KVS ZONAL INSTITUTE OF EDUCATION & TRAINING MYSORE

CONCEPT NOTES
1. Title of the Training: A SIX-DAY INDUCTION TRAINING FOR NEWLY RECRUITED TGT(Eng)

2. Rationale for conducting the workshop:

The goal of the induction training for recently recruited teachers is to acquaint them with
the teaching techniques, policies, curriculum and varied pedagogical approaches of the
Organization as envisaged in NEP 2020. It also entails building a stronger understanding of
the KVS core values, encouraging professional development, giving teachers the tools, they
need to fit right into the system, building a solid foundation for efficient instruction within
the KVS framework, building a sense of community and support within the school and
making sure that they are aware of their duties and responsibilities as educators within the
organization.

3. PERFORMANCE PROBLEM: - Newly recruited TGTs (Eng) are to be familiarized with KVS
Policies --KVS rules, regulations, educational policies, curriculum and its implementation
strategies in accordance with NEP 2020 /NCF 2023.

4.Training Need Analysis: Newly recruited teachers are to be ensured that they are well-
prepared, informed, and aligned with the goals and standards of Kendriya Vidyalaya
Sangathan.
5.Target Group: TGT (Eng)

6.Duration of the Training : 6 days (Offline) + 4days (Online)

7.Tentative Dates Scheduled: To be Scheduled

8.Training Personnel:

a) Internal RPs: TA English

b) External RPs: ACD, PGT/TGT Eng as RPs
c) Guest Speakers: Associate Professors RIE / University of --------- / Others

9. AIM OF TRAINING

The course aims at familiarizing newly recruited TGT(Eng) with KVS policies as well as the
necessary knowledge and skills in language pedagogy and assessment and pedagogy in
accordance with

10. TRAINING OBJECTIVES

• To foster an understanding of the organizational culture, values, and ethos of KVS.

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 • To provide insights into the curriculum followed in KVS and its implementation
strategies in accordance with NEP 2020 /NCF 2023.
• To facilitate acquisition of new knowledge in their subjects of specialization and to
provide them with a broad understanding of current problems and trends pertaining
to it.
• To promote awareness and provide assistance in acquiring new competencies for
effective teaching
• To provide guidance on fair and effective assessment practices and examination
procedures
• To provide adequate educational technocracy
• To encourage continuous learning and professional development opportunities for
teachers.
• To demonstrate appropriate pedagogies for teaching of language
• To identify and describe the key tools currently used in competency-based
assessments.
• To prepare different forms of assessment as per competencies
• To discuss the importance of Inclusive education

11. Training Materials: PPTs, Questionnaires, activity sheets, question papers, feedback
proforma

12. Training Set-up Requirements: Interactive computer panel, White board, marker pen,
Training kit etc.

13.Training Expenditure: As per KVS rules

14. Whether Reading Materials be given as Pre- reading or Post Reading? Pre reading

15. Time required for preparation: To be scheduled

16.Content of the Reading Material: KVS policies, Experiential & joyful learning, Toy based
pedagogy, Art Integrated pedagogy, Project based Teaching, Multidisciplinary learning-
based teaching, Competency based assessment, Case study, etc.

17.Training Strategies: Lecture, group work, case study, Demonstration, hands-on activities

18.Training Outcomes:
• To increase teachers’ competence in classroom interactions.
• To acquaint teachers with KVS Policies.
• To promote knowledge and encourage the development of new skills necessary for
efficient instruction.
• To demonstrate suitable teaching methodologies for language instruction.
• To create various types of evaluation according to competencies
• To illustrate how to use multimedia and computer tools for instruction.
19 EoT Function -

Entry Behaviour Assessment: Questionnaires, Oral questions

Formative Assessment: Oral questions and demonstrations
Summative Assessment: Feedback proformas
Follow up& External Validation: Report collected from Principal after 3 months
2
 KENDRIYA VIDYALAYA SANGATHAN
INDUCTION COURSE FOR TGT(ENG) -OFFLINE

Day 9.00 to 11-30- 11.45 -1.00 1.oo-2.00 2.00-.3.15 3.15 to 4.15 pm 4.15 to 4.30 to 5.30 pm
10.00 am 10.00 to 11.30 am 11.45 4.30 pm
Day 1 KVS code of conduct and Understanding Curriculum NCF- 2023 in Secondary
Registration know your organization and Question Pattern (VI- School Education Assessment and Assessment and
Inauguration VIII) and IX &X Evaluation –VI-VIII Evaluation –IX & X

9-9.30 9.30-11.00 11.15-1.00 pm 2.00-.3.15 3.15 to 4.15 pm 4.30 to 5.30 pm

Day 2 Assembly Lesson Planning Pedagogical Strategies and T Competency-based

Gr I T Learning outcomes L E Education: Shaping
E U Teaching of Prose Reflective Teaching A proficiency in NEP 2020
A N class rooms
Day 3 Gr II Experiential learning Teaching of Poetry C Developing Personal- Teaching Writing Teaching of Poetic
for Joyful learning in H Social Qualities for Skills and Assessment B Devices
accordance with NEP B creating a safe and (VI-X) R
R B healthy school E
2020
E R environment A
Day 4 Gr III Need of Digital literacy A E Promoting Reading Skills Multi-disciplinary K Group Work
K Action Research A for Comprehension Project- Preparation of Qn.
for effective teaching
K Implementation and Paper, Blue Print
and learning process
Evaluation
Day 5 Gender sensitization Financial literacy in respect Teaching of Drama Art Integrated Enrichment of
Gr IV of KVS Learning Vocabulary

Day 6 Gr V POCSO and workplace Assessment of Listening Integrated Teaching of Roles and
measures to combat and Speaking Skills Grammar responsibilities of KV Closing Session
sexual harassment teachers

3
 Learning Unit NO.11 KVS code of conduct and know your organization

1. Training Objective - Teachers are able to understand and explain KVS aims and goals.
2. Teachers will learn about how KVS is organized and navigate the system better.
3. Teachers will grasp and follow the ethical rules laid out by KVS, ensuring they act with honesty and integrity.
4. Teachers will know how to apply KVS rules in their everyday tasks, making sure their actions align with the conduct rules.
Sr. Content Methodology Media Performanc Trainer Tim Assessment
No. e Aids e

• Overview of KVS mission and vision. Interactive Scenarios and Prepared Administr 90 Knowledge Quiz
Case Studies PPT Whiteboard ative min.
• Historical background and Scenario-Based
or officer
establishment. Q&A and Discussion Video clips Questions
or
• Key educational objectives and goals. Application Collected Flip chart Group
Senior
Exercises/group activities Images Marker pen Principal / Discussion
• Hierarchical structure of KVS.
Reflection and Action Interactive Retired Role-Playing
Feedback
• Roles of different departments. Planning panel Principal Exercises
forms
• Practical guidance on navigating KVS or
Lecture method Activity Peer Evaluation
administrative systems. Projector cards
• Importance of a code of conduct in a with Screen
professional setting.

