with safety measures and a write-up on how it can be linked
to various subjects. In June, 2010, the Board had conducted teacher training workshops in which more than 800
teachers had participated. The schools are advised to adopt and integrate these Cards in their physical education
and sports activities.
With a view to raise awareness about the importance of physical fitness among the youth, the CBSE plans to
introduce following among its affiliated schools.
• For developing a healthy life style and exposure to sun light, traditional indigenous games including outdoor
games should be encouraged in schools leading to the body movements and fitness of schools.
• Shram Daan activities should be encouraged in schools.
• Games in schools be organized for mothers and grandmothers of students. Parents, teachers and school
staff are encouraged to take part in these sports activities, runs and games.
• Students be involved in cleaning operations in their classrooms/schools by giving one day off to helping
staff in the school including the gardners and sweepers etc.
• Students of higher classes be divided into smaller groups and should be sent to lower classes for helping
out the teachers.
• Schools should regularly organize World Health Day, Anti drugs Day, National Youth Day, World Heritage
Day, Sports Day, Children’s Day etc.
• Students be encouraged to make quotations of Swamiji’s vision of youth on bookmarks and posters etc.
• Students be involved for creation, updating & maintenance of Sports facilities in schools.
• Schools should ensure the availability of adequate and well maintained play grounds.
• Special sports activities be organized for disabled & weak students.
You are kindly requested to disseminate this information to all the concerned and draw an year long calendar of
activities for implementation of the programmes and activities cited above, and inform the Board from time to
time.
Thanking you,
Yours sincerely,
N. Nagaraju,
Director (Academic)
214 Community Outreach

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.
2. The Commissioner, Navodaya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
3. The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat, Delhi-110 054.
4. The Director of Public Instructions (Schools), Union Territory Secretariat, Sector 9, Chandigarh-160 017.
5. The Director of Education, Govt. of Sikkim, Gangtok, Sikkim – 737 101.
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-744 101.
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.
10. The Education Officers/AEOs of the Academic Branch, CBSE.
11. The Joint Secretary (IT) with the request to put this circular on the CBSE website.
12. Joint Secretary(ACAD).
13. The Library and Information Officer, CBSE
14. EO to Chairman, CBSE
15. PA to CE, CBSE
16. PA to Secretary, CBSE
17. PA to HOD (AIEEE)
18. PA to HOD (Edusat)
19. The PRO, CBSE
Director (Academic)
April-June 2012 215

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
(Ekkuo lalk/u fodkl ea=kky;] Hkkjr ljdkj] ds v/hu ,d Lok;Rr laxBu)
f'k{kk lnu] 17] bUlfVV~;w'kuy {ks=k] jkmt ,osU;w] fnYyh&110002
CENTRAL BOARD OF SECONDARY EDUCATION
(An autonomous Organisation under the Union Ministry of Human Resource Development, Govt. of India)
“Shiksha Sadan”, 17, Institutional Area, Rouse Avenue, Delhi-110002
Ref: CBSE/ACAD./ VBQs/ 2012 June 19, 2012
Circular No: Acad-21/2012
All the Heads of Schools
Affiliated to CBSE,
Subject:
Introduction of Value based questions in the design of question papers in all major subjects
in classes IX-X w.e.f. academic session 2012-13.
Dear Principal,
The Board has always been committed to make educational process inclusive of co-scholastic areas of Life Skills,
Attitudes and Values, Sports and Games as well as Co-Curricular activities. Apart from various activities and
publications in these areas, this is also evident from the emphasis laid on the holistic assessment of learners under
the strengthening of CCE and School Based Assessment in 2009. The performance profiles circulated under
CCE also reflect values internalized by the students.
It has been widely felt that our existing educational ecosystem needs to be further strengthened to deliver
values enshrined in our Constitution. The curricula cutting across all subjects need to articulate values in
explicit terms and the assessment schemes, at the same time, must reciprocate by assigning a weighting to
value based items.
216 Community Outreach

The Board has constantly been working in the area of value education and as a part of it had brought out Handbooks
on Value Education for teachers. The Teachers Manual on Continuous and Comprehension Evaluation brought
out by the CBSE in the year 2009 (revised in the year 2011) is also based on principles of equality and social
justice, appreciation of cultural values, dignity of individuals, inclusion, environmental conservation and protection
of heritage and national monuments, etc., interpreted within the constitution of India.
The Framework on `Education for Values in Schools’ brought out by the NCERT focuses on the environments
in which the learners grow, live and also on future work environments by highlighting the interplay of different
cultures. The framework intends to prepare students for living in a multi-lingual, multi-cultural and multi-religious
country and to appreciate and respect diversity.
Continuing with its efforts in the area of value education and in light of above framework, the Board has decided
to follow an interdisciplinary approach in value education where values are intermingled with the content of all
the major subjects in classes IX and X .The Board has also decided to assess students for 5 percent weighting in
each subject at the Summative Assessment level in Classes IX and X through questions which will be integrated
with the content of the subject and analysed on the basis of the values it reflects.
The questions will be for 5 marks in a question paper of 100 marks and 3-4 marks in a question paper of 70-90
marks. This will be effective from the Summative Assessments-II 2012-2013 in classes IX, X. The Board Exam in
2013 for Classes X (Summative-II) will also have such questions. The modified Structure of Examination with a
pool of exemplar Questions in all five subjects of classes IX and X will be uploaded very shortly on the academic
as well as main CBSE website and circulated to schools.
The schools are requested to take notice of this change and circulate the information widely among all students,
teachers and parents. They are also expected to emphasise on acquiring values enshrined in the constitution of
India through all curricular and co-curricular activities.
Yours Sincerely,
(RAM SHANKAR)
Joint Director, CBSE
April-June 2012 217

Copy to the respective Heads of Directorates, Organizations and Institutions as indicated below with a request
to disseminate the information to all the schools under their jurisdiction:
1. The Commissioner, Kendriya Vidyalaya Sangathan, 18-Institutional Area, Shaheed Jeet Singh Marg,
New Delhi- 110016.
2. The Commissioner, Navodaya Vidayalaya Samiti, A-28, Kailash Colony, New Delhi.
3. The Director of Education, Directorate 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.
8. The Director of Education, S.I.E., CBSE Cell, VIP Road, Junglee Ghat, P.O. 744103, A&N Islands.
9. The Secretary, Central Tibetan School Administration, ESS ESS Plaza, Community Centre, Sector 3,
Rohini, Delhi- 110085
10. All the Regional Officers of CBSE with the request to send this circular to all the Heads of the affiliated
schools of the Board
11. The Education Officers/ AEOs of the Academic Branch, CBSE.
12. The HOD (IT) with the request to put this circular on the CBSE website.
13. The RO (Tech) with request to put this circular on the CBSE Academic website.
14. The Joint Director, Academic Branch, CBSE
15. The Library and Information Officer, CBSE.
16. E.O. to Chairman, CBSE
17. DO/ PA to Secretary, CBSE
18. PA to CE, CBSE
19. PA to Director (Acad.)
20. PA to Director( Special Examinations)
21. PA to Director (Edusat and Vocational Education)
22. PRO, CBSE.
218 Community Outreach

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
(Ekkuo lalk/u fodkl ea=kky;] Hkkjr ljdkj] ds v/hu ,d Lok;Rr laxBu)
f'k{kk lnu] 17] bUlfVV~;w'kuy {ks=k] jkmt ,osU;w] fnYyh&110002
CENTRAL BOARD OF SECONDARY EDUCATION
(An autonomous Organisation under the Union Ministry of Human Resource Development, Govt. of India)
“Shiksha Sadan”, 17, Institutional Area, Rouse Avenue, Delhi-110002
Ref: CBSE/ACAD./ VBQs/ 2012 June 19, 2012
Circular No: Acad-22/2012
All the Heads of Senior Secondary Schools
Affiliated to CBSE,
Subject:
Introduction of Value based questions in the design of question papers in all major subjects
in classes XI-XII w.e.f. academic session 2012-13.
Dear Principal,
The Board has always been committed to make educational process inclusive of co-scholastic areas of Life Skills,
Attitudes and Values, Sports and Games as well as Co-Curricular activities. Apart from various activities and
publications in these areas, this is also evident from the emphasis laid on the holistic assessment of learners under
the strengthening of CCE and School Based Assessment in 2009. The performance profiles circulated under
CCE for the first time reflect values internalized by the students.
It has been widely felt that our existing educational ecosystem needs to be further strengthened to deliver
values enshrined in our Constitution. The curricula cutting across all subjects need to articulate values in
explicit terms and the assessment schemes, at the same time, must reciprocate by assigning a weighting to
value based items.
April-June 2012 219

