Primary Education
Kendriya Vidyalaya Sangathan had set up a task force in 1994 to suggest a specific course of action for the strengthening of Primary Education in the Kendriya Vidyalaya. This Committee made some recommendations with an emphasis on joyful learning through an activity base approach. Accordingly the K V S has adopted the activity based approach for teaching at the Primary level, together with a system of grades for assessing the child’s performance. The aim of assessment is to improve the child’s capability rather enforcing retention in the same class.
To ensure a smooth transition from the home environment to the Primary school, a “School Readiness Programme” of 6 weeks duration has been developed and adopted. At the end of the programme the teacher may assess if the desired behavioral outcome has been achieved in the following areas
1. Recognition of the environment
2. Confidence
3. Observation
4. Pattern copying
5. Correlation
6. Classification
7. Sequential arrangement
8. Expression
9. Understanding
10. Creative Skills
Strengthening Of Primary Education
In pursuance to the recommendations of the Yashpal Committee, the School Readiness Programme for 6 to 8 weeks and the activity-based approach for teaching and grading system for assessing the performance of children have been adopted. The grading is for improving the competency and skill of the child rather than detaining the child in the same class. A five-point scale has been adopted for classes I to V. A handbook on School Readiness programme and handbooks for PRTs for classes I to V have been published to provide the required orientation for Principals and teachers.
Competency based Teaching and Testing Vs Text based Teaching
1. LANGUAGES:
a. Reading ( R )
b. Writing (W)
c. Listening (L)
d. Speaking (S)
e. Spelling (Sp)
f. Handwriting (Hw)
2. MATHEMATICS:
a. Formation of numbers (FN)
b. Understanding basics concepts (UBC)
c. Ability in computation ( C)
d. Problem solving ability (PSA)
3. Environmental Studies:
a. Observation (O)
b. Identification and classification (IC)
c. Discovery of facts (DF)
d. Participating in group activities (GA)
The following are the basic competencies, which are widely acknowledged in testing VIZ
¨ Knowledge
¨ Understanding
¨ Skill
¨ Application
The same are incorporated in the scheme of testing and evolution in the KVS. For example
In the Environmental studies:
1. Observation is knowledge
2. Identification and classification is understanding.
3. Discovery of facts is skill.
4. Group activity is application.
Similarly in Mathematics:
1. Formation of numbers is knowledge.
2. Understanding basics concepts is Understanding
3. Ability in computation is skill and
Day to day Problem solving ability is application
What is Knowledge and how is it different from understanding
¨ Skill:
¨ Application
Teaching and Testing of the Competencies:
English:
¨ The competency of reading refers to silent reading. In the early stages say, in class I and II the child cant be subjected to the evaluation of silent reading, for s/he is in the initial stage of acquiring the skill. Therefore, mastering of the sub-skills of reading like recognition of skills of sounds, pronunciation, ability to read simple structures have to be given emphasis to.
¨ In class III, IV, and V the teacher can test the competency of silent reading with the help of seen and unseen passages (the unseen passages may be from any children literature.).
¨ The word limit of the passages for different classes under reading comprehension can be:
¨ « class III 50 words
¨ « class IV 75 words
¨ « class V 100 words
¨ The Questions for different Classes should be:
5(VSA) for class III
5(SA)
or for class IV and V.
10(VSA)
Testing Writing:
« Free Composition « Word meaning based Questions.
Questions can be :
¨ « Text based Questions
¨ « Grammar based Questions
« Showing pictures and writing words.
Testing Spelling:
¨ « Jumbled Words
¨ « Cross word puzzles
Testing Hand Writing:
For Class I and II a sentence can be asked to be written 4 or 5 times.
For Classes III, IV and V a passage of 20 to 50 words based on some values can be given.
Mathematics:
The major objectives of teaching mathematics at the Primary Stage are to enable the learner to:
ü Develop an understanding of the number concepts
ü Develop understanding of four fundamental operations of addition, subtraction, multiplication and division and perform them with speed and accuracy in solving problems of day-to-day life.
ü Develop understanding of various kinds of measures such as length, mass, capacity, time, money, temperature, area and volume and use these measures in situations arising in the learner’s immediate environment
ü Develop understanding and appreciation of geometrical shapes and their characteristics and discuss, describe and draw two/three dimensional shapes
ü Develop power of interpretation and representation of given information
ü Develop and exhibit creativity
ü Develop power of thinking and reasoning
ü Develop scientific temper.
ü
Environmental studies
The objectives of Environmental Studies at primary Stage are to help the child to be :
Ø Physically, emotionally, socially and mentally healthy
Ø Able to function effectively as a member of the social groups (family, community) she/he belongs to.
Ø Able to develop skills, attitudes and values for improving the quality of life of self and that of the community.
Ø Able to appreciate the need to live in harmony.
Teaching and testing strategies are to be designed in such a way that the competencies of knowledge, understanding, skill and application are developed.
I. Concepts are to be clear.
II. Children should be encouraged to question.
III. Class discussion and brain storming techniques are to be adopted.
Activities such as:
I. Role play
II. Quiz
III. Symposium
IV. Group activities
Project work etc. are to be organized so that the children find learning a joyful activity.