The Indian Social and Emotional Learning Framework (ISELF)

The Indian Social and Emotional
Learning Framework (ISELF)
An age-banded resource for Social

and Emotional Learning in Indian schools
An age-banded resource for Social

and Emotional Learning in Indian schools
2019
Indian Social and Emotional Learning Framework
Researched and Developed by

The Teacher Foundation
37/10, Yellappa Chetty Layout
Ulsoor Road, Bangalore 560042, INDIA
Published in 2019
Designed by
Salil Divakar Sakhalkar + Snehal W Balapure
Sixth Sense Corporate Communications
Bangalore
Printed at
Nevellos Grafifiti Scanning (India) Private Limited
Bangalore
ISELF is a free downloadable resource under a Creative Commons Attribution 4.0 International Licence.
Any reference to ISELF, either in part or whole, towards the development of content or related material,
must be attributed to The Teacher Foundation (www.teacherfoundation.org)
For more information on ISELF, please visit http://www.teacherfoundation.org/about-iself/

Researched and Developed by

The Teacher Foundation
Foreword by
Prof Roger P. Weissberg
Chief Knowledge Officer, Collaborative for Academic,
Social, and Emotional Learning (CASEL)
UIC Distinguished Emeritus Professor of Psychology,
University of Illinois at Chicago
Congratulations to The Teacher Foundation both play critical roles in promoting the social-emotional
and collaborators for their remarkable efforts competence of young people, but they also use different
to establish the Indian Social and Emotional strategies and approaches that must be aligned. Third,
Learning Framework (ISELF). I want to authentic researcher-practitioner partnerships matter:
Long-term collaboration is essential to establish beneficial
express excitement and admiration for their
SEL programming that helps students become more
achievements. I will also highlight a few
successful in school, work, and life.
challenges they will face over the next few years
as they continue their journey towards the
The ISELF builds from and contextualizes several major
ambitious goal of implementing evidence-based international SEL frameworks. The Teacher Foundation
programming to promote the social-emotional adapted the definition introduced by the Collaborative
competence of students across India. for Academic, Social, and Emotional Learning (CASEL
– www.casel.org), and describe SEL as the process of
I began my journey in the field of social and emotional acquiring a set of social and emotional skills – self-
learning (SEL) 40 years ago when I conducted my doctoral awareness, self-management, social awareness,
dissertation. My research involved the evaluation of teacher relationship skills, and responsible decision making – in
and parent social-problem-solving programs for suburban a safe supportive environment that encourages social,
and inner-city third-grade children. I learned several emotional, and cognitive development and provides
valuable lessons that have shaped my perspectives about authentic opportunities for practicing social-emotional
SEL research, practice, and policy. First, context matters: skills. The Teacher Foundation has worked since 2012
Although there are many commonalities when enhancing to develop rigorously researched, contextually relevant,
the social-emotional competence of suburban and inner- age-banded SEL standards for 6- to 18-year-old students.
city children, there are also important differences. Second, Experienced teacher educators and counsellors from The
implementers matter: For example, parents and teachers Teacher Foundation collaborated with leading researchers,
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ISELF is under Creative Commons Attribution 4.0 International Licence. Use of ISELF, in part or whole, towards content development must be attributed to The Teacher Foundation (www.teacherfoundation.org)
Foreword by
Prof Roger P. Weissberg
psychologists, psychiatrists, and education volunteers Educators and researchers around the world are now
across India to establish ISELF. designing, implementing, and evaluating SEL programming
as an essential aspect of quality education. Recently, I
Establishing a framework and SEL standards are important contributed a foreword for an edited volume called Social
foundational steps to educate knowledgeable, responsible, and Emotional Learning in Australia and the Asia Pacific:
caring students who are lifelong learners, productive Perspectives, Programs and Approaches, and wrote It’s Time for
workers, and engaged citizens. More International Collaboration. I have enjoyed exchanging
research ideas and best practices with my colleagues at The
Next steps involve (a) developing classroom and school-wide Teacher Foundation. I hope they have benefited and learned
curriculum and instruction approaches to enhance the social, from these interactions as much as I have. Their next steps on
emotional, and academic learning of students of different the SEL journey will enhance the education of students across
ages and from diverse backgrounds, (b) providing professional India – and I dare say – the education of students around the
learning to ensure that teachers and administrators world.
implement SEL in developmentally and culturally competent
ways, and (c) establishing assessment systems to evaluate
and continuously improve programming over time.
02
Foreword by
Dr. Shekhar Seshadri
Senior Professor, Department of Child and Adolescent
Psychiatry and Associate Dean, Behavioural Sciences
Division, NIMHANS, Bangalore
Member of the ISELF Advisory Board
The diligent research undertaken by The The team then proceeded with an empirical study in schools
across the country, across regions, across languages to really
Teacher Foundation to develop the Indian
look at teacher and student responses. All this was collated,
Social and Emotional Learning Framework analysed, interpreted and fed back into the Integrated
(ISELF) has gone through a very scientific Framework to strengthen it further. This formed the basis of
process. It was not a fly-by-night operation ISELF and its different components.
where the Framework was developed on
A part of the scientific process was also to look at age bands
opinions and ideas that appeared in an office and see how each of the 5 competencies play out both in
room. This is based on factual empirical work. their subjectivity and objectivity across the 5 age bands laid
out in ISELF. This was important because there is a tendency
Other than numeracy and literacy, it is the obligation of to homogenise children whatever their age may be. While
schools to provide safe spaces for children to grow not just on the contrary, they come with very different sensibilities,
as students but also as people and citizens. Schools need to experiences, life views and aspirations.
be places where their identity gets nuanced, where they learn
about life and reality, the arts, the aesthetics and about life What we have now is a very comprehensive and nuanced
skills. The role and responsibility of schools thus goes beyond Framework which looks at each competency across the
age bands in terms of its learning outcomes as well as the
education and that was the context in which this research
different tasks and opportunities that could be carried out
study was initiated 7 years ago.
by teachers and facilitators to help children achieve that
particular skills set.
A lot of background work was carried out by the team at The
Teacher Foundation where both national and international The scientific rigor in which ISELF was developed is unique
literature on SEL was studied. Best practices and initiatives and remarkable.
were also looked at critically. This was examined from the
perspective of the reality of Indian schools and children to It is our hope and belief that this will find its way into the
gauge where cultural and topical adaptations could be added fabric of the Indian school and education system and make
to put together an initially Integrated Framework. a substantial difference in children’s lives and in the kind of
people and citizens that they will eventually turn out to be.
03
Preface by
Maya Menon
Founder Director
The Teacher Foundation, Bangalore
2002 - 2012 psychosocial aspect of learning, no specific guidelines on how

The Teacher Foundation (TTF) has always believed that in to nurture these skills in an age appropriate manner were
order to help Indian schools evolve into contemporary places available. Moreover the term social & emotional learning
of learning, there needs to be a paradigm shift in the nature (SEL) was still an unfamiliar one, even within the education
of personal interactions between teachers and students. With community.
the overarching importance given to marks and rote-based
academic learning in our schools, the individual student is 2012-2019
subsumed in the race for completing syllabus and doing well Thus began TTF’s long, arduous and dedicated nation-wide
in examinations. research and empirical study of the SEL domain in Indian
schools. Data was gathered and analysed from 15 locations -
To set right this skewed focus, TTF has been deeply engaged urban and rural, 850 teachers and 3300 students of private
in helping individual schools across India become more caring and government schools, in 10 different languages. Based
and gentler spaces for students using the tried and tested on the findings, the Indian Social and Emotional Learning
Whole School Ecosystemic Model of Quality Circle Time Framework (ISELF) was developed. Our warm appreciation for
developed by Jenny Mosley. the invaluable faith and support of Wipro Applying Thought
in Schools (WATIS) for the initial 4.5 years and thereafter
In 2005 the National Curriculum Framework (NCF, 2005) too Maitri Trust and another benefactor organisation for pilot-
recognised that emotions, values, and attitudes are a critical tesing and finalising ISELF.
part of the learning process. It states Development of life skills
such as critical thinking skills, interpersonal communication 2019 - onwards!
skills, negotiation/refusal skills, decision making/problem The big buzzword in educational circles is now social &
solving skills and coping and self management skills, are emotional learning. The new draft National Education
very critical for dealing with the demands and challenges Policy 2019 document1 makes a clear reference to social &
of everyday life. While a strong reference was made for the emotional learning. It states “Recent research drawing from
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a large number of scientifically rigorous cross-sectional and And what isn’t actively and deliberately taught in Indian
longitudinal studies demonstrates that introduction of socio- schools? A universal respect for human dignity; questioning,
emotional learning (SEL) in schools can lead to improved dissent and differing points of view; having deep authentic
cognitive and emotional resilience and promote constructive learning experiences; rigorous modelling of ethical practice;
social engagement...” acceptance of diversity in people’s behaviour, lifestyles and
interests. These and many other such vital aspects are needed
This clear national policy level acknowledgement of the to help transform Indian society with young people who are
importance of socio-emotional aspects of learning, is a great self-aware, humane, responsible in both, a civic and moral
impetus to the dissemination of The Teacher Foundation’s sense and consciously striving for a more equitable world.
rigorously researched, contextualised Indian Social and
Emotional Framework (ISELF). TTF believes that ISELF should be the backbone of all nation
wide endeavours to spread and measure the cause and effect
of social and emotional learning and well-being in Indian
ISELF provides the competencies that schools need to develop
schools.
in Indian school children in a methodical age-banded manner.
It is accompanied with a Handbook of specific guidelines for
ISELF and the accompanying HandBook will be accessible
school teachers, on how to nurture these skills.
under a Creative Commons License from
www.teacherfoundation.org.
ISELF also validates the importance TTF assigns to the
pedagogic relationship between teachers and students.
It will help teachers recognise the long-term benefits of
nurturing students as self aware, responsible, confident,
happy individuals. As Weil (2016) says: “the world becomes
what we teach.” I personally like to extend this and embrace
the idea that the world will not become what we don’t teach!
05
06
Schools must pay attention to the ‘heart of learning’ Now, more than ever, there is a critical need for schools in
i.e. social emotional aspects, towards which ISELF India to step out of the confines of a myopic focus on student
should be a very useful tool. academic achievements and outcomes. And instead, create
positive and sensitive school cultures that actively engage
Dr. Renu Singh with the social and emotional health of the children entrusted
Country Director, Young Lives, to them. Research in this domain strongly indicates that SEL
University of Oxford, UK; based in New Delhi competencies are teachable and can positively influence
mental health in children and adolescents.
The ISELF, with its carefully articulated learning standards

and learning outcomes anchored in a contextually relevant
developmental framework, provides schools a wonderful
combination of flexibility and a language of coherence
to engage in practical ways with SEL constructs in the
classroom.
Teachers can now dive into an educational resource that is

the outcome of rigorous research and explore what it would
mean to truly place a child’s well being at the centre of all
learning and teaching.
Neena David
Clinical Psychologist and Counsellor; Bangalore
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Introduction
What is SEL Social-Emotional Learning (SEL) is defined as the process

of acquiring a set of social and emotional skills — self-
awareness, self-management, social awareness, relationship
skills, and responsible decision making — in a safe,
supportive environment that encourages social, emotional,
and cognitive development and provides authentic
opportunities for practising social-emotional skills *
*(adapted from Collaborative for Academic, Social, and