The Board has constantly been working in the area of value education and as a part of it had brought out Handbooks
on Value Education for teachers. The Teachers Manual on Continuous and Comprehension Evaluation brought
out by the CBSE in the year 2009(revised in the year 2011) is also based on principles of equality and social justice,
appreciation of cultural values, dignity of individuals, inclusion, environmental conservation and protection of
heritage and national monuments, etc., interpreted within the constitution of India.
The Framework on `Education for Values in Schools’ brought out by the NCERT focuses on the environments
in which the learners grow, live and also on future work environments by highlighting the interplay of different
cultures. The framework intends to prepare students for living in a multi-lingual, multi-cultural and multi-religious
country and to appreciate and respect diversity.
Continuing with its efforts in the area of value education and in light of above framework, the Board has decided
to follow an interdisciplinary approach in value education where values are intermingled with the content of all the
major subjects in classes XI to XII . The Board has also decided to assess students for 5 percent weighting in the
major subjects (English, Hindi, Mathematics, Biology, Physics, Chemistry, Accountancy, History, Geography,
Business Studies, Entrepreneurship and Economics) in classes XI and XII through questions which will be
integrated with the content of the subject and analysed on the basis of the values it reflects.
The questions will be for 5 marks in a question paper of 100 marks and 3-4 marks in a question paper of 70-90
marks. This will be effective from the final examinations in classes XI and XII. The Board Exam in 2013 for
Classes XII will also have such questions. Schools are requested to make it a part of their assessment in Grade
XI. The modified Sample Question Papers in all major subjects of classes XI and XII will be uploaded very shortly
on the academic website and circulated to schools.
The schools are requested to take notice of this change and circulate the information widely among all students,
teachers and parents. They are also expected to emphasise on acquiring values enshrined in the constitution of
India through all curricular and co-curricular activities.
Yours Sincerely,
(RAM SHANKAR)
Joint Director, CBSE
220 Community Outreach

Copy to the respective Heads of Directorates, Organizations and Institutions as indicated below with a request
to disseminate the information to all the schools under their jurisdiction:
1. The Commissioner, Kendriya Vidyalaya Sangathan, 18-Institutional Area, Shaheed Jeet Singh Marg, New
Delhi- 110016.
2. The Commissioner, Navodaya Vidayalaya Samiti, A-28, Kailash Colony, New Delhi.
3. The Director of Education, Directorate 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.
8. The Director of Education, S.I.E., CBSE Cell, VIP Road, Junglee Ghat, P.O. 744103, A&N Islands.
9. The Secretary, Central Tibetan School Administration, ESS ESS Plaza, Community Centre, Sector 3,
Rohini, Delhi- 110085
10. All the Regional Officers of CBSE with the request to send this circular to all the Heads of the affiliated
schools of the Board
11. The Education Officers/ AEOs of the Academic Branch, CBSE.
12. The HOD (IT) with the request to put this circular on the CBSE website.
13. The RO (Tech) with request to put this circular on the CBSE Academic website.
14. The Joint Director, Academic Branch, CBSE
15. The Library and Information Officer, CBSE.
16. E.O. to Chairman, CBSE
17. DO/ PA to Secretary, CBSE
18. PA to CE, CBSE
19. PA to Director (Acad.)
20. PA to Director( Special Examinations)
21. PA to Director (Edusat and Vocational Education)
22. PRO, CBSE.
April-June 2012 221

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
(Ekkuo lalk/u fodkl ea=kky;] Hkkjr ljdkj] ds v/hu ,d Lok;Rr laxBu)
f'k{kk lnu] 17] bUlfVV~;w'kuy {ks=k] jkmt ,osU;w] fnYyh&110002
CENTRAL BOARD OF SECONDARY EDUCATION
(An autonomous Organisation under the Union Ministry of Human Resource Development, Govt. of India)
“Shiksha Sadan”, 17, Institutional Area, Rouse Avenue, Delhi-110002
CBSE/AEO/Letter-Misc/2012 June 12, 2012
Cir No.Acad-23/2012
Subject:
Workshops on ‘Assessing and Providing Feedback on Student Learning’.
Dear Principal,
CBSE organises training programmes for Principals and teachers to improve their professional quality to achieve
desired standards of school education. The Board regularly conducts ‘Strategic Management & Leadership’
programmes for principals in collaboration with the various Management Institutes like Indian Institutes of
Management, NUEPA, Institute of Education, University of London, Australian Council Educational Research
(ACER) and other Management Institutes of repute. Based on a general feedback from various stakeholders, the
Board has decided to conduct more such workshops.
The CBSE has recently established the Centre for Assessment, Evaluation and Research, in Public Private
Partnership Mode (PPP Mode) with an aim of achieving global excellence in educational assessment, research
and professional development that would lead to an improvement in the quality of learning in India. The Board
has laid down several operational objectives for the Centre to achieve. These objectives are linked to the four major
focus areas viz. Research, Assessment, Professional Development of Principals and Teachers and Publications.
The Centre is pleased to launch the first of its professional development programmes - International Perspectives
on Assessment - by hosting two workshops in late July and early August 2012.
222 Community Outreach

The workshops are being presented by three leading international figures in educational assessment: Professor Jim
Tognolini and Professor Gordon Stanley, Senior Research Fellows at the University of Oxford, England, and Dr
Jon Twing, Senior Executive Vice-President, Pearson Assessment & Information, US.
The workshops will focus in particular on assessment in the context of Continuous and Comprehensive Evaluation
(CCE) and further reforms to School-Based Assessment.
Each of the two-day workshops will fulfil the following objectives:
• To highlight different aspects and styles of assessment practices of international quality
• To emphasize the development of assessment tools for evaluating the holistic development of
students.
• To stress on universal values and ethics in the assessment scheme.
• To strengthen the development of a strategic plan for improving the assessment practices in
schools.
• To raise participants’ awareness of psychometric tools for assessing co-scholastic areas.
• To acquaint participants with emerging issues in school education including Continuous and
Comprehensive Evaluation (CCE) and School Based Assessment in the wake of examination reforms
mooted by CBSE.
• To plan and develop quality assessment (Formative and Summative) at the classroom level.
In order to achieve these objectives the programme has the following components.
• Pre-workshop reading
• Intensive face-to-face workshop (2 days)
• Post-workshop evaluation
The workshop details with Day-wise sessions and introductions of resource persons are outlined in Annexure ‘A’
Workshop 1 Workshop 2
Venue
Rosary Sr Sec School, Kingsway
Camp, Radio Colony Delhi-
110009
Navdeep Public school, P O Decent
Junction, Kollam, 691577 Kerala
Dates July 30, 2012 to July 31, 2012 August 3, 2012 to August 4, 2012
Telephone 27606359 0474-2504444, 2504443
E-mail school_rosary@rediffmail.com navdeeppublicschool@gmail.com
April-June 2012 223

Fee for the two-day Workshop:
The fee for this two-day workshop will be Rs 10500/- inclusive of the cost for providing of a pre-workshop
reading assignment, course materials and post-workshop feedback. Principals, Vice Principals and Managers of
schools who may be interested in participating in one or other of these two workshops are requested to complete
the enclosed Registration Form and send it to the following address:
Dr. Sadhana Parashar,
Director (Training),
Central Board of Secondary Education,
‘Shiksha Sadan’, 17, Rouse Avenue,
Institutional Area, Delhi– 110 002.
As number of participants is limited therefore early registration is advisable. Preference will be given to those
Principals who have never attended a Professional Development Programme; are active partners of various
initiatives of the CBSE (hosting workshops, seminars etc.); are members of a Sahodaya cluster; and those who
contribute regularly to the CENBOSEC, the quarterly journal of CBSE.
The Registration Form can also be e-mailed to: sadhanap.cbse@gmail.com . The last date for provisional registration
is 7 July 2012; the final date for confirmed registration and payment of the requisite fee is 15 July 2012.
Yours sincerely,
(Dr. Sadhana Parashar)
Director (Training)
Encl: 1. Registration Form
2. Course Structure of the programme
224 Community Outreach

Copy to the respective Heads of Directorates, Organizations and Institutions as indicated below with a request
to disseminate the information to all the schools under their jurisdiction:
1. The Commissioner, Kendriya Vidyalaya Sangathan, 18-Institutional Area, Shaheed Jeet Singh Marg,
New Delhi- 110016.
2. The Commissioner, Navodaya Vidayalaya Samiti, A-28, Kailash Colony, New Delhi.
3. The Director of Education, Directorate 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.
8. The Director of Education, S.I.E., CBSE Cell, VIP Road, Junglee Ghat, P.O. 744103, A&N Islands.
9. The Secretary, Central Tibetan School Administration, ESS ESS Plaza, Community Centre, Sector 3, Rohini,
Delhi- 110085
10. All the Regional Officers of CBSE with the request to send this circular to all the Heads of the affiliated schools of
the Board
11. The Education Officers/ AEOs of the Academic Branch, CBSE.
12. The HOD (IT) with the request to put this circular on the CBSE website.
13. The RO (Tech) with request to put this circular on the CBSE Academic website.
14. The Joint Director, Academic Branch, CBSE
15. The Library and Information Officer, CBSE.
16. E.O. to Chairman, CBSE
17. DO/ PA to Secretary, CBSE
18. PA to CE, CBSE
19. PA to Director (Acad.)
20. PA to Director( Special Examinations)
21. PA to Director (Edusat and Vocational Education)
22. PRO, CBSE.
April-June 2012 225

REGISTRATION FORM
‘STRATEGIC MANAGEMENT AND LEADERSHIP PROGRAMME’ FOR PRINCIPALS
PROPOSED BY THE CENTRE FOR ASSESSMENT, EVALUATION AND RESEARCH, CBSE
W1:30-31 July,2012, DELHI
W-2: 3-4 August,2012, TRIVENDURAM
Workshop applied for W-
1. Name of the Principal/ Education/ Manager:
2. Number of years spent working on this designation:
3. Name and address of the school with Pin Code:
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. Email Address:
8. Whether the Participant has already attended training programme 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 by the CBSE:
(if yes please give details)
10. Whether the school is a member of any Sahodaya Complex or not:
(If yes, please give details.)
Yes/No
Yes/No
Yes/No
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 for the workshop-1 is 7 July 2012 and for workshop-2 is 15 July 2012.
• Details of participant selected and other collaterals will be communicated in due course.
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
226 Community Outreach