• Overview of the KVS Code of Conduct.

4
Learning Unit NO 2: Understanding Curriculum& Changes in the Question pattern

Training Objective - At the end of the training, the trainees will be able to recollect what they know and equip themselves with the
framework to set a question paper based on the changes in curriculum and question paper pattern.

Sr. Content Methodo Media Perfor Trainer Tim Assessment

No. logy mance e
Aids

Competency Focused Questions in the form of Lecture, Interactive - An experienced 75 Assessment by

MCQs/Case Based Questions, Source-based Integrated Discussio panel, PPT RP of KV in the mts Q&A
Questions or any other type = 50% n, & White subject and
Select response type questions (MCQ) = 20% Handouts Board recommended
, Peer by RO
Constructed response questions group
(Short Answer/Long Answer type Questions, as per activities
existing pattern) = 30%
Books Prescribed.

5
 Learning Unit NO. 3 NCF 2023 in Secondary School Education

Training Objective - The trainees are able:

To make school more fun by incorporating real-world examples in lessons.
To learn how to conduct activities and projects with students in a classroom environment.
To solve problems using problem-solving skills and think about things in a smart way.
To help students in new learning in school and apply this practical knowledge in their everyday lives.
Sr. Content Methodology Media Trainer Time Assessment
No.

Navigating Secondary School education with the Interactive method Interactive An 75 Assessment by Q &
National Curriculum Framework (NCF) involves a Hands-On Demonstrations panel, PPT experienced min. A
dynamic, practical approach. Emphasizing real-world Collaborative Planning & White principal of
applications, interdisciplinary learning, and hands-on Sessions Immediate
Board KV in the
experiences, NCF aims to prepare students for Case Studies and Group Feedback Forms
challenges beyond the classroom. Discussions subject Knowledge
Teachers undergo training to implement these Experiential Learning recommend Checks/quiz
strategies, fostering critical thinking and problem- Role-Playing ed by RO or Skills
solving skills. By connecting education to the Lecture method Demonstration
community and ensuring flexibility, NCF strives to Guest Peer Discussions
create a relevant and impactful learning environment Speaker On-the-Spot Q&A
Development of Curriculum
Development of Pedagogy
Assessment
Teacher Development
Inclusivity
Interdisciplinary learning
Competency Based education
Use of Technology

6
Learning Unit NO 4 &5: Assessment and Evaluation -VI-VIII and IX &X

Training Objective - At the end of the training, the trainees will be able to recollect what they know and equip themselves with the
framework to set a question paper based on the changes in curriculum and question paper pattern.

Sr. Content Methodolo Media Performa Trainer Time Assessment

gy nce Aids
No.

7
 Concepts Lecture, Interactive - An experienced RP 60 mts Assessment by Q & A
Discussio panel, PPT of KV in the subject
a. IX English Communicative (101) n, & White and recommended
b. IX English Language and Literature (184) Handout
Board by RO
c. X English Language and Literature (184) s, Peer
group
activities
PARTICULARS ACADEMIC SESSION 2023-24
Composition of Competency Focused Questions in the form of MCQs/Case Based
question paper Questions, Source-based Integrated Questions or any other
year-end type = 50%
examination/ Select response type
Board questions(MCQ) = 20%
Examination Constructed response questions
(Theory) (Short Answer/Long Answer type Questions, as per existing
pattern) = 30%

a. IX - ENGLISH COMMUNICATIVE (101)

SECTION A: READING SKILLS (10+10=20 Marks) 40
Periods

SECTION C: GRAMMAR (10 Marks)

SECTION D: LITERATURE TEXTBOOK (26 Marks)
ASSESSMENT OF LISTENING AND SPEAKING SKILLS: 5 MARKS

b. IX - ENGLISH LANGUAGE AND LITERATURE (184)

SECTION A - READING SKILLS: (20 marks)
SECTION B – WRITING SKILLS AND GRAMMAR
GRAMMAR – (10 MARKS)
WRITING SKILLS – (10 MARKS)

SECTION C- LANGUAGE THROUGH LITERATURE (40 MARKS)

8
LISTENING AND SPEAKING COMPETENCIES - (TO BE
ASSESSED FOR 05 MARKS).

c. X - English Language and Literature (184)

SECTION A - READING SKILLS: (20 marks)
SECTION B – WRITING SKILLS WITH GRAMMAR
GRAMMAR – (10 MARKS)
CREATIVE WRITING SKILLS - 10 MARKS
SECTION C - LANGUAGE THROUGH LITERATURE (40
MARKS)

LISTENING AND SPEAKING COMPETENCIES - TO BE

ASSESSED FOR 05 MARKS
Concepts
Formal and informal assessment
WHAT IS INTERNAL ASSESSMENT?
Assessment and evaluation for IX and X
Maximum 100
Marks Per
Subject
Types Of Internal Assessment
Assessme Year End/Board Examination
nt School-Based Assessment of Co-scholastic Area. Art Education, Physical
& Health Education including Work Experience
Mark Internal Assessment: Year End/ Board Examination
Distributio 20:80
n

9
THE CHANGES IN INTERNAL YEAR-END/BOARD
EXAMINATION
ACADEMIC SESSION - 2023-24
Competency Focused Questions in the form of
MCQs/Case Based Questions, Source-based Integrated
Questions or any other
type = 50%
Select response type
questions(MCQ) = 20%
Constructed response questions
(Short Answer/Long Answer type Questions, as per existing
pattern) = 30%
• COMPONENTS FOR INTERNAL ASSESSMENT
• MULTIPLE ASSESSMENT STRATEGIES
• RUBRICS FOR ASSESSMENT OF CLASSWORK
/HOMEWORK
• PORTFOLIO
• ART INTEGRATED PROJECT
10
 • PARAMETERS FOR ASSESSMENT OF LISTENING &
SPEAKING
• RUBRICS FOR ASSESSMENT OF CLASSWORK
/HOMEWORK
• PORTFOLIO
• ART INTEGRATED PROJECT
• PARAMETERS FOR ASSESSMENT OF LISTENING &
SPEAKING
ASSESSMENT and EVALUATION FOR VI to VIII done in
two terms

SE – Subject Enrichment Activity

NB- Notebook Submission
MDP- Multi-disciplinary Project
LD – Learner’s Diary
MT- Mid term exam 60 mts
AE- Annual Exam
GR- Grade
Art- Integrated learning activities may be taken as subject
enrichment activities

S MARKS
U WEIGHTAGE
B
TERM 1 TERM 2 TERM 1
TERM 2

S N P M L M S N P M L A S N P M L M T G S N P M L A T G
E B T D D T E B T D D E E B T D D T O R E B T D D E O R
1 P 2 P 1 P T 2 P T
1 1 4 2 2 6 1 1 4 2 2 6 5 5 1 1 1 6 1 5 5 1 1 1 6 1
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0

11
 Learning Unit, NO : 6 Lesson Planning
Training Objective – At the end of training, the participants understand thorough descriptions of what the teacher should accomplish
during a class

Sr. No. Content Methodology Media Performa Trainer Time Assessment

nce Aids

What is a lesson plan? Lecture, Interactive - Assessment by

Importance of Lesson Discussion, panel, PPT An experienced Q&A
Handouts, & White RP of KV in the 90
Planning
Peer group
Board subject and mts
Steps for Preparing a Lesson activities
Plan recommended by
RO
Eight components of a lesson
plan
Writing an Effective Lesson Plan?