Emotional Learning (CASEL), 2005)
Benefits of SEL What are the Benefits of Social-Emotional

Learning (SEL)?
An SEL approach helps students process and integrate their

social and emotional skills in school. According to research
conducted by CASEL*, social-emotional learning offers the
following benefits:
Academic success
Developing stronger social-emotional skills improves
analysis, SEL was shown to raise students’ achievement
scores by an average of 11 percentile points. When a
student knows that his or her feelings will be heard and
respected, it will be easier for that student to relax and
focus at school.
Improved attitudes and behaviours

Develop greater motivation to learn, deeper commitment
to school, increased time devoted to schoolwork, and
better classroom behaviour.
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Fewer behavioural problems 90 schools (private and government), in 15 locations from
Students engaged in SEL are less aggressive and across the 5 zones of the country. The study gathered data
disruptive in school. Studies have shown that these about the current knowledge and perceptions of teachers
benefits are long-term as SEL students have 10% fewer and school heads about Social-Emotional Learning (SEL);
psychological, behavioural, or substance abuse problems about students’ behaviours as experienced by them and as
when they reach the age of 25. For example, if a student perceived by teachers; about values desired and encouraged
can learn to find his or her voice and express anger by the teachers; and about SEL practices currently prevalent
appropriately, it could prevent him or her from acting in schools. Based on the findings, ISELF was developed with
inappropriately and damaging relationships. the key objective of helping schools and organisations to
foster the social-emotional development of their children.
Less emotional distress
The research study from 2012 to 2017 was supported by
Research suggests that SEL programs actually affects
Wipro Applying Thought in Schools. The pilot programme of
central executive cognitive functions which improves
the study which is 2017 - ‘19 is supported by Maitri trust and
students’ inhibitory control, planning, and ability to
another funder. The key objective of the ISELF is to place
switch attention from one task to the other. Essentially, as
the development of social-emotional learning of our school
students practice the new behaviours that they learn in
children at the heart of what schools should be doing. The
SEL programs, they develop stronger self-regulation skills.
focus is on the five Social-Emotional Competencies – Self
Awareness, Self-Management, Relationship Management,
Positive social behaviour
Social Awareness and Decision Making
Students get along better with others, as reported by
fellow students, teachers, parents, and independent Origin of ISELF
observers. Close and supportive teacher-student
TTF put together an integrated framework incorporating
relationships definitely makes students want to perform
some of the major international SEL Frameworks – CASEL
better in school. They also have positive long-reaching
(Collaborative for Academic, Social and Emotional Learning)
benefits when teachers inspire their students to embrace
from USA, SEAL (Social & Emotional Aspects of Learning)
challenges beyond the classroom, such as applying to
from UK and WHO’s Life Skills. The elements of this
college, looking for a full-time job, etc.
integrated framework were then tested in schools across
(*Adapted from CASEL Secondary Guide, 2015, USA) India through the nation wide empirical study. Based on
the findings, the framework was revised to suit the cultural
context, relevance and needs of Indian children.
Introduction to the Indian Social and Emotional
Learning Framework (ISELF) Who is ISELF meant for?
ISELF is meant for anyone who has the best interests of
The Indian Social and Emotional Learning Framework (ISELF) children at heart! It can be used by schools and teachers for
was developed based on a 6 year research study conducted teaching SE competencies, developing content or creating
in India, by The Teacher Foundation. The data for the study curriculum for SEL; mental health professionals; child social
was collected from 850 teachers and 3300 students from workers as well as parents.
The 5 Social – Emotional Competencies

ISELF looks at nurturing social-emotional behaviours among
children with a focus on developing five interrelated sets
of cognitive, affective and behavioural competencies: Self
Awareness, Self Management, Relationship Management,
Social Awareness and Decision Making. These competencies
which were identified from CASEL were found to be
overlapping in other Frameworks, thus being universally
acceptable. The descriptions of these competencies was
then developed based on the nation wide empirical study.
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communication; express authentic views and opinions;
Self Awareness offer constructive feedback; resist inappropriate social
The ability to recognise one’s feelings and emotions and pressure and negotiate conflicts in mutually beneficial
how they influence one’s decisions and behaviour; accept ways.
oneself as a unique person; appreciate one’s personal
traits; develop positive self-worth; take pride in one’s Social Awareness
skills, talents and achievements; assess one’s strengths The ability to work and form positive relationships with
and weaknesses accurately, thereby developing an overall people from diverse backgrounds (e.g. religion, caste,
sense of confidence and optimism. gender, race, ethnicity, economic status); understand
different cultures; empathise with and accept people and
Self-Management practices that are different from one’s own; be sensitive to
The ability to express one’s emotions appropriately; one’s surroundings; have a perspective on various social
deal with personally upsetting situations in healthy and problems and take the required action to counter them.
effective ways; identify sources of help and form a self-
support system; set goals (personal, academic and career) Decision Making
and work towards them in an organised manner. The ability to make constructive choices about personal
behaviour, health, relationships and career, considering
Relationship Management existing social, ethical and safety norms; understand the
The ability to form and sustain healthy and rewarding rationale behind different rules; examine consequences
relationships with diverse individuals and groups; have of one’s actions; respect one’s own and others’ rights;
meaningful social interactions with friends, family, demonstrate responsible citizenship in the larger
peers, colleagues, etc.; have clear, timely and assertive interests of society.
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What is the Structure of ISELF? Each Learning Standard (LS) has 2 – 3 Learning Outcomes
To enable ease of understanding each of the 5 Competencies (LO) which are categorized across the 5 age bands: 6-8
and the practicability of fostering them, the framework has years; 9-10 years; 11-13 years; 14-15 years and 16-18
been structured as given in the image. years. Learning Outcomes describe what abilities and skills
students would be able to acquire by end of that age-band.
ISELF comprises of 5 Social-Emotional Competences. Finally each Learning Outcome has a set of Learning
Opportunities (LOPs) that students must be provided
Each Competency has 2 to 3 Learning Standards (LS). with to develop their SEL competencies. The Learning
Learning Standards define the specific social-emotional Opportunities begin with the sentence stem - Students are
behaviours that students need to know across the ages of 6 given the opportunity to…
years to 18 years.
5 competencies
Self-Awareness Self Management Relationship Social Awareness Decision

Management Making
2 Learning 3 Learning 2 Learning 3 Learning 2 Learning

Standards Standards Standards Standards Standards
Learning Learning Learning Learning Learning

Outcomes Outcomes Outcomes Outcomes Outcomes
Across 5 Across 5 Across 5 Across 5 Across 5

Age-bands Age-bands Age-bands Age-bands Age-bands
6-8; 9-10; 11-13, 6-8; 9-10; 11-13, 6-8; 9-10; 11-13, 6-8; 9-10; 11-13, 6-8; 9-10; 11-13,
14-15; 16-18 14-15; 16-18 14-15; 16-18 14-15; 16-18 14-15; 16-18
Learning Learning Learning Learning Learning

opportunities opportunities opportunities opportunities opportunities
for each age-band for each age-band for each age-band for each age-band for each age-band
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If a facilitator is working with children aged 7 years (Grade 2), Some of the ways in which ISELF can be used to foster SEL are
corresponding Learning Standards and Learning Outcomes listed below.
across 5 competencies would be looked at. Activities would
then be planned, involving 1-2 learning opportunities SEL Integration with the Academic curriculum
under each LO for one session, thus ensuring that children In this approach the facilitator develops SE competencies
are given the opportunities to display the specific social- in a concerted and focused manner, while teaching
emotional behaviours. regular academic subjects (Science, History, Maths,
Languages) or co-curricular activities (Sports, Arts,
For a holistic understanding of the ISELF structure, it is Theatre, etc.). ISELF could inform the facilitator of what
recommended that the facilitator be familiar with all the kind of SE competencies to focus on depending on the
Learning Outcomes and Learning Opportunities under the subject being taught and the age of the students. For
each Learning Standard of any given competency. e.g. by getting a group of Grade 6 students to work on
a Physics experiment together, the facilitator could aim
Note: at developing certain key SE behaviours like working
Tasks and Activities provided at the end of every Learning together, decision-making, problem solving, apart from
Standard are just some of the ways in which the given teaching essential concepts in Physics. Thus through
Learning Opportunities can be used. Facilitators can come providing such opportunities, and thereafter asking
up with their own activities or refer to the ISELF Handbook reflective questions, the facilitator is able to integrate the
as well learning of the concepts and the said SE competencies to
the students’ awareness.
Ways in which ISELF can be used Separate time-tabled SEL Periods

The school has a time-tabled weekly period, across
Fostering of SEL is imperative in any school context. A school
grades 1 to 12, for planned and structured sessions
or organisation can adopt more than one approach to foster
on SEL. The facilitator may refer to ISELF on a specific
SE competencies in children and ISELF can be used for all of
social-emotional behaviour appropriate to the children
these SEL approaches.
plan activities around it. The activities could include art,
storytelling, role plays, etc.
Effective SEL approaches often incorporate four elements
represented by the acronym SAFE:
For e.g. a Grade 1 teacher might focus on developing ‘self-
awareness’ among her children and help them ‘identify
Sequenced Use a Sequenced set of activities to their emotions’ by planning an art activity around it.
develop SE competencies in a step- Refer Annexure A2. SEL Activities and Exercises for Students
by-step fashion in the ISELF Handbook, on examples of activities that could
be done across grades and the different competencies.
Active Use Use Active forms of learning, such
as role-plays and behavioural Focussed SEL programmes:
rehearsal, that provide students The school allots specific days at the beginning or towards
with opportunities to practice SE the end of the academic year, or after school hours during
competencies the academic year, to conduct SEL programmes with a
planned and structured approach to developing specific
Focused Devote sufficient time exclusively to social emotional skills or to address certain worrying,
developing social and emotional skills incessant issues (e.g. bullying, peer pressure) commonly
observed in the class or school, in a more comprehensive
Explicit Target specific social and emotional manner. ISELF is used to plan activities appropriate to
skills for development the age group. This would be conducted by teachers or
counsellors and would require a more holistic approach,
(Source: CASEL (2003), USA) which would look at acquiring different SE competencies
with the focus on addressing the issue at its origin.
Refer Annexure A1. Themes for Focussed SEL programmes
in the ISELF Handbook, on pertinent issues that have been
mapped to ISELF.
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Note:
It is recommended that the school conducts these kinds
of focussed SEL programmes only in addition to a regular,
sustained SEL intervention rather than just a stand-alone
programme.
Specialised SEL Interventions