Workshops on ‘Assessing and Providing Feedback on Student Learning’ Programme
Annexure-‘A’
The two-day workshop will be premised upon expert knowledge and research on assessment and draw on the
practical experiences that the presenters have obtained through working internationally on assessment and
assessment reforms.
There will be ample opportunity for interaction with the workshop facilitators and fellow participants as each
session will culminate in a time for reflection and open discussion and will be driven by a focus on practical schoollevel
assessment issues. Participants will receive a Certificate of Professional Development detailing the objectives
covered during the workshop and acknowledging their active participation in the workshop
Day 1
Session 1: Assessing student learning
Session 2: Introducing the basic principles of assessment that align with the values and ethics of assessment
Session 3: Developing quality assessments at the classroom and school level
Day 2
Session 4: Planning for improving assessment practices in schools
Session 5: Introducing some alternative assessment techniques for assessing co-scholastic areas in schools
Session 6: Using psychometric methods for appraising classroom assessments
Session 7: Identifying and discussing some of the emerging issues in school education involved with large scale
assessment reform associated with Continuous and Comprehensive Evaluation (CCE) and School
Based Assessment
Professor Jim Tognolini
The Workshop Team
Jim Tognolini is Senior Vice President Research and Assessment; Senior Research Fellow at the Oxford University;
Professorial Fellow at Wollongong University in New South Wales; and, Adjunct Professor of Education at the
University of Western Australia. In his current position as Senior Vice President at Pearson he is responsible for
the design, implementation and on-going management of assessment systems and learning processes. He has
advised and published on standards-based systems of assessment. His international consultancies include projects
in India, China, Jordan, the United Arab Emirates, New Zealand, Malaysia, Singapore and Indonesia.
April-June 2012 227

Professor Gordon Stanley
Gordon Stanley was the inaugural Director of the Oxford University Centre for Educational Assessment and
Professor of Educational Assessment until he retired from the position in September 2010. He has a particular
research interest in new approaches to educational assessment and the challenge presented by the increasing
requirements for global qualifications and standards.
Doctor Jon Twing
Jon Twing is currently Executive Vice President for Test, Measurement & Research Services, part of the Pearson
Assessment & Information group’s shared services organisation. Jon provides leadership in growth and publishing
strategies and business development. He has also made numerous presentations to education agencies and officials
around the world regarding test development and measurement best practices. Before joining Pearson in 1996, Jon
was senior project director in Psychometrics and Technological Applications at The Psychological Corporation/
Harcourt Brace Educational Measurement. He has also served as an instructor at The University of Iowa, Trinity
University, and Coe College. Jon has a B.S. in Psychology and Business from Central Michigan University and
M.A. and Ph.D. degrees in Educational Measurement and Statistics from The University of Iowa.
228 Community Outreach

Email ID: pocbse@gmail.com Phone No- 011- 22517284
CENTRAL BOARD OF SECONDARY EDUCATION
(An autonomous Organisation under the Union Ministry of Human Resource Development, Govt. of India)
“SHIKSHA KENDRA” 2, COMMUNITY CENTER, PREET VIHAR, DELHI-110092
PO (VOC)/TRG (GST)/CBSE/2010 June 22, 2010
Circular No. Acad-24/2012
To
The Heads of the Affiliated Schools
Subject:
Orientation Programme for Teachers on Geospatial Technology
Dear Principal,
As you are aware that, in view of emerging needs for Geospatial Practices and remote Sensing Technology,
Central Board of Secondary Education in collaboration with Rolta India Limited, Mumbai has ventured upon
“Geospatial Technology” into school curriculum for the first time in India. The subject has been introduced in
selected schools in class XI from the academic session 2010-2011 on pilot basis.
The Board in coordination with Rolta India Limited, Mumbai is organizing orientation programme for the
Teachers for Teaching Geospatial Technology as per the given details.
• Venue: Rolta India Limited,
Rolta Tower ‘A’, Rolta Technology Park,
MIDC, Marol, Andheri (East), Mumbai 40093
• Date: 23rd July 2012 to 27th July 2012
You are requested to depute one or two teachers from Geography / IT background for the orientation programme
conducted by Rolta India Limited, as per the aforesaid schedule. The training will be provided free of cost by
the Rolta India Limited, Mumbai but the sponsoring school need to bear the expenses on the travel, boarding
and lodging of the teachers deputed for the programme. Regarding accommodation and other details of the
programme you may contact Dr. (Ms.) Alpana Bohra, Assistant Vice President (EGIS), Rolta India Limited,
Mumbai over telephone no. 09967981661 or e mail alpana.bohra@rolta.com, alpanabohra@yahoo.com or Dr
Vivek Nagpal Consultant (Vocational) CBSE on telephone no. 9868210662 or e mail bmn3012 yahoo.com for
any queries in this regard.
April-June 2012 229

You are therefore requested to confirm the participation of teachers for this programme latest by 10.07.2012.by
forwarding email to alpana.bohra@rolta.com with a cc to bmn3012@yahoo.com as per the proforma attached.
Looking forward to your cooperation.
Yours sincerely
Copy to:
Dr. Biswajit Saha
Programme Officer (Vocational)
1. Sh. R.S. Rathi, Vice President , Rolta India Limited, Rolta Tower A, Rolta Technology Park, MIDC,
Andheri (East), Mumbai-400093 for information.
2. The Commissioner, KendriyaVidyalayaSangathan, 18-Institutional Area, ShaheedJeet Singh Marg,
New Delhi-110 016.
3. The Commissioner, NavodayaVidyalayaSamiti, A-28, Kailash Colony, New Delhi.
4. The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat, Delhi- 110 054.
5. The Director of Public Instructions (Schools), Union Territory Secretariat, Sector9, Chandigarh-160 017.
6. The Director of Education, Govt. of Sikkim, Gangtok, Sikkim – 737 101.
7. The Director of School Education, Govt. of Arunachal Pradesh, Itanagar-791 111.
8. The Director of Education, Govt. of A&N Islands, Port Blair-744 101.
9. The Secretary, Central Tibetan School Administration, ESSESS Plaza, CommunityCentre, Sector 3, Rohini,
Delhi-110 085.
10. The Director (Academics) CBSE
11. The Director (Training) CBSE
12. 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.
13. The HOD /The Education Officers/AEOs CBSE.
14. The RO (Technology) with the request to put this circular on the CBSE website.
15. The Public Relations Officer (PRO) CBSE
16. The D.S (Coordination) CBSE
17. The Library and Information Officer, CBSE
18. The EO to Chairman, CBSE
19. The PA to Secretary, CBSE
Dr. Biswajit Saha
Programme Officer (Vocational)
230 Community Outreach

PROFORMA
Registration for the Teachers Training Programme in Geospatial Technology.
1. Name of the School :
Address :
Contact No. :
2. Names of the Teacher(s) who will be attending the programme
Contact No. & E mail :
Signature: --------------------------------
Name of the Principal: -------------------------------
April-June 2012 231

Website: www.cbse.nic.in Phone: 011-2324324
Email-id: sadhanap.cbse@nic.in
CENTRAL BOARD OF SECONDARY EDUCATION
(An autonomous Organisation under the Union Ministry of Human Resource Development, Govt. of India)
“Shiksha Sadan”, 17-Rouse Avenue, New Delhi-110 002
CBSE/ACAD./ DIR (TRG)/ 2012 22. 06. 2012
Circular No. Acad-25/2012
All the Heads of Institutions
affiliated to CBSE
INTRODUCTION OF ENGLISH NOVELS FOR LONG READING
IN CLASSES IX TO XII for (Winter Closing Schools)
Dear Principal,
This is in continuation with the Circular on INTRODUCTION OF ENGLISH NOVELS FOR LONG
READING IN CLASSES IX TO XII (Circular No. Acad-08/2012 dated 26. April 2012). The Circular is
uploaded on the CBSE Academic website (www.cbseacademic.in).
CBSE under its Examination Specifications and as per revised guidelines for the Curriculum 2014 in English
has introduced at each class (IX to XII) novels for detailed reading.
As per Examination Specifications these novels are introduced from Academic Session 2012-2013 for classes
IX and XI.
As the winter closing schools had already covered more than two months of their current academic session it is
proposed as an exception that such schools may include the questions on the novels in SA II and FA 3 and FA
4 for the current academic session only under written intimation to CBSE, New Delhi.
The students may be exempted from attempting questions on the novels in SA1. Instead the 10 marks allotted for novels
may be used to test an extra question under the writing section in SA 1.
232 Community Outreach