12
 Learning Unit NO.71 Pedagogical Strategies and Learning Outcomes

Training Objective - At the end of training, the trainees will be able to explain various Pedagogical Strategies and Learning
Outcomes explained during the session

Sr. Content Methodolo Media Trainer Time Assessment

No. gy
Pedagogy for School Education NEP-2020 Lecture, Interactive An 105 min. Assessment by Q & A
School curricular and pedagogical restructuring Discussion, panel, PPT experienced
Thrust of curriculum and pedagogy- Handouts & White principal of Knowledge Checks/quiz
Shift towards learning how to learn Skills Demonstration
Facilitate attaining the potentialities /hidden abilities of all (Guided Board KV in the
Peer Discussions
learners. reading) subject and
On-the-Spot Q&A
Integration of specific sets of skills and values across domains recommende
Curriculum to focus on core concepts, Constitutional values, d by RO
bonding with one’s country
What is a pedagogy for teaching?
How does pedagogy affect the learning process?
Pedagogy plays a crucial role in determining the learning
outcomes of students
Learning domains for modern critical pedagogy
How do we advance the pedagogy of teaching?
Demagogy for the Modern Classroom
Different perspectives of Pedagogy
Social Pedagogy
Culturally Responsive Pedagogy
13
Constructivist demagogy
Innovative Teaching Methods
Experiential,
holistic,
integrated,
inquiry oriented,
learner-centred,
psycho-motor / & stages inquiry-driven,
discovery centered,
discussion-based,
flexible,
enjoyable.
Interdisciplinary project?
Learning outcomes
Curricular expectations

14
 Learning Unit, NO : 8 Teaching of Prose
Training Objective – To make the teachers enable the students to comprehend the thought and idea contained in the passage and read aloud prose
lessons with correct pronunciation stress, intonation and pause.

Sr. No. Content Methodology Media Performa Trainer Time Assessment

nce Aids

Lecture, Interactive - 75 Assessment by

• Introducing the prose lesson. Discussion, panel, PPT An experienced mts Q&A
Handouts, & White RP Fill in the blanks
• Types of Prose lessons
Peer group
• Aims of Teaching prose Board /PGT(Eng)/TGT(E Matching
activities
ng) of KV in the columns
DIFFERENT STEPS INVOLVED IN TEACHING PROSE:
subject and Complete the
• Teaching structures.
recommended by answers
• Dividing the text into smaller units. RO Group
• Teaching vocabulary. discussion
• Model reading by the teacher. Peer discussion
• Silent reading by the students.
• Testing comprehension.
• Testing application.

15
Learning Unit, NO : 9 Reflective Teaching
Training Objective - At the end of the training, the trainees will be able to critically evaluate the classroom management
strategies and their impact on student behaviour and well-being
Sr. Content Methodology Media Performa Trainer Time Assessment
No. nce Aids

What is Reflective Teaching? Lecture, Interactive - 60 Assessment by

Discussion, panel, PPT An experienced mts Q&A
Reflection in-action, on-action and for-action
Handouts, & White RP
Major components of Reflective Teaching. Peer group
Board /PGT(Eng)/TGT(E Knowledge
Teacher as a Reflective Practitioner activities Checks/quiz
Impact of Reflective Teaching ng) of KV in the
Skills
subject and
Gibb’s Reflective Cycle Demonstration
recommended by
Methods of Assessment of Reflective Teaching and Peer
RO
Learning Discussions
Reference: Reflective Teaching-a handbook towards On-the-Spot
preparing a reflective teacher,NCERT 2021. Q&A

Reflective Teacher
(1).pptx

16
LEARNING UNIT NO:10 COMPETENCY-BASED EDUCATION: SHAPING PROFICIENCY IN NEP 2020 CLASS ROOMS

• Participants will gain a comprehensive understanding of the key principles and fundamentals of Competency-
Based Education.
• to align classroom curriculum with competency-based frameworks, ensuring a seamless integration of
competencies into lesson plans and educational activities.
Training objectives
• For designing and implementing assessments that accurately measure students’ proficiency in identified
competencies, fostering a more holistic approach to evaluation.
• Enable teachers to adopt effective instructional methods that actively engage students in the development of
key competencies, promoting a student-cantered and application-oriented learning environment

Sr.
Performance
No Content to cover Methodology Media Trainer Time Assessment
Aids
.
Key Competencies in NEP Hands-on activities Prepared PPT Whiteboard Well trained faculty 60 Knowledge Quiz
2020 Group discussions Video clips or Flip RIE faculty minutes Scenario-Based
Curriculum Alignment Role-Playing and Collected Images chart Senior Principals Questions
Strategies Simulation Interactive panel Marker pen NCERT experts Group Discussion
Lecture with Q&A or Activity cards Peer Evaluation
Integration into Lesson Plan
17
Assessment Design for Demonstrations and Projector with Screen Prepared
Competencies Hands-on Practice Special audios questionnaire
Holistic Evaluation Podcasts and Audio Prepared MCQs
Approaches Learning
Technology Integration for
CBE
Teacher Training and
Professional Development
Student-centred Instructional
Methods
Real-world Application of
Competencies
Creating a Competency-
Oriented Classroom Culture
Challenges and Solutions in
CBE Implementation
Action Planning and
Implementation Strategies

18
 Learning Unit NO.11 Experiential Learning for Joyful Learning in accordance with NEP 2020

Training Objective - At the end of training, the trainees will be able to Demonstrate appropriate pedagogies for teaching of language

Sr. Content Methodo Media Performa Trainer Time Assessment

No logy nce Aids
.

Experiential Learning is the process of learning by Lecture, Interactive - An 90 Assessment by

doing. By engaging students in hands-on experiences Discussio panel, PPT experience min. Q&A
and reflection, they are better able to connect theories n , & White d RP of KV
and knowledge learned in the classroom to real-world Knowledge Quiz
Board in the Scenario-Based
situations.
What are experiential activities? subject and Questions
What is the purpose of experiential learning? recommen Group
ded by RO Discussion
What is the role of the teacher in experiential
Peer Evaluation
learning?
Prepared
What is the main feature of experiential learning? questionnaire
How do you promote experiential learning in the Prepared MCQs
classroom?
NEP- Experiential Learning Approach as a Joyful
Pedagogy
Experiential Pedagogy- Transforming into Joyful
Classrooms
Assessment as, of, for Experiential & Joyful Learning

Experiential Learning
for Joyful Learning.pptx

19
 Learning Unit, NO 12: Teaching of Poetry
Training Objective – At the end of the training, the teachers will be able to guide the students to appreciate the poem and to understand the
thought and imagination contained in the poem.