These interventions are specially planned for children
with identified behavioural or emotional problems. Note:
Similar to other SEL interventions, they have a design The Teacher Foundation offers a Whole-school SEL
and structure to meet certain key SEL objectives, within intervention called Safe and Sensitive Schools, which
a time-frame. The ISELF could guide the facilitator includes most of the above-mentioned components.
(teachers or counsellors) on the specific SE competencies
that needs focus in such cases.
Whole-school SEL Intervention Programmes Navigating through ISELF – some examples

This refers to a whole school SEL approach wherein the
design and implementation of the intervention considers Provided below are two examples of how ISELF can be used :
the different stake holders – heads, school staff (teaching
and non-teaching) and students as well as the other Example 1: If a teacher wants to look at building specific
aspects of the school – physical spaces and infrastructure, SEL competencies.
systems and processes and the school’s policies and
regulations, with the overall objective of facilitating the A Grade 1 teacher could start with:
social-emotional development of both the children and
adults in the school. Competency: Self Awareness
The intervention will have an overall SEL objective with n

all the different components of the intervention aligned
to it. The different components could include: Learning Standard (LS): Identifying Emotions
a needs-analysis audit to assess the strengths and
limitations of the school, which would then determine n
the SEL objectives of the intervention;
awareness and training programmes for the entire staff Learning Outcome (LO): Recognize and accurately label
to align them with the intervention’s SEL objectives and emotions and how they are linked to behaviour
train them in implementing them;
time-tabled periods across grades for sessions on SE
The teacher could then go through the relevant Learning
competencies; various activities and sessions with
Opportunities (LOPs) under this LO and decide on 1 to 2
specific SEL objectives;
LOPs appropriate for students of Grade 1. The teacher then
activities and sessions involving parents and the larger plans for how she could give the students the opportunity
community; to learn as well as elicit this behaviour. This could be done
changes in the school’s systems & processes and either as a part of the regular class activity while teaching
policies & regulations aligning them with the SEL any of the subjects or as a separate exercises through art
objectives, to ensure the intended changes are activities, stories or discussions over different sessions,
sustainable and long-term. through the year.
Here ISELF could be used to plan a specific SEL intervention Similarly, the teacher could focus on the Learning Outcomes
across the grades. relevant for students of Grade 1, for the remaining
competencies. These sessions could be planned till the end
of the academic year. In this manner the teacher ensures all
5 competencies are covered for Grade 1 students.
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Example 2: If a school wants to build SE skills with respect
to a specific concern for e.g. Resolving Conflicts (RC) in a
constructive manner across grades.
Here the teacher will refer to the HandBook Annexure A1:

Themes for focussed SEL programmes to see which Learning
Outcomes / Learning Opportunities have been identified
to address the ‘Resolving Conflicts’ under the relevant age
groups.
The teacher then looks at the Framework and selects 1 or 2

LOPs for a particular age group and then plans on how she
would provide those opportunities to her class.
The theme Resolving Conflicts (RC) has been mapped to the

following Learning Outcomes :
Grades 1 to 3:
RM.2.1. Use different approaches for resolving conflicts
constructively
Grades 4 to 5:
RM.2.1. Identify problems & conflicts commonly experienced
by peers
RM.2.2. Recognise causes and consequences of conflicts
RM.2.3. Use constructive approaches in resolving conflicts
Grades 6 to 8:
RM.2.1. Use strategies for preventing and resolving conflicts
Grades 9 to 10:
RM.2.2. Listen and express accurately to resolve conflicts
RM.2.3. Use conflict resolution skills for effective group work
Grades 11 to 12:
RM.2.1. Use negotiation skills to reach win-win solutions
RM.2.2. Evaluate current conflict-resolution skills and plan
how to improve them
The activities could be introduced through academics or as

part of separate SEL programme.
This will result in a more focused approach at a class or

school level to identify and address pertinent issues in
a more holistic manner, by developing the relevant SE
behaviours in the students.
In the following section which details out ISELF, note that the
different themes have been marked and abbreviated against
the relevant Learning Opportunities across.
For the complete list of themes, please refer the ISELF HandBook
Annexure A1: Themes for focussed SEL programmes.
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Self Awareness
The ability to recognise one’s feelings and emotions and how they influence one’s decisions
and behaviour; accept oneself as a unique person; appreciate one’s personal traits; develop
positive self-worth; take pride in one’s skills, talents and achievements; assess one’s strengths
and weaknesses accurately, thereby developing an overall sense of confidence and optimism.
Learning Standard 1: Identify one’s emotions and their influence

on one’s behaviour, performance and decisions
Age 6-8 years Age 9-10 years Age11-13 years
Learning Outcomes
SA.1.1. Accurately label emotions SA.1.1. Describe different emotions SA.1.1. Recognise that one’s emotional
and recognise how they are linked and the situations that cause them responses can be distinct from others’
to behaviour in the same situation
Students are given opportunities to…
SA.1.1.1. Identify emotions (e.g. SA.1.1.1. Describe a variety of SA.1.1.1. Describe situations that trigger
happy, surprised, sad, angry, proud, emotions and identify the ones they various emotions in them (e.g. listening
afraid) expressed in ‘feeling faces’ or have experienced to music, talking to a friend, taking a
photographs ME test, being scolded)
ME PB
SA.1.1.2. Describe how various SA.1.1.2. Describe situations that SA.1.1.2. Share their emotional
situations make them feel trigger various emotions (e.g. experiences related to different
ME listening to music, talking to a situations with their peers
PB friend, taking a test, being scolded)
ME
PB
SA.1.1.3. Recognise that feelings SA.1.1.3. Recognise change in their SA.1.1.3. Find out how others feel in
change throughout the day moods and reasons for the same different situations using the verbal and
ME ME non- verbal cues (e.g. language and
choice of words, facial expressions,
gestures, etc.)
SA.1.1.4. Share feelings (e.g. through SA.1.1.4. Distinguish between SA.1.1.4. Examine the similarities and
speaking, writing, drawing) in different different intensity levels of emotions differences in their own and others’
situations they might feel in different situations feelings in the same situation
ME (e.g. irritated vs angry vs furious,
pleasant vs joyful vs elated, etc.)
ME
PB
SA.1.1.5. Recognise that feelings SA.1.1.5. Describe situations when

affect the way we behave and think they might hide their feelings SA.1.1.5. Recognise the difference
ME ME between how they feel and how others
PB PB may expect them to feel on various
occasions
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1
Age 14-15 years Age 16-18 years
SA.1.1. Determine how emotions SA.1.2. Analyse how emotions SA.1.1. Examine ways of dealing with
contribute to performance affect decisions and responsible conflicting thoughts and emotions
behaviour
SA.1.1.1. Recognise aspects of SA.1.2.1. Describe how the way SA.1.1.1. Recognise that some
themselves that they are proud of they think affects the way they feel, thoughts and emotions can make them
and the way they feel affects the uncomfortable (physically and mentally)
way they think, and that this affects
their behaviour
PB
SA.1.1.2. Identify factors that cause SA.1.2.2. Recognise how changing SA.1.1.2. Identify ways in which social
stress in positive and negative ways their interpretation of an event institutions (e.g. school, family, marriage,
can alter how they and others feel religion, etc.) and cultural norms
about it influence the way they experience and
respond to certain emotions
SA.1.1.3. Recognise the effect of SA.1.2.3. Focus on the strengths of SA.1.1.3. Recognise that there are
*self-talk on emotions (e.g. I am good their community (religious, social, certain emotions that seem difficult to
at this, I have a lot to be proud of, this cultural, neighbourhood, etc.) rather explain and justify
is too hard, etc.) than its shortcomings, while making
choices
SA.1.1.4. Identify physical or bodily SA.1.2.4. Recognise the SA.1.1.4. Find out ways in which they
reactions and emotional reactions consequences of different ways of typically deal with conflicting thoughts
they display when stressed (e.g. communicating one’s emotions and emotions (e.g. trying to forget about
increased heart rate, perspiration, PB them, blaming or being angry with
sweaty palms, irritability, anger, somebody less in power, doing exactly
anxiety, etc.) opposite of what they feel like doing, etc.)
PB
SA.1.1.5. Demonstrate an ability to SA.1.2.5. Recognise their level SA.1.1.5. Recognise that it is normal to
assess their level of stress based on of stress based on physical and experience emotions and thoughts that
physical and emotional responses psychological factors one might find difficult to accept
17
Self Awareness
SA1: Identify one’s emotions and their influence
on one’s behaviour, performance and decisions
Learning Outcomes
SA.1.1. Accurately label emotions SA.1.1. Describe different emotions SA.1.1. Recognise that one’s emotional
and recognise how they are linked and the situations that cause them responses can be distinct from others’
to behaviour in the same situation
SA.1.1.6. Describe their physical SA.1.1.6. Describe emotions

responses to strong emotions (e.g. related to personal experiences
when nervous - sweaty palms, shaky (e.g. moments of victory, loss, when
hands; when angry – rapid breathing, encountering new situations, etc.)
increased heartbeat) ME
ME
PB
SA.1.1.7. Recognise changes in

their emotions over time and reflect
on the causes
ME
SA.1.1.8. Share instances when

they experienced mixed feelings or
different feelings at the same time
ME
SA.1.1.9. Recognise certain

emotions (e.g. anger, sadness,
envy, anxiety, guilt) as signs of
situations that need attention
ME
18
Self
Awareness 1
SA.1.1. Determine how emotions SA.1.2. Analyse how emotions SA.1.1. Examine ways of dealing with
contribute to performance affect decisions and responsible conflicting thoughts and emotions
behaviour
SA.1.1.6. Recognise how their SA.1.2.6. Recognise the effect of SA.1.1.6. Explore healthier ways of
emotional state could either help or *denial on their mental health dealing with conflicting thoughts and
reduce their ability to solve problems emotions (e.g. writing about them,
engaging in creative pursuits, releasing
energy through physical activity, talking
to a trusted friend or adult, etc.)
PB
SA.1.1.7. Demonstrate an ability