NAME OF THE COURSE
English Communicative
(Code 101)
English Language &
Literature
(Code 184)
English Core
(Code 301)
LONG READING TEXT PRESCRIBED
Class - IX
Gulliver’s Travels (2005 edition) by Jonathan Swift
Or
Three Men in a Boat (1889 edition) by Jerome. K. Jerome
Class X
The Diary of a Young Girl (1947 edition) by Anne Frank
Or
The Story of My Life (1903 edition) by Helen Keller
Class XI
The Canterville Ghost (1906 edition) by Oscar Wilde
Or
Up from Slavery (2000 edition) by Booker T. Washington
Class XII
The Hounds of Baskerville (1902) Arthur Conan Doyle
Or
Lord of the Flies (1954) William Golding
Subsequently from Academic Session 2013-2014 classes X and XII would take up the prescribed novels as per
Circular No. Acad. /2012 dated 2. May 2012 in all CBSE affiliated schools.
The following points need to be followed:
1. There are two novels prescribed at each level. The schools have the option to choose only one out of
the two for writing the examination.
2. All the novels have been introduced in the unabridged form.
3. No publisher has been specified for the novels.
The Board looks forward to the co-operation of all the winter closing schools. For any further query Ms. Neelima
Sharma, Consultant (English) may be contacted at LL: 011-23233552 or mail at neelimasharma.cbse@gmail.
com.
Yours sincerely,
(Dr. SADHANA PARASHAR)
DIRECTOR (Training)
April-June 2012 233

Copy to the respective Heads of Directorates, Organizations and Institutions as indicated below with a request
to disseminate the information to all the schools under their jurisdiction:
1. The Commissioner, Kendriya Vidyalaya Sangathan, 18-Institutional Area, Shaheed Jeet Singh Marg,
New Delhi- 110016.
2. The Commissioner, Navodaya Vidayalaya Samiti, A-28, Kailash Colony, New Delhi.
3. The Director of Education, Directorate 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.
8. The Director of Education, S.I.E., CBSE Cell, VIP Road, Junglee Ghat, P.O. 744103, A&N Islands.
9. The Secretary, Central Tibetan School Administration, ESS ESS Plaza, Community Centre, Sector 3,
Rohini, Delhi- 110085
10. 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.
11. The Education Officers/ AEOs of the Academic Branch, CBSE.
12. The RO (T) with the request to put this circular on the CBSE website.
13. The Library and Information Officer, CBSE.
14. E.O. to Chairman, CBSE
15. DO/ PA to Secretary, CBSE
16. PA to CE, CBSE
17. PA to Director (Acad.)
18. PA to HOD (AIEEE)
19. PA to HOD (Edusat); PRO, CBSE
234 Community Outreach

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
(Ekkuo lalk/u fodkl ea=kky;] Hkkjr ljdkj] ds v/hu ,d Lok;Rr laxBu)
f'k{kk lnu] 17] bUlfVV~;w'kuy {ks=k] jkmt ,osU;w] fnYyh&110002
CENTRAL BOARD OF SECONDARY EDUCATION
(An autonomous Organisation under the Union Ministry of Human Resource Development, Govt. of India)
“Shiksha Sadan”, 17, Institutional Area, Rouse Avenue, Delhi-110002
CBSE/ACAD/Dir(T)/CBSE/2012 26 June, 2012
Circular No. : Acad-26/2012
All Heads of Schools
Affiliated to the Board
Subject: -
Dear All,
Greetings from CBSE!
Feedback for Formative Assessment Manuals for Teachers for class X
CBSE regularly analyses and reviews its text books and support material and one of the most important
components of these reviews is gathering feedback directly from our end users i.e. schools. The formative
assessment manuals for teachers were published by the board in the year 2010.The Board has decided to
revise the manuals for which a comprehensive feedback form has been prepared separately for every subject.
You are requested to kindly get the feedback form filled by the teachers of your school who are taking class
X in their respective subjects.
The Board welcomes the suggestions and thanks the teachers in advance for sharing their thoughts with us. We
appreciate the time and effort put in to provide feedback to us.
April-June 2012 235

The online feedback form can be filled by clicking on the following links:
ENGLISH
MATHEMATICS
SCIENCE
SOCIAL SCIENCE
Yours Sincerely
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:
1. The Commissioner, Kendriya Vidyalaya Sangathan, 18-Institutional Area, Shaheed Jeet Singh Marg, New
Delhi-110 016.
2. The Commissioner, Navodaya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
3. The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat, Delhi-110 054.
4. The Director of Public Instructions (Schools), Union Territory Secretariat, Sector 9, Chandigarh-160 017.
5. The Director of Education, Govt. of Sikkim, Gangtok, Sikkim – 737 101.
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-744 101.
8. The Secretary, Central Tibetan School Administration, ESS ESS 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.
10. The Education Officers/AEOs of the Academic Branch, CBSE.
11. The RO (Technology) with the request to put this circular on the CBSE website.
12. The Library and Information Officer, CBSE
13. EO to Chairman, CBSE
14. SO to CE, CBSE
15. PA to Secretary, CBSE
16. PA to Director (Acad.)
17. PA to HOD (AIEEE)
18. PRO, CBSE
236 Community Outreach

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
(Ekkuo lalk/u fodkl ea=kky;] Hkkjr ljdkj] ds v/hu ,d Lok;Rr laxBu)
f'k{kk lnu] 17] bUlfVV~;w'kuy {ks=k] jkmt ,osU;w] fnYyh&110002
CENTRAL BOARD OF SECONDARY EDUCATION
(An autonomous Organisation under the Union Ministry of Human Resource Development, Govt. of India)
“Shiksha Sadan”, 17, Institutional Area, Rouse Avenue, Delhi-110002
CBSE/ACAD/AEO (AHA)/2012 June 27, 2012
Circular No: Acad-27/2012
All the Heads of Institution
Affiliated to CBSE,
Subject:
Discontinuation of the publication of Blue Prints, Sample Question Papers and Marking
Schemes in all major subjects in classes IX-X w.e.f. academic session 2012-13 Summative
Assessment-II.
Dear Principal,
The Board used to issue Blue Prints, Sample Question Papers and Marking Schemes in all major subjects
in classes IX and X to provide a model template to serve as a guide for entailing uniformity in assessment, proper
coverage of the curricula and validity (and therefore reliability) of assessment. However it has been noticed that
a large section of students and examiners punctiliously follow these documents which results in precluding much
advocated open ended approach and diversity in expression, style and content. The blue print further microcategorizes
items into difficult, average and easy with specific allotment of marks to each category which again
limits the framing of a particular type of question from a particular topic/chapter. Moreover the release of Blue
prints and the Sample Question Papers indirectly promotes 'teaching to the test'.
In order to address the above issues and to further discourage the practice of “teaching to the test”, the
Board has decided to discontinue the practice of providing Blue Print, Sample Question Papers and Marking
April-June 2012 237

Schemes in classes IX and X w.e.f. Summative Assessment-II of 2012-13. The weightings in the revised format
will be assigned to entire units as mentioned in the curriculum as an alternative of chapter wise weighting given
earlier. There will be a more flexible design or structure of assessment instead of a detailed blue print which used
to divide the curriculum into exceedingly narrower parts. The structure of assessment will also be supplemented
with a pool of exemplar items in each subject.
This will be in effect from the Summative Assessment-II of the current academic year i.e. 2012-13 in all the main
subjects and therefore the Summative Assessment -II, 2013 for classes IX & X scheduled to be held in the month
of March, 2013, will not be based on blue prints and Sample Questions Papers. The SA-II will rather follow a
more comprehensive structure of examination and flexible patterns. The structure of examination along with
unit wise weighting for English, Hindi, Sanskrit, Mathematics, Science and Social Science together with pools of
exemplar items will be very shortly available on the academic websites of CBSE (www.cbseacademic.in) and will
also be circulated to all the schools affiliated to the board. For any further queries you may contact Mr. Al Hilal
Ahmed, Assistant Education Officer at Tel No.-011-23237780 or e-mail at cbsecp@gmail.com
The schools are requested to take notice of the changes mentioned and circulate the information widely among
all students, teachers and parents.
Yours Sincerely,
Distribution:
(Ram Shankar)
Joint Director, CBSE
Copy to the respective Heads of Directorates, Organizations and Institutions as indicated below with a request
to disseminate the information to all the schools under their jurisdiction:
1. The Commissioner, Kendriya Vidyalaya Sangathan, 18-Institutional Area, Shaheed Jeet Singh Marg,
New Delhi- 110016.
2. The Commissioner, Navodaya Vidayalaya Samiti, A-28, Kailash Colony, New Delhi.
3. The Director of Education, Directorate 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.
8. The Director of Education, S.I.E., CBSE Cell, VIP Road, Junglee Ghat, P.O. 744103, A&N Islands.
238 Community Outreach

9. The Secretary, Central Tibetan School Administration, ESS ESS Plaza, Community Centre, Sector 3, Rohini,
Delhi- 110085
10. All the Regional Officers of CBSE with the request to send this circular to all the Heads of the affiliated schools of
the Board
11. The Education Officers/ AEOs of the Academic Branch, CBSE.
12. The HOD (IT) with the request to put this circular on the CBSE website.
13. The RO (Technology) with request to put this circular on the CBSE Academic website.
14. The Joint Director, Academic Branch, CBSE
15. The Library and Information Officer, CBSE.
16. E.O. to Chairman, CBSE
17. DO/ PA to Secretary, CBSE
18. PA to CE, CBSE
19. PA to Director (Trg.)
20. PA to Director (Acad.)
21. PA to Director( Special Examinations)
22. PA to Director (Edusat and Vocational Education)
23. PRO, CBSE.
April-June 2012 239

