The Progressive School Vol 04 Issue 01

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There is a need to bring the physical environment aspect of EVS to centrestage and class III learning outcomes as defined in NCERT publication 2017 would be used to show that all expectations can be met. Based on the NCF 2005, EVS for primary classes deals with the study of our environment (physical, biological, social and cultural) with an emphasis on its preservation and conservation. It is an integrated multi-disciplinary subject, with insights from sciences (physical, chemical and biological), social studies (history, geography, civics, etc.) and environmental education (protection and conservation). EVS in the NCERT textbooks is woven around six common themes – Family and friends, Food, Shelter, Water, Travel and Things we make and do. Each theme begins by helping children explore their immediate ‘self’ to include his/ her family (environment), neighborhood, the locality and also the country. It helps children to use the contents and methods of science and social sciences and environment to solve environmental problems or issues in future. The learning situations or experiences of EVS help children to explore and connect with their natural and human made surroundings. There is a need to bring the physical environment aspect of EVS to centrestage and class III learning outcomes as defined in NCERT publication 2017 would be used to show that all expectations can be met. Approach could also be divided into three types of learning experiences for the learner/ curricular expectations. Learning About the environment: This experience should be able to raise awareness about natural and environment from lived experiences. The learner should understand natural systems and its complexity and the impact of human activities upon these systems .The learner should foster environmental awareness and concerns. Appreciate the diversity in nature –Plants and animals in different countries as well as tribal life in various places, community eating etc. and respect them. Suggested pedagogical processes arev Observe and explore the immediate surroundings, i.e., home, school and neighborhood for different objects/plants/ animals/birds for their concrete/ simple observable physical features (diversity, appearance, movement, places of living/ found, habits, needs, behavior etc.) v Discuss with elders and find out from where we/birds/animals get water, food (plants/ animals, which part of the plant we eat etc.) v Show sensitivity for plants, animals v Describe need of food for people of different age groups; animals and birds, availability of food and water and use of water at home and surroundings Learning Through the environment: The experiential hand on approach gives reality, relevance and practical experience to learning through direct contact with the environment and develops important skills of data gathering and field investigations. Suggested pedagogical processes arev Identifying simple observable features (e.g. shape, colour, texture, aroma) of leaves, trunk and bark of plants in immediate surroundings v Identifying simple features (e.g., movement, at places found/kept, eating habits, sounds) Of animals and birds) in the immediate surroundings critically think to guess/ estimate and v Predict about the happenings, situations, events and the possible ways to check, verify, test them Learning For the environment The learner under this approach should understand the need to conserve and protect the natural resources such as fuel, food, water, electricity at home along with forests and animals and develops an informal concern and sense of responsibility for the environment 40 THE PROGRESSIVE SCHOOL oct-nov-dec 2019 www.progressiveschool.in
and is motivated to improve it. Few Suggested pedagogical processes are – v Discuss with elders and find out from where we/birds/animals get water, food (plants/ animals, which part of the plant we eat etc v Shows sensitivity for plants, animals, the elderly along with differently abled v Describes the availability of food and water and use of water at home and for surroundings animals and birds v Share experiences of their relationships with pets and domestic animals or other birds and animals in surroundings v Articulates opinion on misuse/wastage of food and water in family and school v Taking care of a plant(s), feed birds/animals, things around them. Moving to EVS of class V, the proposed pedagogical processes become more focused with v Ability to connect terrain, climate, resources (food, water, shelter, livelihood) and cultural life to under it completely. (E.g., life in distant/ difficult areas like hot/cold deserts) v Sharing views on issues observed/ experienced and relates practices / happenings to larger issues of society. (E.g., discrimination for access/ownership of resources, migration/ www.progressiveschool.in displacement / exclusion, child rights) v Proactive in providing solution/ plans to protect/save resources (land, fuels, forests, etc.) and shows sensitivity for the disadvantaged/deprived. The feeling is widely shared that moving towards sustainability lies in its strategy of unprecedented mobilization of people’s mind, ideas, institutions and resources to come up with a socially just and environmentally sustainable blueprint for survival (MOEF Report, 2002). Actions FOR the Push The Policy effective implementation can be given thrust through 3Bs. BINDING on SCHOOL Principal a) The mandatory training as being implemented by COE cell, CBSE for Art Integration, Artificial Intelligence, the same should be extended to EVS. The whole school Principal as a pedagogical leader and an important community member should be expected to take lead in ensuring promotion of sustainable mindset. The school should be a role model of the environmental values. The school needs to exemplify sustainable environmental practices and should communicate these proactively to not only students, but also to the community. b) Principals as pedagogical leaders look deeply into the planning of the curriculum with the extension of one theme of water to include Forests and Communities of forest. Use Hubs of learning/School Complexes as nodal agency for action and utilize the resources and neighborhood community of each school for talks and activity-based experiences. Digitization of the knowledge and sharing rare interviews or expeditions/ visits or citing of rare species with all school community through VidyaDaan. The craft and other skills and the practitioners of skills interviews too would help generate awareness about the diversity within the country. Use Health and Physical education, SEWA strand to reinforce the active experiential learning and care of the environment. This oct-nov-dec 2019 The whole school Principal as a pedagogical leader and an important community member should be expected to take lead in ensuring promotion of sustainable mindset. The school should be a role model of the environmental values. THE PROGRESSIVE SCHOOL 41
Page 1: VOL 04, ISSUE 01 Oct-nov-dec-2019 `
Page 4 and 5: t a b l e 3 Editorial 0812 6 FREEDO
Page 6 and 7: FREEDOM FOR MANAGEMENT Educators ne
Page 8 and 9: CONFLICT MANAGEMENT Changing role o
Page 10 and 11: The parents need to be regularly ap
Page 12: AI in schools AI’s effect on educ
Page 16 and 17: CERTIFICATION There’s a need to h
Page 18 and 19: FUTURISTIC SCHOOL Towards futuristi
Page 20: The dawn of a new tomorrow is going
Page 24 and 25: SMART SCHOOL POLICIES Learning the
Page 26 and 27: BACK TO NATURE Climate Change in cu
Page 28 and 29: SDG Educators can cause a huge wave
Page 30: Sustainable Development agenda set
Page 33 and 34: As a part of its mission to make In
Page 36: Name Ms Sangeeta Puri Mr Jameswar M
Page 39: evolution of man. The culture of th
Page 44 and 45: POLICY DEVELOPMENT Constructing sma
Page 46: OPINION PISA: Can India uplift its
Page 49 and 50: yet blackboards and textbooks do no
Page 51 and 52: web service (i.e. web 2.0 based com
Page 54 and 55: PSYCHO-SOCIAL PROSPERITY Developing
Page 56: Psycho-social prosperity is vital f
Page 59 and 60: news & events The HundrED brightest
Page 62: event Mylestone School Leadership S

The Progressive School Vol 04 Issue 01

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