to improve their performance by
changing how they think about a
challenging situation
19
Self Awareness
Task and Activities
Name the emotions felt by characters Explain why characters in stories Imagine and share how they would
in stories felt as they did respond to situations depicted in stories
Demonstrate a range / variety of Depict a range of emotions

emotions through facial expressions (e.g. make a poster, draw a picture, Demonstrate emotions they experience
and body language participate in a role-play) in various situations through role-plays
Mood Trackers: Make note of three to Demonstrate emotions they Express their feelings related to a recent
five emotions felt by them at different experience in various situations situation they all experienced together
hours of the day (e.g. morning, through role-plays (e.g. academic results, performance in
afternoon, evening, night, etc.) competitions, a classmate or a teacher
Predict how they would feel in a leaving the school, performing on stage,
new situation or when meeting new participating in a school event, etc.) and
people; in giving or receiving help; display in classroom for everyone
apologising to someone
Express feelings non-verbally and
anonymously on a ‘Feelings wall’ in the
classroom (using colours and symbols to
denote different feelings)
20
Self
Awareness 1
Describe situations that make you feel Examine how expressing fear in Look out for instances from literature
proud of yourself different situations can lead to wherein characters experience
different consequences (e.g. in the conflicting emotions and justify their
Write about their emotional presence of a potential attacker, in response / actions
experience in their journals while the presence of a friend)
they participate in pro-social projects Practise writing about difficult thoughts
(e.g. raising funds for a social cause, Predict how they would feel in and emotions in a diary or a digital
cooking for a shelter home, etc.) and giving or receiving help space
share with their classmates
Maintain a tracker of the choices Explore autobiographical literature
they make in their everyday school and point out instances where people
lives and reflect on how their express their emotional dilemmas or talk
emotions affect these choices about unacceptable thoughts / emotions
they have had
Look at activities, hobbies or skills

(e.g. various forms of art or sports or
community work) which help them
channel their emotional energy and
share an account of the same
* Self-talk refers to the ongoing *Denial is the refusal to accept reality

internal conversation with ourselves, or fact, acting as if a painful event,
which influences how we feel and thought or feeling did not exist
behave. Self- talk can be positive
and motivational or negative and
demotivating
21
Self Awareness
The ability to recognise one’s feelings and emotions and how they influence one’s decisions
and behaviour; accept oneself as a unique person; appreciate one’s personal traits; develop
positive self-worth; take pride in one’s skills, talents and achievements; assess one’s strengths
and weaknesses accurately, thereby developing an overall sense of confidence and optimism.
SA2: Recognise personal qualities and assess personal strengths and challenges
Learning Outcomes
SA.2.1. Identify personal likes SA.2.1. Identify personal strengths SA.2.1. Develop personal skills and
and dislikes and weaknesses interests that they desire to have
SA.2.1.1. Identify specific things they SA.2.1.1. Identify specific things SA.2.1.1. Participate in different school
like to do they like to do activities and contribute towards
UoS UoS functioning of school
SA.2.1.2. Express their preferences in SA.2.1.2. Identify a special skill SA.2.1.2. Describe ways in which they
day-to-day life (e.g. colours of clothes, or talent they have (e.g. drawing, help out at home
choice of food, toys, etc.) singing, dancing, writing, talking,
UoS etc.)
UoS
SA.2.1.3. Express their displeasure SA.2.1.3. Describe things they do SA.2.1.3. Identify something they would
towards certain things or in specific well like to be able to do better
situations UoS
UoS
SA.2.1.4. Identify materials / resources SA.2.1.4. Describe an achievement SA.2.1.4. Describe how they would
they might need during classroom that makes them feel proud improve their ability to perform a
activities and select them accordingly UoS valuable skill
UoS
SA.2.1.5. Express their physical needs SA.2.1.5. Describe situations SA.2.1.5. Recognise how practice
(e.g. thirst, hunger, pain, physical in which they feel good about improves their performance of a skill
discomfort, etc.) to friends and adults themselves
UoS UoS
22
2
Age11-13 years Age 14-15 years Age 16-18 years
SA.2.2. Analyse how personal SA.2.1. Implement a plan to SA.2.1. Accept themselves with
qualities influence choices and build on strengths and address a sense of optimism about personal
successes challenges or meet needs abilities and skills
SA.2.2.1. Recognise the outside SA.2.1.1. Recognise themselves SA.2.1.1. Recognise themselves
influences that affect the way they as unique individuals, having their as unique persons with various
perceive their personal characteristics own set of strengths, attitudes and characteristics, needs, strengths and
(e.g. body image, social behaviour, beliefs challenges
etc.) UoS UoS
UoS
SA.2.2.2. Identify personal strengths SA.2.1.2. Identify what is expected SA.2.1.2. Take conscious steps towards
and weaknesses and the effect they of them by others (e.g. friends, strengthening their *self – esteem (e.g.
have on their choices family, teachers, etc.) and what they accepting feedback from friends and
UoS consider important for themselves adults, requesting and offering help,
UoS working on challenges and weakness,
building on strengths, etc.)
UoS
SA.2.2.3. Recognise how their SA.2.1.3. Show the ability SA.2.1.3. Predict future for themselves
physical characteristics contribute to overcome an obstacle to based on their present attitudes and
to decisions they have made (e.g. accomplish something that was aptitude
what sports to play, what activities to important to them UoS
participate in) UoS
UoS
SA.2.2.4. Explore leadership SA.2.1.4. Identify possible career SA.2.1.4. Appraise themselves in
opportunities within the school and volunteering opportunities comparison with others without being
community (e.g. student council, based on their identified interests insecure or defensive
school clubs, mentoring new and strengths UoS
students, engage in community work) UoS
based on their personal qualities and
strengths
UoS
SA.2.2.5. Identify physical and SA.2.1.5. Differentiate between SA.2.1.5. Identify ways in which
emotional changes in themselves things they can change and things their specific skills and abilities can
during adolescence they cannot change, and work contribute towards the future they
UoS towards them accordingly wish for themselves (in terms of career,
PB UoS relationships, way of living, etc.)
GS UoS
23
Self Awareness
SA2: Recognise personal qualities and assess personal
strengths and challenges
Learning Outcomes
SA.2.1. Identify personal likes SA.2.1. Identify personal strengths SA.2.1. Develop personal skills and
and dislikes and weaknesses interests that they desire to have
SA.2.1.6. Examine how they might

have done better in a situation SA.2.1.6. Measure their progress toward
(e.g. in class project, class test, a personal goal
competition, a performance, PB
helping a friend, etc.)
UoS
SA.2.1.7. Identify what it is about SA.2.1.7. Show responsibility towards

school that is difficult for them their learning
UoS
SA.2.1.8. Recognise some of their

values (e.g. being kind, being fair,
truthful, etc.) that help them make
good choices
UoS
SA.2.1.9. Identify and use their

strengths as a learner (e.g. ability to
articulate well, remember important
information, being neat and
organised, etc.)
UoS
24
Self
Awareness 2
SA.2.2. Analyse how personal SA.2.1. Implement a plan to SA.2.1. Accept themselves with
qualities influence choices and build on strengths and address a sense of optimism about personal
successes challenges or meet needs abilities and skills
SA.2.2.6. Recognise how these SA.2.1.6. Show the ability to reflect

physical and emotional changes affect on their past actions and identify
their behaviour and the way they lessons to be learned from them
perceive themselves UoS
UoS PB
SA.2.2.7. Recognise how physical and

emotional changes impact the way
they think about themselves
UoS
25
Self Awareness
Task and Activities
Draw and paint / colour using Identify the personal traits of Describe the personal qualities that
their imagination without using characters in stories and find out successful learners demonstrate
pre-decided template the positive aspects of these traits (e.g. perseverance, responsibility,
attention to task, hard work, etc.)
Use clay to create things related to ‘I am my superhero’: Ask children to

a particular topic (e.g. home, school, share who their favourite superhero
play, etc.) or use imagination to make is and why. Afterwards ask them to
anything they feel like making at that imagine themselves as superheroes
point in time and draw them on sheets with
specific features highlighted, discuss
that everybody has strengths and
weaknesses
26
Self
Awareness 2
Collective Dream Mapping: Using Make a plan to improve their Organise Class Talent Hunt wherein
available resources in the classroom performance in a school subject, everybody gets an opportunity to
or any vicinity, encourage children to area of family responsibility or any demonstrate a unique talent or skill they
recreate a school / city of their choice other aspect of themselves they possess
want to work on
Imagine oneself and draw a ‘Self Discuss and critically reflect on stories
Portrait’ without looking into the mirror Examine their personal strengths of entrepreneurs who fought against the
or at photographs of oneself and describe them in their journal odds and emerged successful
(e.g. physical characteristics,
‘Me Growing Up’: Participate in an personality traits, achievements, Organise events such as ‘Uniquely Me’
activity wherein they, with help from attitudes, values, etc.) where they can talk or display things that
parents, can creatively display 9 to they feel symbolically represent them.
10 things that represent each year of Reflect on a time when they One can also use art such as poetry,
their lives and write / speak a few lines overcame an obstacle to paintings, etc. to talk about oneself
about the same accomplish something that was
important to them
*Self – esteem: Self-esteem refers to a

person’s overall sense of his or her value
or worth. It can be considered a sort of
measure of how much a person values,
approves of, appreciates, prizes, or likes
him or herself (Adler & Stewart, 2004)
27
Self Management
The ability to express one’s emotions appropriately; deal with personally
upsetting situations in healthy and effective ways; identify sources of help
and form a self-support system; set goals (personal, academic and career)
and work towards them in an organised manner.
SM 1: Manage one’s emotions and behaviour and develop a positive attitude
Age 6-8 years Age 9-10 years Age 11-13 years Age 14-15 years
Learning Outcomes
SM.1.1. Demonstrate SM.1.1. Express SM.1.1. Manage stress SM.1.1. Evaluate how expressing one’s emotions
control of impulsive emotions appropriately and demonstrate affects others
behaviour positive behaviours
Students are given

opportunities to…
SM.1.1.1. Identify ways SM.1.1.1. Practise SM.1.1.1. Identify SM.1.1.1. Examine the consequences of
to calm themselves (e.g. expressing positive situations in which they different ways of communicating one’s emotions
taking deep breaths, feelings about others feel stressed (e.g. before ME
counting numbers (e.g. I am happy for you, or during a test, public
backwards, positive I like what you did, I speaking, performing
self-talk) hope you do well) in a competition, being
ME ME new in a group, doing
PB something for the first
time, during specific
subject periods, etc.)
ME
SM.1.1.2. Demonstrate SM.1.1.2. Practise SM.1.1.2. Identify SM.1.1.2. Demonstrate ways of responding
patience in a variety of expressing their activities that help them appropriately to being wrongly accused
situations (e.g. waiting feelings and opinions relax (e.g. listening ME
for their turn to speak, (e.g. expressing to music, playing an
using a class resource, disagreement with outdoor game, drawing,
playing with a toy, etc.) their friends, asking painting, dancing,
ME questions to their praying, spending time
PB teachers and parents) with family and friends,
without hurting or etc.)
disrespecting others ME
ME
PB
SM.1.1.3. Demonstrate SM.1.1.3. Use positive SM.1.1.3. Examine the SM.1.1.3. Demonstrate the ability to choose
ways to deal with strategies for handling advantage of talking to when to show their feelings and when to hide
upsetting emotions conflict (e.g. being somebody (e.g. teacher, them
(e.g. sadness, anger, assertive, practise parent, older sibling, ME
disappointment) problem-solving, friend) to reduce stress
ME withdrawing from the ME
PB situation, compromising,
etc.)
ME
SM.1.1.4. Demonstrate SM.1.1.4. Use SM.1.1.4. Examine how SM.1.1.4. Demonstrate an ability to express hurt
the ability to stop and I-statements to express adults (e.g. parents, without withdrawal, blame, or aggression
think before they act various emotions (e.g. teachers, counsellors) ME
ME I liked it when…, I feel can be of help in PB
PB hurt when…, I am angry managing stressful
28
because…, etc.) situations