Email: pocbse@gmail.com
Phone no.:-22527184
CENTRAL BOARD OF SECONDARY EDUCATION
(An autonomous Organisation under the Union Ministry of Human Resource Development, Govt. of India)
“SHIKSHA KENDRA” 2, COMMUNITY CENTER, PREET VIHAR, DELHI-110092
No. CBSE/PO/2012 Dated June 28th, 2012
Circular No. Acad-28/2012
To
All the Principals of Affiliated Colleges
University of Delhi
Sub:- Request for considering vocational subjects for admission to Under Graduate level courses from the
session 2012-13.
Dear Sir/Madam,
As you are aware the Central Board of Secondary Education (CBSE) is presently offering a total of 34 vocational
courses under 7 sectors (as per the list enclosed) at Senior Secondary level, in order to fulfil the emerging needs
of the market by focusing on employability skills.
Further, it is pertinent to mention here that University of Delhi vide its letter no. Aca.I/CBSE/2012/54 dated
04/05/2012 has decided to add following vocational subjects in the list of its existing vocational courses allowed
by the University for Admission to its undergraduate courses w.e.f the academic session 2012-13.
1. Financial Market Management
2. Healthcare Sciences
3. Geospatial Technology
4. Food Production
5. Food & Beverage Services
6. Mass Media Studies and Media Production
University has also agreed to include other subjects offered as a part of the vocational courses, which has been
duly reflected in the admission bulletin of University of Delhi for the year 2012-13.
Therefore, I am to request you kindly to give the necessary direction to the admission committee of your esteem
college to consider the marks of vocational subjects in best four, wherever applicable, so that the pass out students
240 Community Outreach

(from vocational streams) is considered eligible for admission to Under Graduate courses .
With due Regards.
Yours Sincerely
Copy to:
Dr. Biswajit Saha
Programme Officer & I/C Director
(Vocational & Edusat)
1. The Registrar, University of Delhi -110007 for kind information please.
2. The P.S. to the Hon’ble Vice Chancellor, University of Delhi-110007 for kind information please.
LIST OF VOCATIONAL COURSES (Total 33 Packages & 96 Subjects)
Sl. No. Sectors S .No. Names of the Packages Subject Codes
I
II
Commerce
Engineering
1 Office Secretary ship 604-606
2 Stenography & Computer Application 607-610
3 Accountancy and Auditing 611-612
4 Marketing and Salesmanship 613-615
5 Banking 619-621
6 Financial Market Management
720-721
723-724
7 Electrical Technology 622-626
8 Automobile Technology 627-629
9 Structure and Fabrication Technology 630-631
10 Air Conditioning and Refrigeration Technology 632-633
11 Electronics Technology 634-637
April-June 2012 241

III
IV
V
VI
VII
VIII
Agriculture
Home Science
Health & Para
Medical
Hospitality
&Tourism
Information
Technology
Others
12 Dairying 639-641
13 Horticulture 642-644
14 Poultry Farming 716-718
15 Health Care and Beauty Culture 654-656
16 Fashion Design & Clothing Construction 684-686
17 Textile Design Dyeing & Printing 684, 687, 688
18 Ophthalmic Techniques 657-659
19 Medical Laboratory Technology 660-662
20 X-Ray Technician 666-668
21 Health Care Science 725-730
22 Food Service & Management 675-677
23 Hotel Management and Catering Technology 690-692
24 Tourism and Travel 693-695
25 Bakery & Confectionery 696-698
26 Food Production 734-735
27 Food & Beverage Services 736-737
28 IT Application 699-701
29 Library Management 702-704
30 Life Insurance 705-706
31 Transportation System & Management 712
32 Mass Media Studies & Mass Media Production 738-739
33
34
Geospatial Technology
Retail Management
740
242 Community Outreach

Website: www.cbse.nic.in
Central Board of Secondary Education
(An autonomous Organisation under the Union Ministry of Human Resource Development, Govt. of India)
‘Shiksha Sadan’, 17-Rouse Avenue, New Delhi – 110 002
CBSE/ACADEMIC/CIRCULAR/2012/ 12.04.2012
Circular No. 25 /2012
All Heads of Institutions
Affiliated to the Board
Subject:
Inclusive Practices in CBSE schools.
Dear Principal,
This is in continuation to our earlier Circular No. 45 dated 29.10.2008 and Circular No. 65 dated 24.12.2009
regarding inclusive practices in CBSE schools. The Central Board of Secondary Education has provided relaxation
for children with various disabilities like Visually Impaired, Physically Challenged, Autistic, Dyslexic, Spastic and
other categories defined in the PWD Act, 1995 with regard to both Secondary School Examination and Senior
School Certificate Examination. These relaxations are as follows :
• Exemption from studying third language up to middle school level (i.e. Class VIII).
• Permission to use an amanuensis.
• The amanuensis should be a student of class lower than the one for which the candidate will be taking the
examination.
• The Centre Superintendent of the Examination Centre chooses a suitable amanuensis and forwards his/
her particulars to the Regional Officer concerned for consideration and approval.
• The services of amanuensis shall be provided free of cost.
• The amanuensis is paid remuneration as prescribed from time to time by the Board.
• The candidate may be permitted to use the services of an amanuensis in all or any of the papers. Services
of same amanuensis is taken for all the papers.
April-June 2012 243

• The candidates are permitted to draw the diagrams etc. themselves, if desired by them. Services of same
amanuensis is taken for all the papers.
• Additional time as under is given in each paper;
For paper of 3 hours duration 60 minutes
For paper of 2 ½ hours duration 50 minutes
For paper of 2 hours duration 40 minutes
For paper of 1 ½ hours duration 30 minutes
• The Centre Superintendent makes the sitting arrangements for the dyslexic, visually impaired, physically
challenged and spastic candidates on the ground floor, as far as possible.
• Alternative type questions are provided in lieu of questions having visual inputs for the blind candidates in
English Communicative and Social Science for Class X and History, Geography and Economics for Class XII.
• Separate question papers in enlarged print for Mathematics and Science & Technology in Class X are
provided.
• The Centre Superintendent(s) are directed to send the answer books of special category students in separate covers.
• To facilitate easy access, a few selected schools are made examination centres for special students.
• Visually impaired candidates have the facility to use computer or a typewriter for writing answers.
• Teachers from schools for visually impaired are appointed as Assistant Superintendent(s) (Invigilators)
at the special examination centres. However, precaution is taken to appoint different subject teachers on
different days.
• A separate column is provided on the title page of the answer book for indicating the category of differently
abled candidates so that these answer books could be segregated for sending them separately to the Regional
Office of the Board.
• A differently abled candidate appearing for Class X Summative Assessment Examination has the option
to opt for one language instead of two along with any four of the following subjects :
Mathematics, Science, Social Science, Another Language, Music, Painting, Home Science and Introductory
Information Technology, Commerce (Elements of Business) & Commerce (Elements of Book Keeping
and Accountancy)
The Board has also issued advisory to schools for Inclusive Education of children with disabilities. These guidelines
are as follows :
• to ensure that no child with special needs is denied admission in Mainstream Education
• to monitor the enrollment in schools of disabled children
• to provide support through assistive devices and the availability of trained teachers
244 Community Outreach

• to modify the existing physical infrastructure and teaching methodologies to meet the needs of all children
including Children with Special Needs
• to ensure that all schools are made disabled friendly by 2020 and all educational institutions including
hostels, libraries, laboratories and buildings will have barrier free access for the disabled
• to ensure availability of Study material for the disabled and Talking Text Books, Reading Machines and
computers with speech software
• to ensure an adequate number of sign language interpreters, transcription services and a loop induction
system will be introduced for the hearing handicapped students
• to revisit classroom organization required for the education of Children with Special Needs
• to ensure regular in-service training of teachers in inclusive education at the elementary and secondary level.
The Board has also directed all its schools to provide proper physical facilities like ramps, toilets for wheel chair
users and auditory signals in elevators and lifts in accordance with the provisions laid down in PWD Act, 1995
for differently abled students. (Ref. Affiliation Bye Laws)
Also, vide Circular No. 68/2011 dated 16.09.2011 and Circular No. 91/2011 dated 23.12.2011, the Board has
made provisions for visually impaired students to take up Science subjects, i.e., Physics, Chemistry and Biology,
involving practicals, at Senior Secondary level by deciding to provide separate question papers in lieu of practicals
to visually impaired students in these subjects. The alternate question papers for practicals will contain multiple
choice questions, based on practical content in the subjects of Physics, Chemistry and Biology. This new scheme
for providing alternate question papers in Physics, Chemistry and Biology at Senior Secondary level has been
implemented for the students of Class XI from the session 2011-12 and for the students of Class XII from the
session 2012-13.
The guidelines for alternate question papers in practicals for visually impaired students in the subjects of Physics,
Chemistry and Biology alongwith the list of practicals and the Sample Question Paper for Class XII will be
provided on CBSE website: www.cbse.nic.in soon.
It may be reiterated here that this provision of alternate question paper in lieu of practicals at Senior 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.
Yours faithfully,
(Dr. Srijata Das)
Education Officer
April-June 2012 245