Sr. No. Content Methodology Media Perfor Trainer Time Assessment

mance
Aids

Definition of Poetry Lecture, Interactive - 105 Assessment by Q

Advantages of Teaching Poetry Discussion, panel, PPT & An mts. &A
Objectives of Handouts, Peer White Board experienced
Teaching Poetry- Group Discussion
group activities RP of KV in
Prepared
steps of teaching the subject
questionnaire
Poetry and
Activities to teach poems. Peer Evaluation
recommende
a. Pre-reading activities d by RO
b. While-reading activities
Post- reading activities Conclusion
The poems: Song of the Rain, Trees and Dust
of snow to be discussed.

20
LEARNING UNIT NO 13: DEVELOPING PERSONAL-SOCIAL QUALITIES FOR CREATING A SAFE AND HEALTHY SCHOOL ENVIRONMENT

▪ Develop interpersonal skills to build positive relationships and effective communication within the school community.
▪ Enhance participants' ability to understand and manage emotions, fostering emotional well-being in the school
Training objectives
environment.
▪ Cultivate a culture of inclusivity, diversity, and mutual respect, ensuring a safe and welcoming school atmosphere for all.
Sr.
Content to cover Methodology Media Performance Aids Trainer Time Assessment
No.
Interpersonal Skills Role-Playing Exercises Prepared PPT Whiteboard or Psychiatrist/ 75 Knowledge Quiz
Effective Communication Case Studies and Video clips Flip chart psychologist minutes Scenario-Based
Understanding and Scenarios Collected Images Marker pen Well trained Yoga & Questions
Managing Emotions Peer Learning and Interactive panel Feedback forms Meditation experts Group Discussion
Emotional Well-being Collaboration or Activity cards (Stress Well trained staff Peer Evaluation
Inclusivity and Diversity Team-building Projector with burster cards) members Prepared
Mutual Respect and Activities Screen questionnaire
Positive Behaviour Simulation Games Special audios
Conflict Resolution Skills Mindfulness and Stress
Creating a Safe and Reduction Techniques
Welcoming School Stress buster games
Atmosphere
Collaboration and Team
Building

21
Learning Unit NO. 14 Teaching Writing Skills and Assessment (VI-X)

Training Objective - To helps students learn how language works, particularly sentence structure
To communicate ideas effectively through writing
To convey the information in a more comprehensive, informative, clear and direct manner.
To assess the quality of student work for further improvement
Sr. Content Methodology Media Performance Trainer Time Assessment
No. Aids

Discussion, Prepared Flow Guest Speaker 60 Assessment by Q &

Introduction Handouts, PPT charts for or An min. A
Types of Short Compositions Peer group Video use of experienced RP
Formats and Techniques to Tackle the Above Forms clips software of KV in the Group Discussion
Types of Paragraph activities Peer Evaluation
Collected subject and
Stages of writing process Images Prepared
recommended
Enhancing Paragraph Writing Skills questionnaire
Interactiv by RO
Criteria for evaluation writing skills :
Format,Content,Fluency,Accuracy/Components to be tested e panel

22
 Learning Unit NO. 15 POETIC DEVICES

Training Objective - To enable learners to:

1. recollect what they know
2. differentiate between various poetic devices
3. reinforce identification and appropriacy of the use of poetic devices in specific contexts
4. equip students to identify and relate to the poetic devices used for a better understanding of the poems taught
5. list out poetic devices used in lessons and to enable students to write creative pieces using poetic devices
Sr. Content Methodology Media Performance Trainer Time Assessment
No. Aids

Concepts: Lecture, Interactive - An 60 Assessment by

Difference between a poetic device and a figure of speech Discussion panel, PPT experience min. Q&A
Poetic Devices to be discussed: , Handouts & White d principal Group
Simile, metaphor, alliteration, (Guided Board of KV in the Discussion
Assonance, consonance, transferred epithet, anaphora, reading) subject and Peer
synecdoche, recommen Evaluation
Repetition, pun, irony, oxymoron, ded by RO
Prepared
rhyming words’rhyme scheme
questionnaire
antithesis, hyperbole, onomatopoeia
imagery
the use of poetic devices, the effect created and
appropriacy.
Listing out the poetic devices in poems - class wise (group
activity)
writing poems using poetic devices (assignment)

23
Learning Unit NO. 16. Need of Digital literacy for effective teaching and learning process

Training Objective - At the end of training, the trainees will be able to Demonstrate the use of computer and multimedia tools for
teaching

Sr. Content Methodology Media Performance Trainer Time Assessment

No. Aids

Needs to strengthen the use of technology Hands-on Computer Flow Guest 90 Assessment by
The use of technologies (ICTs) in education experienc with charts for Speaker or min. Q&A
Demonstrate knowledge, attitudes, and skills of digital age e in video internet use of An
work and learning Presentations of
recording connection, software experienced
Compare and contrast social, ethical, and legal issues the animation.
and White RP of KV in
surrounding technology
Different softwares used for Audio Video recording – editing Board the subject
Free online screen recorder OBS studio, Apowersoft, Share and and
X, Cam studio etc animation recommend
Facilitate instruction in the new literacies that emerge ed by RO
within digital / interactive learning environments
How to edit video. How to make animations for the desired
topics.
Benefits of interactive smart boards & interactive
whiteboards in schools

24
 Learning Unit, NO : 17 Action Research

Training Objective – After the session, the teachers will be able to: -

a) Understand & articulate the definition & key principles of Action Research.
b) Identify and prioritize specific challenges they face in their teaching practice
c) Demonstrate competence in collecting relevant data & analyzing it to draw meaningful conclusions.
d) Implement changes in their teaching practices based on the findings of their Action Research contributing to observable improvements in
student learning outcomes.
e) Actively participate in collaborative discussions & information sharing with colleagues.
f) Develop a mindset necessary for continuous improvement in their teaching practices & the overall learning environment in their classroom.