ME ME
1
SM.1.2. Analyse how thoughts and emotions SM.1.3. Develop positive attitudes and evaluate SM.1.1. Manage emotions in
affect decision making and responsible how expressing them affects others responsible and personally
behaviour safe ways
SM.1.2.1. Recognise changes in their emotions SM.1.3.1. Motivate themselves for better SM.1.1.1. Examine the
over time and reflect on the causes performance by changing the way they think consequences for themselves
ME about challenges and others of communicating
ME emotions in different ways
ME
SM.1.2.2. Identify their own physical and SM.1.3.2. Recognise that there will be situations SM.1.1.2. Recognise that there
emotional responses to stress or people who can hurt or upset them will be situations or people who
ME ME can hurt or upset them
ME
SM.1.2.3.Contemplate the short and long-term SM.1.3.3. Respond to upsetting situations in SM.1.1.3. Respond to
consequences of their behaviour when they feel healthy and responsible ways upsetting situations in healthy
angry or upset (e.g. communicating assertively, calming and responsible ways (e.g.
ME oneself, maintaining objectivity, re-evaluating communicating assertively,
the situation, treating these as opportunities calming oneself, maintaining
to learn, etc.) objectivity, re-evaluating the
ME situation, treating these as
opportunities to learn, etc.)
ME
PB
SM.1.2.4. Recognise how their feelings (e.g. SM.1.3.4. Practise listening to others before SM.1.1.4. Practise a range of
happiness, excitement, anger, sadness, etc.) making decisions or choices ways to keep themselves well
can influence their learning and behaviour ME and happy
ME ME
29
Self Management
SM 1: Manage one’s emotions and behaviour
and develop a positive attitude
Learning Outcomes
Students are given

opportunities to…
SM.1.1.5. Recognise SM.1.1.5. Use SM.1.1.5. Demonstrate how when they are upset
how accepting mistakes I-statements to describe they can ask for help rather than express anger
and apologizing can how they feel, why or irritability
help in some situations they feel that way, and ME
(e.g. when they hurt what they might like to
others or wrong change
somebody, when they ME
cause damage or
inconvenience, etc.)
ME
SM.1.1.6. Practise SM.1.1.6. Analyse the SM.1.1.6. Predict how they would feel when
strategies to reduce effect of *self-talk on seeking and offering help; giving compliments;
stress (e.g. talking to a emotions (e.g. I am appreciating others; showing gratitude, etc.
friend or trusted adult, good at this, I have a lot ME
thinking about what to be proud of, this is
led to these feelings, too hard, etc.)
physical exercise, etc.) ME
ME
SM.1.1.7. Identify SM.1.1.7. Practise

conflicting emotions different strategies to
(e.g. happy for winning manage stress (For e.g.
a competition and sad self calming techniques
that their friend lost) and such as deep
strategies for handling breathing, progressive
them relaxation, self-talk,
ME etc. using assertive
communication
techniques such as
sharing your concerns,
saying ‘No’; cognitive
techniques such as re-
evaluating a situation,
redirecting attention
to something else,
engaging in creative
pursuits, etc.)
ME
30
Self
Management 1
behaviour safe ways
SM.1.2.5. Examine why feelings sometimes

get out of control and influence the way they SM.1.3.5. Practise standing up for what they SM.1.1.5. Explore ways in
respond to situations believe in which they can strengthen the
ME ME physical, emotional, cognitive,
creative and *spiritual aspects
of their lives
ME
SM.1.2.6. Reflect on the possible consequences SM.1.3.6. Examine how their emotions affect SM.1.1.6. Recognise the
before expressing an emotion or a viewpoint their mental and physical health benefits of rejuvenating
ME ME themselves – physically,
emotionally, cognitively,
creatively and spiritually
on a regular basis
ME
SM.1.2.7. Practise standing up for what they SM.1.3.7. Practise different ways of keeping SM.1.1.7. Identify specific
think and believe in, after listening to others and themselves well and happy activities that are a source
making their own choices ME of creativity and help them
ME experience the spiritual side
of themselves
ME
31
Self Management
SM 1: Manage one’s emotions and behaviour
and develop a positive attitude
Learning Outcomes
Students are given

opportunities to…
SM.1.1.8. Demonstrate SM.1.1.8. Evaluate ways

ways to say NO without of dealing with upsetting
hurting or disrespecting situations (e.g. being left
others out, losing, rejection,
ME being teased)
ME
SM.1.1.9. Demonstrate SM.1.1.9. Recognise

ways to express their how being objective
emotions clearly and (e.g. setting aside
openly to others and personal feelings
in ways appropriate to and interpretations)
situations can help them solve
ME problems (academic
and interpersonal)
ME
32
Self
Management 1
behaviour safe ways
SM.1.3.8. Recognise the effect of *denial on their

mental health and external situations
ME
SM.1.3.9. Make choices taking into account

the strengths rather than the deficits of
their community (religious, social, cultural,
neighbourhood, etc.)
ME
33
Self Management
Task and Activities
Describe a time they In pairs, encourage Participate in Drum Mandala activities to list down whom they
felt the same way a students to list Circles once to relieve forgave, whom they asked for forgiveness and,
character in a story felt statements to which physical and mental what / whom they are thankful to. Children could
they would say ‘No’. stress (Drum circles are keep their mandalas with them and review after
They could demonstrate group of people playing a month. (Mandalas are circular diagrams with
their own ideas drums or percussion floral designs and is found to have therapeutic
in a circle to produce a results)
rhythmic sound)
Discuss classroom and Participate in the ‘Pen- Use clay to create Participate in Drum Circles once to relieve
school rules – what are Pal Activity’ wherein things related to a physical and mental stress
these rules, what is the they can write letters particular topic (e.g.
purpose of them, etc. to their friends in class home, school, play, etc.)
/ school about their or use imagination to
feelings towards day-to- make anything they feel
day events in school or like making at that point
at home in time
*Self-talk refers to
the ongoing internal
conversation with
ourselves, which
influences how we feel
and behave. Self- talk
can be positive and
motivational or negative
and demotivating
34
Self
Management 1
Have a class jamming session once in a Prepare a tracker for keeping

semester record of activities they engage
in to stay healthy in all 5
domains (physical, cognitive,
emotional, creative and
spiritual). Also, make a plan to
address needs in a particular
domain
Take concrete steps to

handle negative emotions in a
constructive way (demonstrate
through role-plays, respond
to case studies, discuss with
friends, prepare a chart for class
presenting steps of dealing with
difficult emotions, etc.)
*Denial is the refusal to accept reality or fact, acting •Being spiritual can be explained
as if a painful event, thought or feeling did not exist as I) believing that there is more
to world that what we can see
II) attending to one’s inner life
(mental and emotional states)
in hopes to gain some kind of
self -knowledge III) valuing the
virtues of being compassionate,
empathetic and open-hearted.
Spirituality is often seen in
contrast to materiality
Full article can be read at

http://theconversationcom/
what-does-it-mean-to-be-
spiritual-87236
Note: Being spiritual does

not mean being religious
One might be either of the
two or even both
35
Self Management
SM 2: Recognise external supports and build a personal support system
Age 6-8 years Age 9-10 years Age 11-13 years
Learning Outcomes
SM.2.1. Recognise why they SM.2.1. Identify the good SM.2.2. Seek support from family, SM.2.1. Use school, family and
like people they interact with qualities of their neighbourhood school and neighbourhood to neighbourhood resources for
(teachers, other staff, etc.) achieve life success and display school and life success
responsible behaviour
SM.2.1.1. Identify the positive SM.2.1.1. Identify a resource SM.2.2.1. Demonstrate different SM.2.1.1. Recognise the effort their
qualities of their role models in their neighbourhood they ways of supporting their peers family or other adults have made to
enjoy using (e.g. play field, park, in school (e.g. helping with support their success in school
swimming pool, etc.) classwork, including new
students in various activities,
appreciating classmates for
various reasons)
SM.2.1.2. State what it is about SM.2.1.2. Find out the SM.2.2.2. Recognise there are SM.2.1.2. Participate in extra-
school they like & what they find different roles people in their times and situations when they curricular activities at school and
difficult and the reasons for it neighbourhood play (e.g. need help find out the benefits of doing so
gardeners, cleaners, guards, etc.)
SM.2.1.3. Identify various SM.2.1.3. Identify how the SM.2.2.3. Identify the people SM.2.1.3. Explore leadership
helpers in the school community people in their neighbourhood who can give them the help they opportunities in their school (e.g.
help each other need, and demonstrate ways to student council, school clubs,
ask for help mentoring new students)
SM.2.1.4. Identify some of the SM.2.1.4. Recognise the benefits SM.2.2.4. Identify reliable adults SM.2.1.4. Identify organisations
things they like to do with their of being a good neighbour from whom they would seek help that provide opportunities to
family in various situations develop their interests and talents
SM.2.1.5. Find out how their SM.2.2.5. Identify resources SM.2.1.5. Recognise the outside
neighbourhood overcomes outside school that promote influences on development of
hardships and solves problems student success (e.g. public personal characteristics (e.g. body
library, computer learning centres, image, self-esteem, behaviour)
small banks offering loans to
students for further studies,
community trusts and donors)
36
2
SM.2.1. Develop interests and perform roles SM.2.2. Relate with positive adult role SM.2.1. Display their personal support
which support school and life success models and analyse their influence on system which helps during struggles and
school and life success setbacks
SM.2.1.1. Describe what ‘life-success’ SM.2.2.1. Recognise how adult role models SM.2.1.1. Identify the few people who
means to them and how their present work influence what they want to become and have been a source of constant support,
or activities contribute towards it the kind of life they desire to live guidance and inspiration over the years
SM.2.1.2. Explore opportunities in school and SM.2.2.2.Examine how others in their life SM.2.1.2. Cite the role of others close to
neighbourhood that support personal and have helped them overcome negative them in their success
career goals (e.g. volunteering for a cause, influences
engaging in social work based projects, etc.)
SM.2.1.3. Recognise how various SM.2.2.3. Examine how different SM.2.1.3. Determine ways in which they
experiences (e.g. vacation jobs, voluntary relationships affect personal goals and can continue to remain connected with
work, tutoring younger children) contribute career goals these people and get support even in future
to school success and personal well-being
SM.2.1.4. Examine how their current SM.2.2.4. Examine how the professional SM.2.1.4. Recognise how becoming
activities in and outside school are aligned work or community service of an adult in their a member of various social groups
with their interests and personality life has contributed to one of their life goals contributes towards building their own
support system (e.g. groups engaging
in community work or associated with
a religious institution or interest groups
such a literary clubs, sports clubs or
support groups such as study groups)
SM.2.1.5. Develop relationships that SM.2.1.5. Identify resources that can