Copy to:
1. The Commissioner, Kendriya Vidyalaya Sangathan, 18-Institutional Area, Shaheed Jeet Singh Marg,
New Delhi-110 016.
2. The Commissioner, Navodaya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
3. The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat, Delhi-110 054.
4. The Director of Public Instructions (Schools), Union Territory Secretariat, Sector 9, Chandigarh-160 017.
5. The Director of Education, Govt. of Sikkim, Gangtok, Sikkim – 737 101.
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-744 101.
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.
10. The Education Officers/AEOs of the Academic Branch, CBSE.
11. The Joint Secretary (IT) with the request to put this circular on the CBSE website.
12. The Library and Information Officer, CBSE
13. EO to Chairman, CBSE
14. PA to CE, CBSE
15. PA to Secretary, CBSE
16. PA to Director (Acad.)
17. PA to HOD (AIEEE)
18. PA to HOD (Edusat)
19. PRO, CBSE
(Dr. Srijata Das)
Education Officer
246 Community Outreach

Central Board of Secondary Education
Shiksha Sadan”, 17, Institutional Area, Rouse Avenue, Delhi-110002
Innovation in schools: CBSE Project
The Central Board of Secondary Education (CBSE), a registered society and an autonomous organisation under
Ministry of Human Resource Development, Government of India invites projects on innovation in the areas of
school education from Individuals/Firms/Institutions/Non- Govt. Organisations/Agencies/Trust/Companies for
collaboration with CBSE in bringing out a well researched document on ‘Innovation and Best Practices in school
Education’. The background note and format for uploading material, videos, links as well as detailed projects is
available on CBSE website (www.cbse.nic.in).
The Chairman CBSE, reserves the right to reject any or all the applicants without assigning any reasons. All
material so received will be used by CBSE in bringing out the publication. The copy right of the document will
rest with the Board.
Director (Trg.)
April-June 2012 247

NOTIFICATION
Innovation in Schools: CBSE Project
The CBSE seeks to collaborate with Non Governmental organisations/Trusts/Companies/ Firms/Foundations
in its initiative to promote innovation in schools and document best practices in the area of School Education.
Background
There has been an increase in debate about innovation in education since 2008. Researchers and practitioners
in innovation are engaged in a discourse about how to design public resources that deliver different and better
outcomes at a lower cost. The primary target of innovation in education is to derive maximum outcomes using
fewer resources. ‘Radical Efficiency’ requires looking at these new perspectives of challenges and new perspectives
in solutions. There has been an increasing need to think about how to grow and foster conducive conditions for
innovation in education systems. Critical to this is creating opportunities for ideas to develop. Ideas develop in
a network- network of collaborative effort firing new ways in chaotic spaces creating new pathways. There is a
need to motivate the larger population to come out of the traditional treatment of education and become more
productive, innovative, civil and democratic.
Need
CBSE recognizes that in the next few years the country will swarm with young people wanting to learn, especially
with the introduction of Right to Free and Compulsory Education. With the changing demographics where there
will be an increase in young population, disruptive innovation may have the biggest payoffs. There will be a need
to reach out to children from disconnected and poorest parts of the country.
CBSE, being a premier organization in spearheading changes in educational opportunities invites representations
from organisation which harness the power of learner ownership. This approach encourages project or enquiry based
learning, making the voice of students more meaningful and encouraging peer to peer teaching and mentoring,
exhibiting a positive learning experience and environment.
All those interested are encouraged to upload their innovative practices with evidence, on the link provided http://
www.cbserod.net.in/2012/ir/entry.asp.
They can upload website links, photographs and videos.
Dr. Sadhana Parashar
Director (Training)
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April-June 2012 249

250 Community Outreach

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254 Community Outreach

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256 Community Outreach

Notification
CBSE with a rich experience to its credit in handling the educational needs of millions of learners over the
last several decades has to respond the challenges of diverse needs of its students to provide a globally sensitive
curriculum that would help Indian learners either to pursue their higher studies in countries abroad or interact
meaningfully with global markets for ensuring active participation in the development process.
Mandate of the Board
The CBSE has the mandate of initiating CBSE-i as per its Manual of Rules and Regulations:
“The services of the Board may be availed of by any educational institution in India or outside India, which wishes to
prepare candidates for the examinations conducted by the Board and the Board shall have the power to affiliate such
institutions for the purpose of its examination.”
Also, Association of Indian Universities (AIU) has accorded equivalence to the CBSE-international (CBSE-i)
Programme with minimum 5 (Five) subjects with +2 stage qualification of an Indian Board.
The Board has launched its international curriculum called CBSE-i which aims to carry forward the basic
strength of the Indian educational system. The foundation of core skills in Mathematics and Science education
will continue in the international curriculum with a difference and that is that Mathematics will be provided at
two levels –‘Core and Elective’ to cater to the different kinds of learners. Science education, in addition to the
foundation, will also have an extension, or ‘Breakthroughs’’ which will primarily take into account the latest
advances in Science and Technology.
While promoting Creative and Critical Thinking Skills, Effective Communication Skills, Interpersonal Skills,
Collaborative Skills along with Information and Media Skills there is an inbuilt flexibility in the CBSE-i, as it
provides levels of learning to cater to the different pace of learners.
Features of CBSE-i:
• The CBSE International (CBSE-i) provides opportunities for extended learning, development of
perspectives, research orientation, SEWA (Social Empowerment through Work and Action) and a more
liberal approach towards Arts education (both Visual and Performing Arts).
• It also provides flexibility in learning of languages by giving the opportunity to study English, Hindi, mother
tongue, local language or any of the foreign languages being offered by the Board.
• It also provides an alternative approach to Mathematics learning by providing for its study at two levels.
• Social Sciences with valuable historical perspectives and components of the countries in which schools are
situated will be added features.
April-June 2012 257

Social Sciences with valuable historical perspectives and components of the countries in
which schools are situated will be added features.
CBSE-i in a nutshell
CBSE-i in a nutshell
To begin with, the Board has implemented this curriculum in about 29 schools in Middle East and South-Asia
as a pilot project for class I and IX.
To begin with, the Board has implemented this curriculum in about 29 schools in Middle
East and South-Asia as a pilot project for class I and IX.
It has followed it up with its introduction in Classes II, VI & X in the year 2011 -12, introduction in classes IV,
It has followed it up with its introduction in Classes II, VI & X in the year 2011 -12,
VII, and XI in 2013-14 and the remaining in the following year.
introduction in classes IV, VII, and XI in 2013-14 and the remaining in the following year.
The first learning The area first is learning languages. area is languages. The students The students will study will study two two languages - upto Class V, V, English and one other
English and one other which could be Hindi, mother tongue or any other international
which could be language. Hindi, mother At Classes tongue VI – VIII or they any will other study three international languages and language. two languages At Classes again at VI – VIII they will study
three languages classes and two IX and languages X. However again they at do classes have the IX opportunity and X. to However offer an additional they do language have the opportunity to offer an
from the languages offered by the CBSE.
additional language from the languages offered by the CBSE.
The second area of learning is Social Studies. This is called Environmental Education for
The second area classes of learning I and II where is Social it is Studies. a combination This of is four called dimensions Environmental of environment. Education These are for classes I and II where it
Physical Environment, Geographical Environment, Cultural Environment and Social
is a combination
Environment.
of four dimensions
In classes III
of
to
environment.
V students study
These
a combination
are Physical
of History,
Environment,
Geography and
Geographical Environment,
Cultural Environment Social and and Political Social Structures. Environment. In classes VI In to X classes it crystallizes III to into V various students disciplines study of a combination of History,
learning such as the study of History focusing largely on world history with provisions for
Geography and
learning
Social
local
and
/
Political
native history,
Structures.
Social and Political
In classes
Structures,
VI to
Geography
X it crystallizes
and Economics.
into various disciplines of learning
such as the study of History focusing largely on world history with provisions for learning local / native history,
2
Social and Political Structures, Geography and Economics.
The Social Studies curriculum aims to develop in students an understanding and evaluation of the social, political,
economic and environmental dimensions of the world, and helps them formulate and justify arguments in response
to a diverse range of issues.
The third area of learning is Mathematics and Technology. All students will study Mathematics till class X. For
classes I to class VIII the focus is on developing core mathematical skills in all learners. There will be a choice
between Core and a Higher Elective Mathematics in class IX leading to class X. The Mathematics Curriculum
helps students develop strategies that improve their logical thinking and analytical ability. These include the ability
258 Community Outreach