Sr. No. Content Methodology Media Performa Trainer Time Assessment

nce Aids

➢ Definition of Action Research & it’s Lecture, Interactive - 105 Quiz,questionn

significance in educational settings. Discussion, panel, PPT Guest Speaker aire(Entry
➢ Explanation of the key principles & Handouts, & White mts
behaviour
characteristics of action research. Peer group
Board assessment)
➢ Identification of special challenges teachers activities
face in their teaching practice. Case based
➢ Prioritisation of challenges based on their
(Formative
impact on student learning & overall classroom
dynamics. Assessment)
➢ Methodologies of relevant data collection for
MCQs
Action Research.
(Formative
25
 ➢ Strategies for analysis of the data collected to Assessment)
draw meaningful conclusions.
➢ Systematic & phased approach to Case-based
implementation of evidence-based changes. implementatio
Process of implementing changes in teaching n. (Formative
practices based on the findings of the Action Assessment
Research.
➢ Various ways in which technology can be MCQs/Quiz.
integrated into action research processes for (Formative
data collection, analysis and documentation.
Assessment)
➢ Relevant technological tools that support action
research. Submission of
➢ Strategies to translate identified challenges into
actionable goals & objectives. Action
➢ Development of action plans outlining specific Research
strategies for improvement. project. (Two
weeks after the
session--
Summative
Assessment)

26
 Learning Unit, NO 18: Promoting Reading Skills for Comprehension
Training Objective – To make the teachers enable the students to
Sr. No. Content Methodology Media Performa Trainer Time Assessment
nce Aids

Introduction Lecture, Interactive - 75 Assessment by

Discussion, panel, PPT Guest Speaker mts Q&A
Reading as a process Handouts, & White or An
Linguistic competence Peer group Group
Board experienced RP
Discourse competence activities Discussion
of KV in the
Strategies for developing reading skills Peer
subject and
Reading to Learn the language Evaluation
recommended
Techniques for Teaching Reading Prepared
by RO
Developing Reading Activities questionnaire

27
Learning Unit, NO 19: MULTIDISCIPLINARY PROJECT - IMPLEMENTATION AND
EVALUATION
Training Objective – To make the teachers enable the students to
Sr. No. Content Methodology Media Performa Trainer Time Assessment
nce Aids

Multidisciplinary Appproach Lecture, Interactive - 60 Assessment by

Discussion, panel, PPT mts Q&A
Multidisciplinary Project Handouts, & White Guest Speaker or
Peer group
Needs and Concept of MDP Board An experienced
activities
RP of KV in the
Design and framework of MDP subject and
Design process of a MDP recommended
Presentation Pattern. by RO

Rubrics and Evaluation.

MDP (1).pdf

28
Learning Unit No.(212022020L Gender Sensitization LLLLLLL(LO-1)
Training Objective – After the session the trainees will be able to understand gender concepts

S.No. Content Methodology Media Performance Trainer Time Assessment

Aids activity

➢ Definition and explanation of key gender Lecture, Discussion, Interactive Short films An experienced 90 Quiz,question
related terms such as gender, gender Handouts for guided panel, PPT on gender guest speaker in the min. naire(Entry
identity, gender expression and studio types. reading. & White sensitization subject and behaviour
➢ Awareness of the diversity of gender
Board recommended by assessment)
experiences.
RO
(external/internal). Slogan
➢ Identification of gender biases and
writing
stereotypes that may exist in educational
settings. (Formative
➢ Impact of biases on student experiences and Assessment)
learning outcomes.
Challenging the biases and stereotypes in the Case-based.
educational system. (Formative
➢ Use of words/statements that avoid Assessment)
reinforcing gender stereotypes.
Examples of gender-neutral language and its important Case based
in creating an inclusive classroom. project. (One
➢ Strategies to recognize gender-based week after
discrimination and harassment. the session--
➢ Strategies to address gender-based
Summative
discrimination and harassment.
Guidance on creating safe and supportive environment

29
for all students regardless of their gender identity.
➢ Teaching methods that are responsive to the
diverse learning styles and needs of all
students.
➢ Strategies to create an inclusive and
supportive classroom culture.
➢ Tools for handling sensitive discussions
related to gender and fostering a positive
classroom environment.
➢ Teaching methods that are responsive to the
diverse learning styles and needs of all
students.
➢ Providing resources and information on
creating an inclusive environment for
LGBTQ+ students.

30
 Learning Unit No. 22 FINANCIAL LITERACY IN RESPECT OF KVS(LLLLLLLL(LO-1)

Training Objective – To create awareness among trainees on access to financial services.

To understand the fundamentals of savings
To help trainees to take necessary steps towards financial stability
To make trainees aware of KVS rules (80 B)

S.No. Content Methodology Media Performance Trainer Time Assessment

Aids activity

What is Financial Literacy Interactive, Lecture. Interactive Handouts of Finance Officer or 90min Questionnaire
Why Financial Literacy? panel, PPT financial as recommended . (Entry behavior
Creating awareness on budgeting, savings, investments Lecture, Discussion, & White rules by RO (KVS) assessment)
GPF, NPS, LTC, CEA, TA/DA, Transfer benefits, A, MCQs
Medical claims, Retirement on superannuation, Other Discussion, group Board (Formative
LIC, PLI etc.
allowances (if any), Income tax,80`C activity. Assessment)
discussions
Case study
(Formative
Assessment)
Quiz (Formative
Assessment)
Feedback
(Formative
Assessment)
. (Summative
Assessment)

31
Learning Unit NO 23: TEACHING OF DRAMA

Training Objective - To develop: Confidence, motivation, self-Management, collaboration, creativity trust and participation
Oral and written communication skills
Awareness of interpersonal and sociocultural communication skills
Accuracy and fluency of expression, Linguistic intelligence and Social interactive skills
Use their body languages and gestures to express their purposes

Sr. Content Methodology Media Performa Trainer Time Assessment

No. nce Aids

Lecture, Interacti An experienced 75 Quiz,questionn

Introduction Discussion, ve RP of KV in the mts aire
Advantages of using drama in English language teaching Role play Handouts, panel, subject and
Discussion on key elements such as plot, Peer group Group
Mime PPT & recommended by
characters,diction,thought,music,etc. activities Discussion
Dramatic activities be used in ELT White RO
Formative and
Criteria for Assessment Skit Board summative

32
 Learning Unit NO. 24 : ART INTEGRATED LEARNING

Training Objective -- At the end of training, the trainees will be able to Demonstrate appropriate pedagogies for teaching of language

Sr. Content Methodology Media Performance Trainer Time Assessment

No. Aids

Learning through the arts can take place at all levels of Lecture, Interactive AIL book An 60 Assessment by
schooling. Art integrated learning is experiential in nature Discussion, panel, PPT by CBSE experience min. Q&A
and makes all children respond with their imagination and Demonstrat & White d RP of KV
emotional strengths. The needs of children will vary with ion, Group
Board in the
age, social contexts and ability. work
AIL can allow children build on simple concepts as well as subject and
relate them with academic content meaningfully. Children recommen
also enhance the skill to work in groups and explore ideas ded by RO
together.
The objectives of AIL
Strategies for Implementation
Steps recommended for effective implementation of AIL
Art expereince as an assessment tool
Format for Writing AIL Activity
Resource Planning
Class Room Management
Methods of Teaching Art and Craft
Arts Integration and Differentiated Instruction

33
 Learning Unit NO .25: ENRICHMENT OF VOCABULARY

• Training Objective - To develop active and passive vocabulary.

• To make learners understand the meaning of words.
• To enable learners to use words in different contexts.
• To enable children to articulate individual responses effectively.
• To help them to organize and structure their thoughts in writing/speech.