support personal and career goals be of support, guidance and inspiration
(e.g. books, creative pursuits, interests
and hobbies, etc.)
37
Self Management
SM 2: Recognise external supports
and build a personal support system
Learning Outcomes
SM.2.1. Recognise why they SM.2.1. Identify the good SM.2.2. Seek support from family, SM.2.1. Use school, family and
like people they interact with qualities of their neighbourhood school and neighbourhood to neighbourhood resources for
(teachers, other staff, etc.) achieve life success and display school and life success
responsible behaviour
Studnts are given

opportunities to...
SM.2.1.6. Recognise the SM.2.2.6. Identify people other SM.2.1.6. Recognise how
strength in being together than members of school and volunteering for causes related to
family that can be of support school and neighbourhood (e.g.
when needed (e.g. religious cleanliness & hygiene, safe spaces,
leader, extended family environment conservation) can
members, neighbours, village contribute to development of an
Panchayat) interest or a skill
SM.2.1.7. Observe how schools

support staff functions and find out
how they assist students (guards,
cleaners, gardeners, drivers, etc.)
Task and Activities
Draw a picture of an activity their Collective Dream Mapping: Describe how adults at school Resource mapping: In small
family likes to do together Using available resources in demonstrate care and concern groups, encourage children
the classroom or any vicinity, for students to discuss mapping of the
Draw a picture of one of their encourage children to recreate resources / facilities in the schools
favourite things to do with others a school / city of their choice List out points they would that aid in their development
(e.g. play a sport, ride your bike, consider (e.g. interests, likes,
go to the beach) Talk about a recent incident friends pursuing it, amount
wherein their neighbourhood of physical activity involved)
came together to solve a to decide which school sports
problem or overcome a or activities to participate in
challenge. They can seek help
from their parents regarding this.
38
Self
Management 2
SM.2.1. Develop interests and perform roles SM.2.2. Relate with positive adult role SM.2.1. Display their personal support
which support school and life success models and analyse their influence on system which helps during struggles and
school and life success
SM.2.1.6. Explore ways in which they

can strengthen the physical, emotional,
cognitive, creative and spiritual aspects of
their lives
Identify volunteering / internship Critically reflect on how adult role models Chalk out simple activities (e.g. star gazing,
opportunities that can be taken up, inspire and offer personal lessons to them sudoku, colouring for adults, Yoga, etc.)
after the culmination of which the and practise them everyday to strengthen
experiences can be shared the physical, emotional, cognitive, creative
and spiritual aspects of their lives
39
Self Management
SM 3: Work towards achieving personal and academic goals in an organised manner
Learning Outcomes
SM.3.1. Recognise the SM.3.2. Identify goals SM.3.1. Describe the SM.3.2. Monitor SM.3.1. Set a short-term
importance of school in for positive classroom steps in setting and progress on achieving a goal and make a plan
achieving personal goals behaviour and academic working towards goals short-term personal or for achieving it
success academic goal
Students are given

opportunities to…
SM.3.1.1. Identify SM.3.2.1. Identify a SM.3.1.1. Divide a goal SM.3.2.1. Recognise SM.3.1.1. Plan a
various positive qualities behaviour or situation they have set into small the difference between goal that could be be
of their school they would like to action steps and time short and long term achieved in a month,
change in their class frames goals to improve some
aspect of their school
performance
SM.3.1.2. Identify the SM.3.2.2. Improve their SM.3.1.2. Identify the SM.3.2.2. Recognise SM.3.1.2. Apply goal-
activities they like to do classroom behaviour progress they have that present goals build setting skills to develop
at their school (e.g. raise your hand made towards achieving on the achievement of academic success
more often, complete their goal past goals
assignments, pay
attention)
SM.3.1.3. Describe the SM.3.2.3. Set a personal SM.3.1.3. Identify the SM.3.2.3. Monitor SM.3.1.3. Examine
times when they have goal (e.g. participate in steps needed to perform their progress toward how their study habits
felt proud or successful a drawing competition, a routine task (e.g. achieving a personal or (timely completion of
in their school learn to dance, make homework completion, academic goal homework, regular
new friends, help a organisation of personal revision, planning
classmate, answer in space /materials, weekly schedules)
class) studying for a test) affect their academic
achievements
SM.3.1.4. Identify SM.3.2.4. Set an SM.3.1.4. Develop a SM.3.2.4. Identify SM.3.1.4. Set a goal
what they would like academic goal (e.g. friendship goal (e.g. ways in which they that they could achieve
to become or achieve improving in an making a new friend, might reward themself in a month or two
when they grow up (e.g. upcoming class-test, helping a friend with for making progress related to an area of
becoming a doctor or submitting assignments a difficult task) with towards their goal (e.g. personal interest (e.g.
winning an Olympic on time) specific action steps to positive self-talk, pat a sport, hobby, musical
Medal, etc.) be completed by certain yourself, take some instrument, etc.) and
dates extra time-off) plan action steps &
time frames toward the
achievement of this goal
40
3
SM.3.2. Provide reasons SM.3.1. Make use of SM.3.2. Formulate ways SM.3.1. Set a post- SM.3.2. Monitor
for achievement or non- resources and overcome to overcome obstacles secondary goal and progress towards
achievement of goals obstacles to achieve in goal achievement prepare an action plan goals and evaluate
goals performance against
criteria for success
SM.3.2.1. Examine the SM.3.1.1. Identify who SM.3.2.1. Examine SM.3.1.1. Set a long- SM.3.2.1. Define criteria
factors that contributed helped them and how in factors that might delay term academic / career for success in achieving
to or worked against achieving a recent goal goal achievement goal with dates for their goals
the achievement of their completion of the action
goal steps
SM.3.2.2. Recognise SM.3.1.2. Examine SM.3.2.2. Predict SM.3.1.2. Examine SM.3.2.2. Examine their
that some of their why they were or were potential obstacles to different ways (e.g. ability to stick to their
thoughts help them not able to overcome achieving their goal and vacation job, voluntary plan and perform tasks
reach their goal whereas obstacles in working on making alternate plans work, short courses, in a timely manner
others work as barriers a recent goal etc.) to work towards
achieving their career
goal
SM.3.2.3. Examine how SM.3.1.3. Examine the SM.3.1.3. Examine SM.3.2.3. Evaluate
they might have made impact of an unforeseen the possibility to get a how they utilized the
better use of supports opportunity on achieving desired job, internship supports and resources
and overcome obstacles a goal or admission in a course they had
in working on a recent based on their ability to
goal complete the required
action steps
SM.3.2.4. Evaluate SM.3.1.4. Examine how SM.3.2.4. Determine the

their level of goal using illegal substances difference between what
achievement could interfere with they planned to achieve
considering the factors achievement of their and what they actually
that contributed to academic and personal achieved
it and the ones that goals
created obstacles,
reflect on their learning
and what would do
differently next time
41
Self Management
SM 3: Work towards achieving personal
and academic goals in an organised manner
Learning Outcomes
SM.3.1. Recognise the SM.3.2. Identify goals SM.3.1. Describe the SM.3.2. Monitor SM.3.1. Set a short-term
importance of school in for positive classroom steps in setting and progress on achieving a goal and make a plan
achieving personal goals behaviour and academic working towards goals short-term personal or for achieving it
success academic goal
Students are given

opportunities to…
SM.3.1.5. Find out SM.3.2.5. Examine the SM.3.1.5. Develop an SM.3.2.5. Demonstrate SM.3.1.5. Demonstrate
how their school would advantage of setting academic goal with ways to deal with an ability to stay on task
help them in fulfilling goals to achieve specific action steps upsetting emotions (e.g.
these ambitions (from something to be taken by certain impatience, frustration,
teachers, friends, family, dates anger, disappointment)
etc.) while pursing a goal
SM.3.1.6. Choose from SM.3.2.6. Recognise SM.3.1.6. Monitor

multiple ideas while how external conditions progress on achieving
working towards a goal and people have their goal and make
and give reasons contributed to their adjustments in their plan
achievement of a goal as needed
SM.3.1.7. Examine SM.3.2.7. Identify SM.3.1.7. Set a goal

how time management factors they could not for positive social
affects decision making change that prevented interaction (e.g. making
them from achieving a new friends, listening
recent goal and responding to
your friend’s problems,
improving interaction
with parents)
SM.3.2.8. Examine why

they needed to change
or delay action steps for
achieving a recent goal
SM.3.2.9. Recognise
their level of
achievement with regard
to a recent goal
42
Self
Management 3
SM.3.2. Provide reasons SM.3.1. Make use of SM.3.2. Formulate ways SM.3.1. Set a post- SM.3.2. Monitor
for achievement or non- resources and overcome to overcome obstacles secondary goal and progress towards
achievement of goals obstacles to achieve in goal achievement prepare an action plan goals and evaluate
goals performance against
criteria for success
SM.3.2.5. Examine how SM.3.1.5. Examine SM.3.2.5. Reflect on

using illegal substances how current decisions the internal factors (e.g.
could interfere with about *health behaviour motivation, persistence,
achievement of their may affect long-term personal health,
academic and personal education and career ability to focus, etc.)
goals goals and external factors
(e.g. availability of
support and resources,
etc.) responsible for
achievement or non-
achievement of goals
SM.3.2.6. Examine how SM.3.1.6. Identify SM.3.2.6. Critique

academic achievement people who can help themselves on the basis
can contribute to them achieve their goal of their performance
achievement of a long- and ask for their help and decide ways in
term goal which they would like to
improve
SM.3.1.7. Identify
resources that might
help them progress
towards a goal
43
Self Management
Task and Activities
Write an essay on their Collectively discuss Make a plan with action Identify how obstacles Plan specific class
school and list out acceptable steps and time frames have been overcome in goals such as growing
classroom behaviour to achieve a short- achieving a goal (e.g. plants in a classroom,
and periodically review term goal (e.g. putting examples from literature, keeping classroom
Find out from their adherence to the rules together a piece for the social science, personal clean and review how
family members about upcoming assembly, experience) the goals have been
their experience of etc.) accomplished / not
going to a school and accomplished
how it helped in life Brainstorm possible
(it is possible that the Make a plan to improve ways to overcome
older generation did not their performance in a obstacles in achieving
have formal schooling school subject their goals
and so, students can
find out how people
learned in those days)
44
Self
Management 3
Participate in ‘Gratitude Prepare a *behavioural Prepare a volunteering Evaluate their