to approximate and estimate, to use trial and improvement techniques, look for patterns and make hypotheses.
They will acquire Computational Skills of approximation, estimation and measurement and the ability to identify
patterns which facilitate logical and spatial intelligences. The Mathematics Lab activities will be an integral and
compulsory part of the Mathematics curriculum and will be assessed from classes VI to X.
Information and Communications Technology is a compulsory component of the curriculum which will help
students assess the impact of new technologies on society and train them to use these productively. The focus of
the program is to help students understand and use common software applications and use technology to enhance
their ability to access, evaluate and research information.
The fourth area of learning is Science which in classes I and II is covered as Environmental Education where it is
a combination of four dimensions of environment. These are Physical Environment, Geographical Environment,
Cultural Environment and Social Environment. From classes III to V it is treated as General Science. In classes
VI to X Science is studied as individual disciplines of Physics, Chemistry and Biology.
An addition to each of the Sciences is an extension programme called ‘Breakthroughs’ which will familiarize students
with current trends of scientific thinking and developmental processes. This will cover current developments such
as telecommunications, the genome project, and new age materials like recyclable plastics etc.
The fifth area of learning combines the areas of Physical Education, Performing Arts and Visual Arts. These
offer opportunities for the development of imagination, sense of aesthetics, sensitivity and inventiveness besides
physical fitness, all of which are requirements of a balanced curriculum.
At the heart of the Curriculum or the core are innovative programmes called Perspectives, Life Skills, SEWA
(Social Empowerment through Work and Action), and Research.
The Life skills Programme will be able to help students lead balanced, happy and successful lives. The program
covers Creative and Critical Thinking Skills, Interpersonal Skills, Effective Communication Skills, Problem-Solving and
Decision Making Skills, Conflict Resolution skills, Cooperation, Leadership Skills and Adolescence Education.
Perspectives introduces students to both global and local issues through research, discussion and debate and
encourages students to arrive at informed positions about contemporary issues that affect us all. Critical thinking
helps to develop logic and reasoning which will build their higher order thinking skills.
From class I to class X all students will be part of a program of community service every year with an NGO/
development organization of their choice. Students will keep a journal of their association and a log of their hours
spent meaningfully in Social Empowerment through Work and Action (SEWA).
Research will include research or extended writing on a programme topic chosen by the student. This will be
cross curricular in nature and will provide opportunity to use experiences from Perspectives. This will be initiated
from class VI onwards.
April-June 2012 259

All the elements of the Core except Life Skills will be commented upon and are not examinable. The exhaustive
syllabus document is accompanied by teacher support materials and extensive teacher training particularly in the
areas of pedagogy and assessment.
Role of Teacher
The teachers need to transform their roles and become facilitators and managers of knowledge. The changed role
demands that the teachers should focus on:
• Collaborative learning with students as co-learners.
• Multi-skills development through generous use of resources.
• Learning occurs through enquiry and problem solving as well as completion of tasks and activities
monitored by the teacher.
• Organising class management and keeping time.
How to Apply
Looking at the success of CBSE-i Curriculum, the Board has decided to offer CBSE-i Curriculum on pilot basis to
50 schools representing all regions of CBSE. The selection of the 50 schools will be done by the competent authority.
Presently, schools may fill the proforma (enclosed at Annexure 1) and submit it at the following address:
Also mail it at the following e-mail address :
Director (Training)
Central Board of Secondary Education
Shiksha Sadan, 17, Rouse Avenue,
New Delhi – 110 017.
sadhanap.cbse@nic.in or cbseisp@gmail.com
Who can Apply
All schools belonging to the following categories interested in offering CBSE-i curriculum:
• Schools already affiliated to CBSE
• Schools presently functioning at primary & pre-primary recognized by the State level
• International schools offering, at present, curriculum of Boards other than CBSE.
After scrutiny, the schools will be invited for an interaction at a convenient date (which will be communicated
lateron) at CBSE and will be informed about CBSE-i. Final application will be invited from interested schools
on proforma after the interaction.
260 Community Outreach

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262 Community Outreach

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264 Community Outreach

CORRIGENDUM
Subject : Corrigendum to Notification inviting schools to join CBSE – international.
In continuation to the Notification inviting schools to join CBSE-i, this is to inform that the last date for
submission of enclosed proforma given at Annexure – 1 is 29th February, 2012.
***********
April-June 2012 265

Central Board of Secondary Education
(An autonomous Organisation under the Union Ministry of
Human Resource Development, Govt. of India)
SHIKSHA KENDRA, 2, COMMUNITY CENTRE,
PREET VIHAR, DELHI - 110301
COORD/AS/2011 28.06.2012
To,
Heads of all the institutions
Affiliated to this Board
Sir/Madam,
The Examination Committee at its meeting held on 30.5.2012 has taken the following resolutions which have
also been approved by the Governing Body of the Board at its meeting held on 04.6.2012:
I. CHANGE IN THE SCHEME OF CONTINUOUS AND COMPREHENSIVE EVALUATION BY
PERMITTING THE SCHOOLS AFFILIATED TO THE BOARD UPTO SECONDARY LEVEL
TO ALSO CONDUCT THE SCHOOL BASED SUMMATIVE ASSESSMENT II IN RESPECT
OF THOSE CANDIDATES WHO ARE DESIROUS OF CONTINUING THEIR FURTHER
STUDIES IN ANOTHER CBSE AFFILIATED SCHOOL
In order to further strengthen the scheme of Continuous and Comprehensive Evaluation it has been decided
that the students studying in all the schools affiliated to the Board irrespective of their affiliation status with
the Board i.e. Secondary or Senior Secondary shall appear for the Summative Assessment II as per the scheme
applicable for Senior Secondary schools i.e. only those students who wish to move out of the CBSE system after
Class X (Pre-University, Vocational course, change of Board, etc.) shall be required to take the Board’s External
Examination from the 2013 examination of Class X.
II.
ISSUANCE OF TRANSFER CERTIFICATE ONLY ON THE GROUNDS AS STATED IN RULE
8(vi) OF THE EXAMINATION BYELAWS
It has come to the notice of the Board that some schools deliberately issue Transfer Certificates to students
especially in cases IX and XI to show high achievement record in classes X and XII. Heads of the institutions are
requested to desist from this practice and no student should be forced to leave the school especially in classes IX to
XII except on the grounds as stated in the amended rule 8(vi) of the Examination Byelaws which is as under:
266 Community Outreach

Existing Rule
8(vi) a student leaving his school at the end of a
session or who is permitted to leave his school during
the session shall on a payment of all dues, receive an
authenticated copy of the Transfer Certificate up to
date. A Duplicate copy may be issued if the head of
the institution is satisfied that the original is lost but it
shall always be so marked.
Amended Rule
8(vi) a student leaving his school at the end of a session
or who is permitted to leave his school during the
session on account of migration from one city/State
to another on the transfer of the parent(s) or shifting
of their families from one place to another or parents’
request, especially in classes IX/X/XI/XII, as the
case may be, shall on payment of all dues, receive an
authenticated copy of the Transfer Certificate up to
date. A Duplicate copy may be issued if the head of
the institution is satisfied that the original is lost but it
shall always be so marked.
III.
REDUCTION IN THE PERIOD OF RETENTION OF THE ASSESSMENTS OF CLASSES IX
& X AT SCHOOL LEVEL
Vide Circular No. 8/2012 of 19.1.2012 against Sl. No. 10 schools have been instructed to preserve and keep the
answer books of classes IX and X in the safe custody at the school for atleast a period of three years (in case of
Class IX) and two years (in case of Class X) alongwith question papers and marking schemes for any verification
by the Board subsequently. It has, time and again been brought to the notice that with increasing volume it is
becoming difficult to preserve the record. The Board has, therefore, reduced the retention period of the assessments
of classes IX and X to be preserved at the school level w.e.f. 2013 examination and the same is as under:
i) Answer books of candidates(both for main and IOP examination) shall be preserved by the School upto
02 months after declaration of result in respect of such candidates who have not applied for verification of
grades or sought photocopy of the answer book
ii)
Schools shall preserve the answer books in cases where mistake has been detected on account of verification
of grades and those cases seeking photocopy of answer book(s) as under –
‣ Mistake detected on account of Verification of grades - 01 year from the date of declaration of
result
‣ In case of providing photocopy of answer book(s) – 01 year if no RTI case received and 03 years if
RTI case received
iii)
iv)
Schools shall preserve the answer books of sub-judice cases for 01 year after the final judgement
Schools shall weed out the evidence of assessments of classes IX & X alongwith the answer books of class
X of the relevant examination viz. for 2013 Class X examination the evidence of assessments of class IX
session 2011-2012 and Class X session 2012-2013 be weeded out 02 months after declaration of result of
class X.
April-June 2012 267

v) Schools shall weed out the hard copies of the marks data for classes IX and X alongwith the answer books of
the Class X examination of the relevant year viz. for 2013 Class X examination the evidence of assessments
of class IX session 2011-2012 and Class X session 2012-2013 be weeded out 02 months after declaration
of result of class X.
Copy to:
The above may kindly be noted by all concerned for compliance please.
(M.C. SHARMA)
CONTROLLER OF EXAMINATIONS
1. Heads of all the affiliated institutions of the Board.
2. The Director of Education, Govt. of NCT of Delhi, Old Secretariat, Delhi – 110054
3. The Commissioner, Kendriya Vidyalaya Sangathan, 18, Institutional Area, Shaheed Jeet Singh Marg, New
Delhi – 110016
4. The Secretary, Central Tibetan School Administration, EFF, ESS Plaza, Sector 3, Rohini, Delhi-85
5. The Additional Director General, Director General of Army Education, A-Wing, Sena Bhawan, DHQ-
PO, New Delhi
6. The Deputy Director of Education, Border Security Force, Block – 10, CGO Complex, Lodhi Road, New
Delhi-110003.
7. The Secretary, AWES, Army Headquarters, Adjutant General Branch CW-4, Army Welfare Education
Society, West Block No.3, R.K. Puram, New Delhi-110022
8. The Secretary & Director Education, Govt. of Sikkim, Gangtok (Sikkim) – 737101
9. The Director of Education, Andaman and Nicobar Island, Port Blair-744101
10. The Director of School Education, Govt. of Arunachal Pradesh, Civil Sectt. Ita Nagar-791111, Arunachal Pradesh
11. The Director, Navodaya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi-110048.
12. The Director of Public Instruction, Chandigarh Administration, Sector-9, Chandigarh-160017
13. All the HODs and other Officers of CBSE
14. E.O. to Chairman, CBSE
15. All the Regional Officers of the CBSE.
16. All the Education Officers of the CBSE
17. Joint Secretary(IT), CBSE with a request to upload the circular on the Website.
18. Education Officer, CBSE with a request to get the circular printed in the forthcoming issue of CENBOSEC.
19. PRO, CBSE, Delhi
CONTROLLER OF EXAMINATIONS
268 Community Outreach