Sr. Content Methodology Media Performa Trainer Time Assessment

No. nce Aids

Introduction on importance of improving vocabulary Lecture, Visual clue Word An experienced 60 Group
Conducting activities such as vocabulary bingo, Discussion, cards RP of KV in the mts Discussion
word cards-Synonyms, antonyms, homonyms etc., Demonstrat PPTs subject and Peer
integrating words to other subjects, ion, Group Evaluation
recommended
practicing sentence structure, work
by RO Prepared
using words in different contexts,
showing pictures to describe questionnaire
Incidental and Intentional learning
Reading, Review ing and Reflecting

34
Learning Unit NO.26 : POCSO and Workplace measures to combat sexual harassment
Training Objective - Understanding of the POCSO act.
Knowledge of legal obligations under the act.
Recognition of signs of child sexual abuse.
Effective reporting procedures.
Creating a safe learning environment.
Developing skills among the teachers for supporting victims.
Establishment of reporting mechanisms within the school.and Community engagement & awareness.
Sr. Content Methodology Media Performa Trainer Time Assessment
No. nce Aids

Key provisions of the POCSO Act. Discussio Interactive Flow A lawyer 10 Case study (Formative
Reporting procedures under the POCSO Act. n, panel, PPT chart. handling min. Assessment)
Consequences of non-compliance under the POCSO Act.
Lecture. & White POCSO cases
Behavioural, emotional and physical indicators of potential MCQs or Quiz
child sexual abuse in students. Board as guest
speaker (Formative
Procedures mandated by the POCSO act for correct and
recommended Assessment)
timely reporting of cases of child sexual abuse.
Guidance for the process of establishing internal by RO. Tackling of a
reporting mechanisms within the school to facilitate
Hypothetical POCSO
efficient and confidential reporting of suspected cases.
Strategies to actively engage with broader community, case study to be
mainly parents disseminating information about child submitted a week after.
protection and promoting awareness of POCSO guidelines (Summative
A lawyer Assessment
handling
POSH: Key provisions of the POSH Act. POSH cases/

35
Legal rights and responsibilities outlined in the Act. Subject Expert
Recognition & Identification of various manifestations to be the guest
of sexual harassment. speaker as
Differentiation between potential instances of sexual
recommended
harassment & other behaviours
Psychological, emotional & professional impact of by RO.
sexual harassment on victims
Procedures and channels for proper reporting of incidents
of sexual harassment.

Referral to appropriate support services to equip

teachers with the skills and sensitivity to support
victims facing sexual abuse.

Various ways to contribute to a positive, inclusive, safe &

respectful workplace culture

36
Learning Unit NO.27 : Assessment of Listening and Speaking Skills

Training Objective – At the end of the session the trainee will be able to assess students’ listening and speaking assignments
based on the parameters provided by CBSE and KVS

Sr. Content Methodology Media Performa Trainer Time Assessment

No. nce Aids

Role play PPT handout An experienced 105 Group

Introduction RP of KV in the mts Discussion
Method of conduct of Listening and Speaking Skills Peer group Visual
subject and Peer
activities
Parameters for assessment of Listening and Speaking recommended Evaluation
Skills: by RO Prepared
Interactive Competence questionnaire
Fluency
Language( Grammar and Vocabulary)
Suggestive rubrics to be discussed

37
Learning Unit NO.28 : Integrated Teaching of Grammar

Training Objective - To enable the trainees to understand the salient features of Communicative Language Teaching
To bring grammar instructions fully to life by making it purposeful and communicative.
To understand that grammar instructions should not be in isolation but integrated with the four skills.
To provide opportunities to students to format the grammatical rules themselves by the inductive learning method.

Sr. Content Methodology Media Performance Trainer Time Assessment

No. Aids

In order to teach grammar, the following An experienced RP of 60 mts interaction in

points have to be noted. Teaching of
Lecture followed by PPT Sample
KV in the subject and pairs and small
grammar should not be carried out in a interaction discussion Interactiv grammar
recommended by groups
mechanical way, listing out the rules but as e panel & texts
Demonstration of RO
an interesting and enjoyable activity. White hand outs
teaching involving the
Contextualised Board Handouts
various stages
Integrated activities
Activity
Not taught in isolation from the rest of Brain Storming
based
the course
Variety of grammar items (based on handouts
bar graphs, pie charts, maps, diagrams
and pictures)
Items covering all language skills
(LSRW)
Learner centered approach
Function based and task centered
approach

38
LEARNING UNIT NO: 29. ROLES AND RESPONSIBILITIES OF KENDRIYA VIDYALAYA TEACHERS

to align additional responsibilities with the school's overall educational objectives.

Training to provide strategies for managing non-academic duties effectively.
Objectives to emphasize a holistic approach to handling administrative tasks and student-related responsibilities
to connect teacher responsibilities with broader educational goals.
to reinforce a student-centric approach and inclusivity.

Sr. No. Content to cover Methodology Media Performance Aids Trainer Time Assessment

Inclusive Teaching Practices Experiential Learning Prepared PPT Whiteboard or Senior 60 Immediate Feedback
Student-Centric Approach Activities Video clips Flip chart Principals/ mints Forms
Assessment and Evaluation Interactive method Collected Images Retired Knowledge
Parental Engagement Interactive panel or Marker pen Checks/quiz
Role-Playing Exercises Feedback forms Principals
Professional Development Projector with Skills Demonstration
Technology Integration Screen Activity cards Peer Discussions
Group Discussions
Extracurricular Involvement On-the-Spot Q&A
Health and Safety Measures Peer Learning Circles
Crisis Management
Resource Management Problem-solving
Environmental Awareness
Lecture method
Conflict Resolution

39
 KENDRIYA VIDYALAYA SANGATHAN
INDUCTION COURSE FOR TGT(ENG) (ONLINE)

Day 9.00 to 11- 11.45 -1.00 1.oo- 2.00-.3.15 3.15 to 4.15 pm 4.15 to 4.30 to 5.30 pm
10.00 am 10.00 to 11.30 am 30- 2.00 4.30 pm
11.45
Day 1 Recap of Understading Competency-based Language Games Mind Maps and Group Work
Registration Curriculum and Education to achieve Concept Mapping
Inauguration Learning Outcomes in
(Mind Map)
Question Pattern (VI- L
NEP 2020 class rooms
VIII) and IX &X U T
N E
9-9.30 9.30-11.00 am 11.00t 11.15 -1.00 pm C 2.00-.3.15 am 3.15 to 4.15 pm A 4.30 to 5.30 pm
o H
11.15
B B
Day 2 Assembly Integration of ICT in T Framing CCT type R Art Integrated Work life Balance i R Group Work
Gr I E E E (CCT type Questions)
language learning Questions (VI-X) Learning (Recap)
A A A
K K
Day 3 Gr II Developing Effective Preparation of Collaborative Phonetics Group Work
Communication Skills B Worksheets (VI-X) Learning Strategies (Worksheets)
R
E
Day 4 Gr III Designing Engaging A Challenges with Multi-disciplinary Closing Session
English Projects K Inclusive Education & Project-
Implementation and
Learning Disabilities and Teaching of Poetic Evaluation
Remedial measures Devices (Recap)

40
Learning Unit NO .1: Recap of Understanding Curriculum& Changes in the Question pattern

Training Objective - At the end of the training, the trainees will be able to recollect what they know and equip themselves with the
framework to set a question paper based on the changes in curriculum and question paper pattern.