Listening’ - A mandala contract to improve a / internship plan for the achievement on
activity asking students *coping strategy and upcoming vacations two recent goals
to list people who have maintain a journal about based on possible (one academic and
made significant impact progress made career interests and another personal or
on their life (Mandalas work towards the interpersonal) by using
are circular diagrams same and share the criteria related to goal
with floral designs experiences with the setting (they can write
and is found to have class about it or present it
therapeutic results) before the class)
*Health behaviour - any *The behaviour

activity undertaken for contract is a simple
the purpose of preventing positive-reinforcement
or detecting disease or intervention that is
for improving health and widely used by teachers
well being to change student
behaviour The behaviour
contract spells out in
detail the expectations
of student and teacher
(and sometimes parents)
in carrying out the
intervention plan, making
it a useful planning
document.
*Coping strategies refer

to the specific efforts,
both behavioural and
psychological, that
people employ to master,
tolerate, reduce, or
minimise stressful events
45
Relationship Management
The ability to form and sustain healthy and rewarding relationships with diverse
individuals and groups; have meaningful social interactions with friends, family, peers,
colleagues, etc.; have clear, timely and assertive communication; express authentic
views and opinions; offer constructive feedback; resist inappropriate social pressure
and negotiate conflicts in mutually beneficial ways.
RM 1: Use communication and social skills to interact effectively with others
Learning Outcomes
RM.1.1. Work and play RM.1.2. Demonstrate RM.1.1. Make friends RM.1.2. Work effectively RM.1.1. Establish
well with others appropriate social and and maintain friendships in groups positive relationships in
classroom behaviours school and at home
Students are given

opportunities to…
RM.1.1.1. Initiate RM.1.2.1. Participate RM.1.1.1 Identify ways to RM.1.2.1. Work with RM.1.1.1. Examine the
interaction with someone in establishing and be a good friend classmates of different positive and negative
they don’t know enforcing ground rules for genders in a group and impact of various
PP class, groups and teams see the possible benefits relationships on one’s life
in doing so
GS
RM.1.1.2. Explore what RM.1.2.2. Practise ways RM.1.1.2.Show how RM.1.2.2. Show how RM.1.1.2. Explore what
might be the appropriate of being polite with they would start a they can cooperate with might be the signs of
ways of getting entry into others (e.g. using please conversation with a new each other in a group problems in relationships
peer groups and thank you, greeting student in class setting (e.g. by being SB
PP others by name, etc.) non-judgmental and fair,
listening to others’ views,
etc.)
RM.1.1.3. Identify ways RM.1.2.3. Follow RM.1.1.3. Take RM.1.2.3. Acknowledge RM.1.1.3. Practise
to be a good friend classroom norms responsibility for their others’ contribution to strategies for maintaining
PP and routines that help mistakes the group or team efforts positive relationships (e.g.
in having effective accepting responsibility
interaction with others of one’s mistakes, being
(e.g. raise hand to draw forgiving, not using
attention and wait, take hurtful or harsh words
turns to speak, share and phrases,etc.)
toys and resources, etc.) SB
RM.1.1.4. Work and play RM.1.2.4. Practise RM.1.1.4. Try out RM.1.2.4. Identify RM.1.1.4. Identify ways
well with their classmates encouraging others different ways of helping positive and negative to stop the spread of
of different genders through words and their friends (e.g. by peer pressure gossip
GS actions listening to them, offering experienced while PB
PP suggestions, reassuring working in a group SB
them, etc.) PP
46
1
RM.1.2. Demonstrate RM.1.1. Seek support RM.1.2. Contribute RM.1.3. Use RM.1.1. Plan,
cooperation and from and provide towards group success communication and implement and evaluate
teamwork to promote support to others as leaders and members social skills in daily participation in a group
group effectiveness interactions with peers, project
teachers and family
RM.1.2.1. Participate RM.1.1.1. Find out how RM.1.2.1. Practise ways RM.1.3.1. Use strategies RM.1.1.1. Use goal
in setting and they and others feel in in which one can move for collaborating with setting skills in helping
enforcing group norms giving and receiving help group efforts forward peers, adults and others their groups develop
(project groups, class (e.g. providing structure, in school, family and action plans
committees, student guidelines or ideas; neighbourhood (e.g. on
council) supporting others’ ideas) a class project, group
work, causes related to
neighbourhood, etc.)
RM.1.2.2. Acknowledge RM.1.1.2. Examine RM.1.2.2. Evaluate ideas RM.1.3.2. Communicate RM.1.1.2. Work out a
others’ contributions to the impact of giving on their merit instead respectfully yet criteria for success in
group or team efforts and receiving help on of the individual sharing assertively in their day- goal achievement with
completion of tasks them to-day interactions with other members of the
others (e.g. with peers, group
teachers, support staff at
school, domestic staff,
parents)
RM.1.2.3. Recognise RM.1.1.3. Seek support RM.1.2.3. Express RM.1.3.3. Examine the RM.1.1.3. Formulate
the importance of setting through effective written one’s own feelings and distribution of power in guidelines for effective
limits for yourself and communication ideas authentically as a various relationships and participation in a group
others while working in (e.g. letters, e-mails) member and a leader in how it affects project or task
groups a group communication styles
RM.1.2.4. Examine RM.1.1.4. Seek help RM.1.2.4. Evaluate how RM.1.3.4. Observe RM.1.1.4. Practise
different responses from and offer support to well they follow the lead how conflict resolution communicating honest
students might have peers of different genders of others in completing differs in various types feedback without being
towards peer pressure in different ways group tasks of relationships (e.g. in hurtful to others
(passive vs assertive vs GS relationship with a peer
aggressive responses) vs in relationship with an
PP adult)
47
RM 1: Use communication and social skills
to interact effectively with others
Learning Outcomes
RM.1.1. Work and play RM.1.2. Demonstrate RM.1.1. Make friends RM.1.2. Work effectively RM.1.1. Establish
well with others appropriate social and and maintain friendships in groups positive relationships in
classroom behaviours school and at home
Students are given

opportunities to…
RM.1.2.5. Identify ways RM.1.1.5. Appreciate RM.1.2.5. Explore ways RM.1.1.5. Recognise the
of appreciating others others who help them of resisting negative peer importance of effective
(e.g. giving compliments, pressure communication in
using positive adjectives PP relationships
and phrases, etc.)
RM.1.2.6. Use RM.1.2.6. Practise ways RM.1.1.6. Practise

appropriate non-verbal of improving behaviours strategies for effective
communication with within a group (e.g. communication (*Active
others (e.g. movements, fair division of work, Listening, *Reflective
gestures, posture, facial being responsible for Listening, non-verbal
expressions, etc.) one’s work, listening communication, etc.)
and paying attention,
avoiding criticism and
accusations, responding
appropriately to differing
views)
RM.1.1.7. Examine how

the degree of intimacy
varies in different kinds
of relationship (e.g.
classmates vs friends vs
best-friend; relatives vs
immediate family)
48
Relationship
Management 1
RM.1.2. Demonstrate RM.1.1. Seek support RM.1.2. Contribute RM.1.3. Use RM.1.1. Plan,
cooperation and from and provide towards group success communication and implement and evaluate
teamwork to promote support to others as leaders and members social skills in daily participation in a group
group effectiveness interactions with peers, project
teachers and family
RM.1.2.5. Demonstrate RM.1.1.5. Examine the RM.1.2.5. Evaluate how RM.1.1.5. Review their
strategies for resisting benefits of giving and well they support the own contribution to the
negative peer pressure receiving feedback leadership of others group project
PP
RM.1.2.6. Practise
ways of being objective
and non-judgmental
during disagreements
(e.g. responding to the
suggestion and not the
person, not jumping to
conclusions, not making
personal remarks, etc.)
PB
RM.1.2.7. Explore ways

of being a leader and a
team player
RM.1.2.8. Practise
offering constructive
feedback instead of
criticism
RM.1.2.9. Show how

one can be gracious in
winning as well as losing
49
Task and Activities
Develop a plan for Use ‘I-statements’ to Practise introducing Discuss ‘The Most Demonstrate ways of
making friends express how you feel everyone in your class Valuable Thing in this responding appropriately
when someone has hurt World’ by getting to criticism or accusation
you into pairs or triads through role-play
Interview an adult on the and presenting the
topic of how to develop perspectives of their
Practise introducing friendships group in front of the Practise reflective
their classmates and entire class listening (e.g. I messages,
responding appropriately paraphrase)
when being introduced
Choir: Groups could
sing parts as in the Practise *Active Listening
Show how to give and choir to understand at home and in class
receive compliments synchronisation and
cooperation
Identify indicators of
problems in relationships
based on scenarios
provided
*Active listening is the

practice of listening to a
speaker while providing
feedback indicating that
the listener both hears
and understands what
the speaker is saying.
*Reflective listening is
a process used by the
listener and the speaker
to check whether what is
being said is accurately
understood.
50
Relationship
Management 1
Discuss the role of Undertake group activities From the collection drives Discuss if there were Design a self-assessment
historic leaders and like collection drives, highlight the role of the any conflicts arsing while checklist for evaluating
analyse their role and cleanliness drives, etc. leaders-assigned or performing the task one’s participation in a
influence in fostering and and assign roles and emergent group
unifying the larger group responsibilities to each
or community student in the class
Use a self-assessment
tool and seek feedback
Respond non-defensively from other members
to criticism or accusation to evaluate your
through role-play participation in the group
This includes a set of