Central Board of Secondary Education
(An autonomous Organisation under the Union Ministry of
Human Resource Development, Govt. of India)
SHIKSHA KENDRA, 2, COMMUNITY CENTRE,
PREET VIHAR, DELHI - 110301
COORD/EC-30.5/2011 28.06.2012
NOTIFICATION
Subject: Amendments/Additions in Examination Bye Laws
In pursuance of the recommendations of the Examination Committee held on 30.05.2012 duly ratified by the
Governing Body in its meeting held on 04.06.2012 following amendments/additions have been made in the
Examination Bye-laws:
i) AMENDMENT IN RULE 8(vi) RELATING TO ADMISSION PROCEDURE
Existing Rule
8(vi) a student leaving his school at the end of a
session or who is permitted to leave his school during
the session shall on a payment of all dues, receive an
authenticated copy of the Transfer Certificate up to
date. A Duplicate copy may be issued if the head of
the institution is satisfied that the original is lost but it
shall always be so marked.
Amended Rule
8(vi) a student leaving his school at the end of a session
or who is permitted to leave his school during the
session on account of migration from one city/State
to another on the transfer of the parent(s) or shifting
of their families from one place to another or parents’
request, especially in classes IX/X/XI/XII, as the
case may be, shall on payment of all dues, receive an
authenticated copy of the Transfer Certificate up to
date. A Duplicate copy may be issued if the head of
the institution is satisfied that the original is lost but it
shall always be so marked.
ii)
AMENDMENT IN RULE 24(i) RELATING TO EXEMP TION TO SPASTIC, BLIND,
PHYSICALLY HANDICAPPED CANDIDATES
Existing Rule
24(i) Blind, Physically handicapped, Dyslexic, Autistic
and candidates with disabilities as defined in the persons
with Disabilities Act, 1995 appearing for the Secondary
School Examination or Senior School Certificate
Examination is permitted to use an amanuensis and
shall be allowed an additional time as given below-
Amended Rule
24(i) Blind, Physically handicapped, Dyslexic, Autistic
and candidates with disabilities as defined in the persons
with Disabilities Act, 1995 appearing for the Secondary
School Examination or Senior School Certificate
Examination shall be permitted to use an amanuensis
or allowed additional time as given below or both -
April-June 2012 269

For paper of 3 hours duration 60 minutes
For paper of 2 ½ hours duration 50 minutes
For paper of 2 hours duration 40 minutes
For paper of 1½ hours duration 30 minutes
For paper of 3 hours duration 60 minutes
For paper of 2 ½ hours duration 50 minutes
For paper of 2 hours duration 40 minutes
For paper of 1½ hours duration 30 minutes
iii)
AMENDMENT IN RULE 26(iv) RELATING TO CHANGE IN SUBJECT
Existing Rule
26(iv) Notwithstanding anything contained in the rule
(ii) and (iii), Chairman shall have the powers to allow
a change in subject(s) to avoid undue hardship to the
candidate provided such a request for change is made
before 30th September
Amended rule
26(iv) Notwithstanding anything contained in the rule
(ii) and (iii), Chairman shall have the powers to allow a
change in subject(s) in class X/XII, as the case may be,
to avoid undue hardship to the candidate provided such
a request for change is made before 31st August
iv)
AMENDMENT IN RULE 42(i) RELATING TO NUMBER OF CHANCES FOR IMPROVEMENT
OF PERFORMANCE/COMPARTMENT EXAMINATION FOR SECONDARY/SENIOR
SCHOOL CERTIFICATE EXAMINATION – the below stated amended Rules 42(i)(a) & 42(i)(b)
shall be applicable for candidates appearing for the first time in 2013 examination. However, candidates
who have appeared for the 2012 examination or before and placed in the category COMPARTMENT/
ELIGIBLE FOR IMPROVEMENT OF PERFORMANCE shall appear for the Compartment/
Improvement of Performance examination as per the existing rule i.e. upto 5 chances
Existing Rule
42(i)(a) A candidate placed in compartment at the
Senior School Certificate Examination may reappear at
the compartmental examination to be held in July the
same year, may avail himself/herself of Second Chance
in March/April and Third Chance in July of next year.
Further he/she may avail himself/herself of Fourth
Chance in March/April and Fifth Chance in July of
the subsequent next year. The candidate will be declared
‘PASS’ provided he/she qualifies the compartmental
subjects in which he/she had failed. Syllabi and courses
shall be the same as applicable for the candidates of
full subjects appearing at the examination in the year
concerned.
Amended Rule
42(i)(a) A candidate placed in compartment at the
Senior School Certificate Examination may reappear at
the compartmental examination to be held in July the
same year, may avail himself/herself of Second Chance
in March/April and Third Chance in July of next year.
The candidate will be declared ‘PASS’ provided he/
she qualifies the compartmental subjects in which he/
she had failed. Syllabi and courses shall be the same as
applicable for the candidates of full subjects appearing
at the examination in the year concerned.
270 Community Outreach

42(i)(b) A candidate who has appeared for the
Secondary School Examination and obtained Grades
E1 or E2 in any or all the five subjects(excluding the
6th additional subject) under Scholastic Area A, as per
the Scheme of Studies, shall be eligible for improving
his/her performance in any or all the five subjects and
may reappear at the Improvement of Performance
examination to be conducted by the Board for all
such candidates to be held in July the same year, may
avail himself/herself of Second chance in March and
Third chance in July of next year. Further he/she may
avail himself/herself of Fourth chance in March and
Fifth chance in July of the subsequent next year. The
candidate will be issued Statement of Subject wise
Performance/Certificate of School-Based Assessment
provided she/he obtains minimum Grade D in at least
five subjects(excluding the 6th additional subject) as per
the Scheme of Studies and grades in the subjects under
Scholastic Area B and Co-scholastic Areas.
The above may kindly be brought to the notice of all concerned
42(i)(b) A candidate who has appeared for the
Secondary School Examination and obtained Grades
E1 or E2 in any or all the five subjects(excluding the
6th additional subject) under Scholastic Area A, as per
the Scheme of Studies, shall be eligible for improving
his/her performance in any or all the five subjects and
may reappear at the Improvement of Performance
examination to be conducted by the Board for all such
candidates to be held only in July the same year. The
candidate will be issued Statement of Subject wise
Performance/Certificate of School Based Assessment/
Grade Sheet cum Certificate of Performance provided
she/he obtains minimum Grade D in at least five
subjects(excluding the 6th additional subject) as per
the Scheme of Studies and grades in the subjects under
Scholastic Area B and Co-scholastic Areas.
(M.C. SHARMA)
Controller of Examinations
Copy to:
1. Heads of all the affiliated institutions of the Board.
2. The Director of Education, Govt. of NCT of Delhi, Old Secretariat, Delhi – 110054
3. The Commissioner, Kendriya Vidyalaya Sangathan, 18, Institutional Area, Shaheed Jeet Singh Marg, New
Delhi – 110016
4. The Secretary, Central Tibetan School Administration, EFF, ESS Plaza, Sector 3, Rohini, Delhi-85
5. The Additional Director General, Director General of Army Education, A-Wing, Sena Bhawan, DHQ-
PO, New Delhi
6. The Deputy Director of Education, Border Security Force, Block – 10, CGO Complex, Lodhi Road, New
Delhi-110003.
7. The Secretary, AWES, Army Headquarters, Adjutant General Branch CW-4, Army Welfare Education
Society, West Block No.3, R.K. Puram, New Delhi-110022
April-June 2012 271

8. The Secretary & Director Education, Govt. of Sikkim, Gangtok (Sikkim) – 737101
9. The Director of Education, Andaman and Nicobar Island, Port Blair-744101
10. The Director of School Education, Govt. of Arunachal Pradesh, Civil Sectt. Ita Nagar-791111, Arunachal
Pradesh
11. The Director, Navodaya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi-110048.
12. The Director of Public Instruction, Chandigarh Administration, Sector-9, Chandigarh-160017
13. All the HODs and other Officers of CBSE
14. E.O. to Chairman, CBSE
15. All the Regional Officers of the CBSE.
16. All the Education Officers of the CBSE
17. Joint Secretary(IT), CBSE with a request to upload the circular on the Website.
18. Education Officer, CBSE with a request to get the circular printed in the forthcoming issue of
CENBOSEC.
19. PRO, CBSE, Delhi
CONTROLLER OF EXAMINATIONS
272 Community Outreach

Suggestions/Feedback Form for CENBOSEC
To
The Chairman
Central Board of Secondary Education
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:
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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.