Sr. Content Methodo Media Perfor Trainer Tim Assessment

No. logy mance e
Aids

Competency Focused Questions in the form of Lecture, Interactive - An experienced 75 Assessment by

MCQs/Case Based Questions, Source-based Integrated Discussio panel, PPT RP of KV in the mts Q&A
Questions or any other type = 50% n, & White subject and
Select response type questions (MCQ) = 20% Handouts Board recommended
, Peer by RO
Constructed response questions group
(Short Answer/Long Answer type Questions, as per activities
existing pattern) = 30%
Books Prescribed.

41
Learning Unit NO 2: Competency-based Education to achieve Learning Outcomes in NEP 2020 class rooms
Training Objective -.To ensure that learners attain a high level of proficiency in the specific skills
To enable learners to transfer knowledge to real life scenarios.
To promote collaboration and team work to achieve common goals
Sr. Content Methodo Media Perform Trainer Time Assessment
No. logy ance
Aids

Competency Education is an educational approach that Lecture, Interactive - An experienced 75 mts Assessment by Q & A
measure learning by the skills and competencies the Discussio panel, PPT RP of KV in the
students master instead of focusing on the number of n, & White subject and
hours spent in the classroom. Students’ progress at their
Handouts Board recommended
own pace.
Emphasize practical application of knowledge, fostering a , Peer by RO/Guest
deeper understanding and ensuring that learners can group Speaker
apply what they've learned in real-world scenarios activities
Encourage collaboration among learners to enhance
their interpersonal and teamwork skills, reflecting the
importance of these competencies in many fields.

Tailor educational experiences to individual learners,

allowing them to progress at their own pace and focus on
areas where improvement is needed.

Implement varied and authentic assessment methods to

evaluate learners' competency attainment, such as
project-based assessments, simulations, or real-world
applications.

42
Learning Unit, NO : 3. Language Games
Training Objective – At the end of the training, the participants understand the Enhanced Language Proficiency, Increased Motivation
and Engagement and Improved Social Interaction Skills through language games
Sr. No. Content Methodology Media Performa Trainer Time Assessment
nce Aids

Vocabulary Expansion Lecture, Interactive - Assessment by

Discussion, panel, PPT An experienced Q&A
Grammar Reinforcement
Handouts, & White RP of KV in the
Improved Fluency Peer group
Board subject and
Confidence Building activities
recommended by
Cognitive Development RO

43
 Learning Unit, NO : 4 Mind Maps and Concept Mapping
Training Objective – To help learners to grasp the concept of mind mapping and use it as a valuable tool for learning and organizing information
To reflect on their own learning process
To promote collaboration in creating mind maps and concept mapping
Sr. No. Content Methodology Media Performa Trainer Time Assessment
nce Aids

Introduction on MindMaps and their purpose Lecture, Interactive - Assessment by Q & A

Showing examples to illustrate how keywords and colours are Discussion, panel, PPT An experienced
used in mind maps. Handouts, & White RP of KV in the
Components such as central idea,main branches and sub Peer group
Board subject and
branches,use of key words and short phrases activities
Organising information from general to public recommended by
Demonstrating how to connect related ideas with lines. RO
Incorporating images and symbols to enhance memory
Purposeful design
Application in subjects
Technology integration
Assignment
Concept map: Structure,Use,Visual elements and application

44
Learning Unit NO.6 USE OF ICT TOOLS IN LANGUAGE CLASS ROOM TEACHING

Training Objective - At the end of training, the trainees will be able to Demonstrate the use of computer and
multimedia tools for teaching
Sr. Content Methodology Media Performance Trainer Time Assessment
No. Aids

Needs to strengthen the use of technology Hands-on Computer Flow Guest 90 Assessment by
The use of technologies (ICTs) in education experienc with charts for Speaker or min. Q&A
Demonstrate knowledge, attitudes, and skills of digital age e in video internet use of An
work and learning Presentations of
recording connection, software experienced
Compare and contrast social, ethical, and legal issues the animation.
and White RP of KV in
surrounding technology
Different software used for Audio Video recording – editing Board the subject
Free online screen recorder OBS studio, Apowersoft, Share and and
X, Cam studio Anchor sound cloud animation recommend
Facilitate instruction in the new literacies that emerge ed by RO
within digital / interactive learning environments
How to edit video. How to make animations for the desired
topics.

45
 Learning Unit, NO : 7 Framing CCT Type Questions (VI-X)
Training Objective – To show understanding of explicit and implicit meanings
To comment on the effects of the writer’s use of language and structure
To communicate a personal response to the text supported by textual reference
Sr. No. Content Methodology Media Performa Trainer Time Assessment
nce Aids

Creative and Critical thinking questions need to be Lecture, Interactive Assessment by

attempted with an inquiry based approach. Discussion, panel, PPT An experienced Q&A
Students cannot lift a few lines from the passage Handouts, Hand
& White RP of KV in the
Questions are set to make students analyse the passage, Peer group outs
Board subject and
think creatively and consider the usage of the same word activities
differently in different contexts. recommended by
CCT questions need not be restricted to Reading section in RO
an English question paper
Reading Section:
WH questions-related to explicit elements of the input text
MCQs-Picking options that correspond to cause-effect
relationships
Supplying opinion based on reason given
Identifying main idea conveyed through the passage
Inference questions
Connection drawn between two things
Supplying points from the text to justify a statement made
Questions based on a Case based passage
Grammar

46
 Learning Unit NO. 8 : RECAP OF ART INTEGRATED LEARNING

Training Objective -- At the end of training, the trainees will be able to Demonstrate appropriate pedagogies for teaching of language

Sr. Content Methodology Media Performance Trainer Time Assessment

No. Aids

Learning through the arts can take place at all levels of Lecture, Interactive AIL book An 60 Assessment by
schooling. Art integrated learning is experiential in nature Discussion, panel, PPT by CBSE experience min. Q&A
and makes all children respond with their imagination and Demonstrat & White d RP of KV
emotional strengths. The needs of children will vary with ion, Group
Board in the
age, social contexts and ability. work
AIL can allow children build on simple concepts as well as subject and
relate them with academic content meaningfully. Children recommen
also enhance the skill to work in groups and explore ideas ded by RO
together.
The objectives of AIL
Strategies for Implementation
Steps recommended for effective implementation of AIL
Art expereince as an assessment tool
Format for Writing AIL Activity
Resource Planning
Class Room Management
Methods of Teaching Art and Craft
Arts Integration and Differentiated Instruction

47
 Learning Unit NO. 9: WORK LIFE BALANCE

Training Objective – To achieve a balance between professional and personal life

To promote employee wellbeing and to enhance productivity for the organizational success
Sr. Content Methodology Media Performance Trainer Time Assessment
No. Aids

Definition and importance of Work life balance Lecture, Interactive An 60 Assessment by

Maintaining self-care practices Discussion, panel, PPT experience min. Q&A
Staying engaged with work Demonstrat & White d RP of KV
Productivity and performance ion, Pair
Board in the
Organizational Benefits discussion
Balancing time demands of students, parents subject and
administrators recommen
Impact on relationships ded by RO
Challenges and solutions
Long-term sustainability
Taking care of the physical,mental,emotional,and spiritual
needs
Positive vibrations-Prayer, Meditation,etc.
Balance between work and life
Benefits to the Individual
Steps to be taken

48
 Learning Unit NO. 11 : DEVELOPING EFFECTIVE COMMUNICATION SKILLS

Training Objective To develop the Communication Skills of the participants

To build up confidence and Personality Development

Sr. Content Methodology Media Performan Trainer Time Assessment

No. ce Aids

What is Communication Role play Audio Visual An 60 Testing

Types of Communication Aids experienc min. Communicative
Basic skills for Communication Dramatization
ed RP of Skillsthrough the
Qualities of a good Communicator Visuals
Debate KV in the activities given
Barriers for effective Communication
Steps to be taken for improving Communication Skills PPTs subject under Training
Extempore and Methodology
recommen
Elocution
ded by RO
Group
discussion

49
 Learning Unit NO. 13: Collaborative Learning Strategies

Training Objective To make students work together to achieve common learning goals
To facilitate interdependence among groups
Sr. Content Methodology Media Performan Trainer Time Assessment
No. ce Aids

What is meant by Collaborative learning Role play Audio Visual An 60 Assessment by Q & A
Benefits of Collaborative learning Aids experienc min.
Techniques involved Debate
ed RP of
Implementation of Collaborative learning such as Visuals
Extempore KV in the
group discussion, peer teaching, collaborative projects,
knowledge sharing,etc to achieve common learning PPTs subject
Elocution and
goals.
Activities to be conducted adapting meaningful student Group recommen
engagement. discussion ded by RO

Learning Unit, NO 14: Phonetics

Training Objective – At the end of the training, the participants will be aware of correct pronunciation to communicate more
effectively with good pronunciation and intonation.

Sr. Content Methodology Media Performa Trainer Time Assessment

No. nce Aids

Lecture, Interactive - Assessment by

Discussion, panel, PPT Professor (Retd) Q&A
Aspects of pronunciation
Handouts, & White CIEFL
Word stress, rhythm, sentence stress, intonation, weak Peer group
forms, integration of intonation. Board
activities

50
 Learning Unit NO. 16 Designing Engaging English Projects

Training Objective – To acquire language skills and creativity

To promote effective communication, critical thinking skills
To build vocabulary, encourage collaboration and nurture a love for literature
Sr. Content Methodology Media Performance Trainer Time Assessment
No. Aids

Students be given clear guidelines on designing English Lecture, Interactive - Guest 90 Assessment by
projects such as Discussion panel, PPT speaker in min. Q&A
Interactive Book reports & White the subject
Character twitter accoubnts
Board
Literary analysis Blogs
Book to film Comparisons
Literary timelines
Poetry Slam
Literary escape room
Create a Magazine
Book club podcast
Author Research Project
Choose -your -Adventure Story
Create Comic strips
School news podcasts

51
 Learning Unit NO. 17 CHALLENGES WITH INCLUSIVE EDUCATION

Training Objective: To identify and enroll children with disabilities in regular schools
To provide them with effective academic support
To provide them with the knowledge on how to face the challenges in and around the society they are a part of.
Sr. Content Methodology Media Performance Trainer Time Assessment
No. Aids

Inclusive education means all children in the same Lecture, Interactive - Guest 90 Assessment by
classrooms, in the same schools. It means real learning Discussion panel, PPT speaker in min. Q&A
opportunities for groups who have traditionally been & White the subject
excluded – not only children with disabilities, but speakers
Board
of minority languages too
What are the main objectives of inclusive education?
What is the role of teachers in inclusive education?
What are the features of inclusive education?
What are the factors affecting inclusive education?
What is the role of inclusive classroom?
How do you teach an inclusive classroom?
How can inclusive education be implemented?
How a teacher will manage the classroom of inclusive
education?
What are the barriers to inclusive education in India?

52
 Learning Unit NO. 18 RECAP OF POETIC DEVICES

Training Objective - To enable learners to:

1. recollect what they know
2. differentiate between various poetic devices
3. reinforce identification and appropriacy of the use of poetic devices in specific contexts
4. equip students to identify and relate to the poetic devices used for a better understanding of the poems taught
5. list out poetic devices used in lessons and to enable students to write creative pieces using poetic devices
Sr. Content Methodology Media Performance Trainer Time Assessment
No. Aids

Concepts: Lecture, Interactive - An 60 Assessment by

Difference between a poetic device and a figure of speech Discussion panel, PPT experience min. Q&A
Poetic Devices to be discussed: , Handouts & White d principal Group
Simile, metaphor, alliteration, (Guided Board of KV in the Discussion
Assonance, consonance, transferred epithet, anaphora, reading) subject and Peer
synecdoche, recommen Evaluation
Repetition, pun, irony, oxymoron, ded by RO
Prepared
rhyming words ‘rhyme scheme
questionnaire
antithesis, hyperbole, onomatopoeia
imagery
the use of poetic devices, the effect created and
appropriacy.
Listing out the poetic devices in poems - class wise (group
activity)
writing poems using poetic devices (assignment)

53
Learning Unit, NO 19: MULTIDISCIPLINARY PROJECT - IMPLEMENTATION AND EVALUATION

Training Objective – At the end of training, the trainees will be able to list out projects involving multiple subjects for
learning
Sr. No. Content Methodology Media Performa Trainer Time Assessment
nce Aids

Multidisciplinary Appproach Lecture, Interactive - 60 Assessment by

Discussion, panel, PPT mts Q&A
Multidisciplinary Project Handouts, & White Guest Speaker or
Peer group
Needs and Concept of MDP Board An experienced
activities
RP of KV in the
Design and framework of MDP subject and
Design process of a MDP recommended
Presentation Pattern. by RO

Rubrics and Evaluation. MDP (1).pdf

REVIEWED BY
Ms.R. SHANTHI, TGT(Eng), KV Ashok Nagar (Chennai Region)

Ms. SUMA V.P, TGT(Eng), KV Thrissur (Ernakulam Region)

Ms. USHA M.K. TGT(Eng), KV Malappuram (Ernakulam Region)

54
55