Attending and Reflecting
Skills demonstrated
by the speaker and
the listener to facilitate
reflective interaction.
Reflective Listening is an
advanced form of Active
Listening.
https://www.maxwell.syr.
edu/uploadedFiles/parcc/
cmc/Reflective%20
Listening%20NK.pdf
Copyright material by Neil

Katz and Kevin McNulty
51
The ability to form and sustain healthy and rewarding relationships with diverse
individuals and groups; have meaningful social interactions with friends, family, peers,
colleagues, etc.; have clear, timely and assertive communication; express authentic
views and opinions; offer constructive feedback; resist inappropriate social pressure
and negotiate conflicts in mutually beneficial ways.
RM 2: Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways
Learning Outcomes
RM.2.1. Use different RM.2.1. Identify RM.2.2. Recognise RM.2.3. Use RM.2.1. Use strategies
approaches for resolving problems & conflicts causes and constructive approaches for preventing and
conflicts constructively commonly experienced consequences of in resolving conflicts resolving conflicts
by peers conflicts
Students are given

opportunities to…
RM.2.1.1. Recall different RM.2.1.1. Talk about RM.2.2.1. Identify RM.2.3.1. Recognise RM.2.1.1. Explore ways
behaviours they and their situations at school in bullying behaviour and that occurrence of of addressing personal
classmates display when which classmates might how it affects people conflicts in your complaints in order to
they experience conflicts disagree and experience RC everyday life is normal avoid a conflict
RC conflicts (e.g. refusing RC RC
to share supplies, not
apologising for hurt
feelings, making false
accusations, excluding
someone from an
activity, etc.)
RC
RM.2.1.2.Talk about RM.2.1.2. Talk about RM.2.2.2. Recognise RM.2.3.2. Talk about RM.2.1.2. Practise
the conflicts they have situations at home inability to manage the conflicts they have refusal skills for unsafe
experienced and how did where children and anger as one of the experienced and how behaviours (e.g. drugs
they respond in those parents might disagree reasons for conflicts did they responded in and alcohol, gang
situations and experience getting even worse those situations involvement, and sexual
RC conflict (e.g. resisting RC RC activity)
the enforcement of RC
rules or completing of PP
household chores) SB
RC
RM.2.1.3. Think about RM.2.1.3. Recognise RM.2.2.3. Explore what RM.2.3.3. Explore RM.2.1.3. Identify
possible ways in which how being inflexible rumours are and how possible ways of strategies to stop
they could have handled and unwilling to adjust they hurt others stopping rumours. bullying
situations better or with others can cause a RC RC RC
exhibited a more positive conflict PB
behaviour in face of RC
conflict
RC
RM.2.1.4. Practise RM.2.1.4. Examine how RM.2.2.4. Explain why RM.2.3.4. Recognise RM.2.1.4. Practise
different ways of falsely accusing others it is important to resolve the benefits of different ways of
managing their anger (e.g. can lead to fights and conflicts conflict resolution for including everyone in
self-calming techniques, resentment RC themselves as well as group activities
diverting attention, leaving RC others RC
the situation for sometime, RC
52
etc.)
RC
2
RM.2.1. Recognise RM.2.2. Listen and RM.2.3. Use conflict RM.2.1. Use negotiation RM.2.2. Evaluate current
unhealthy peer pressure express accurately to resolution skills for skills to reach win-win conflict-resolution
and use ways to resist it resolve conflicts effective group work solutions skills and plan how to
improve them
RM.2.1.1. Recognise RM.2.2.1. Recognise the RM.2.3.1. Resolve RM.2.1.1. Identify day- RM.2.2.1. Practise
friends who might have importance of listening conflicts in ways such to-day situations in and various approaches for
healthy and unhealthy in resolving conflicts that both parties feel outside school when resolving conflict (e.g.
influence on their lives RC benefited (win-win they are required to reflective listening, self-
PP solutions) negotiate management, debate,
RC RC mediation, decision
making by a leader, war,
court rulings, etc.)
RC
RM.2.1.2. Brainstorm RM.2.2.2. Explore ways RM.2.3.2. Evaluate RM.2.1.2. Examine RM.2.2.2. Evaluate
destructive behaviours in which students can the effectiveness of how power struggles the appropriateness of
encouraged by peers resolve their conflicts enforced resolutions vs contribute to conflict various approaches to
(e.g. drugs, gossip, among themselves mutually agreed upon RC resolving conflict
sexual behaviours, self- without hurting each resolutions to conflict RC
destructive behaviour, other RC
etc.) RC
PP
SB
RM.2.1.3. Examine the RM.2.2.3. Recognise RM.2.3.3. Recognise the RM.2.1.3. Resolve RM.2.2.3. Evaluate
meaning of positive and the importance of being benefits of using conflict conflicts in ways such the effectiveness of
negative peer pressure genuine in expressing resolution skills while that both parties feel enforced resolutions vs
PP one’s feelings as well as working in groups benefited (win-win mutually agreed upon
capturing what others RC solutions) resolutions to conflict
have to say or express RC RC
RC
RM.2.1.4. Demonstrate RM.2.2.4. Practise peer RM.2.1.4. Practise RM.2.2.4. Recognise

ways of resisting mediation strategies in negotiation skills with how participating
peer pressure to do different situations (with peers as well as adults in formulation and
something unsafe or friends, classmates, RC enforcing of school rules
potentially dangerous during group work, etc.) helps them in developing
PP RC conflict prevention and
53
resolution skills RC
RM 2: Demonstrate an ability to prevent, manage,
and resolve interpersonal conflicts in constructive ways
Learning Outcomes
RM.2.1. Use different RM.2.1. Identify RM.2.2. Recognise RM.2.3. Use RM.2.1. Use strategies
approaches for resolving problems & conflicts causes and constructive approaches for preventing and
conflicts constructively commonly experienced consequences of in resolving conflicts resolving conflicts
by peers conflicts
Students are given

opportunities to…
RM.2.1.5. Explore RM.2.1.5. Examine how RM.2.2.5. Examine how RM.2.3.5. Think about RM.2.1.5. Use verbal
various methods of misunderstanding what conflicts can turn into alternate solutions for a and non-verbal
resolving conflict (e.g. someone said or did violence conflict strategies to resolve
seeing things from could cause conflicts RC RC group conflict
others’ point of view, RC RC
managing anger, not
judging others)
RC
RM.2.2.6. Think RM.2.3.6. Show how RM.2.1.6. Identify

about the possible they would resolve factors that contribute
consequences of a classroom conflicts in to violence (e.g.
conflict resolution constructive ways inappropriate
behaviour RC management of anger
RC and the availability of
harmful objects)
RC
PB
RM.2.2.7. Recognise RM.2.3.7. Examine RM.2.1.7. Analyse

the benefits of conflict different approaches to the possible risks to
resolution for themselves deal with conflict (e.g. themselves because
as well as others avoidance, compliance, of their response or
RC negotiation) lack of response to a
RC conflict (e.g. possibility
of getting hurt, losing
friends, experiencing
guilt, looking bad before
others, etc.)
RC PB
RM.2.3.8. Discuss how RM.2.1.8. Identify

they would use different strategies for avoiding,
strategies to deal sidestepping, and
with different conflict reducing violence
situations RC
54
RC PB
Relationship
Management 2
RM.2.1. Recognise RM.2.2. Listen and RM.2.3. Use conflict RM.2.1. Use negotiation RM.2.2. Evaluate current
unhealthy peer pressure express accurately to resolution skills for skills to reach win-win conflict-resolution
and use ways to resist it resolve conflicts effective group work solutions skills and plan how to
improve them
RM.2.1.5. Practise RM.2.1.5. Examine RM.2.2.5. Examine

refusal skills in dealing justice and reconciliation strategies for
with unwanted peer in national and dealing with sexual
pressure international issues harassment and abusive
PP (e.g. how do countries relationships
negotiate with each RC
other? What are the
alternatives? How are the
actions taken justified
as the best possible
solutions? How do
mediating bodies work?)
RC
RM.2.1.6. Examine the RM.2.2.6. Study the

strategies they might concept of *Restorative
use to deal with negative Justice and examine its
unhealthy pressure from benefits
different sources RC
(e.g. best friends, casual
acquaintances, senior
students)
PP
RM.2.1.7. Evaluate the RM.2.2.7. Suggest

effectiveness of various methods of restorative
strategies for dealing justice for various
with negative peer conflict situations in
pressure (e.g. ignoring their school
it, changing the subject, RC
calling attention to
negative consequences,
suggesting alternatives)
PP
55
Task and Activities
Use puppets to act out Use role plays / Interpret whether Share a snack – students Analyse the causes
and resolve conflict cinema to define the actions of literary are encouraged to of a physical or verbal
situations conflict, to highlight a characters were organise a pot luck in fight that they observed
conflict situation and accidental or intentional class and share food with and suggest prevention
demonstrate various others strategies by conducting
Make a sorry card for negotiation strategies mock court trials
the person to whom you Analyse the causes
want to apologise of a physical or verbal Facilitate discussions on
fight that they observed peace keeping, harmony Practise negotiation
and suggest prevention and healing skills in pairs, taking
strategies by conducting the perspective of both
mock court trials and parties into account
mock MUNs
56
Relationship
Management 2
Use role plays / Analyse the causes Analyse the causes Demonstrate problem- Various conflict resolution
cinema to define of a physical or verbal of a physical or verbal solving techniques approached to be
conflict, to highlight a fight that they observed fight that they observed through participation discussed with the
conflict situation and and suggest prevention and suggest prevention in a simulation (e.g. wider group
demonstrate various strategies by conducting strategies by conducting a diplomatic effort to
negotiation strategies mock court trials and mock court trials resolve an international
mock MUNs conflict, a legislative
debate)
Facilitate discussions on
Discuss with their peace keeping, harmony
classmates and lay and healing Facilitate discussions on
down stepwise process peace keeping, harmony
of conflict resolution. and healing
Display in the class as a
reckoner
Restorative Justice
It is a theory of justice
that emphasizes on
repairing harm caused
by a particular behaviour.
It is best attained
accomplished through
cooperative processes
that include
all stakeholders.
57
Social Awareness
The ability to work and form positive relationships with people from diverse
backgrounds (e.g. religion, caste, gender, race, ethnicity, economic status);
understand different cultures; empathise with and accept people and practices
that are different from one’s own; be sensitive to one’s surroundings; have a
perspective on various social problems and take the required action to counter them.
SoA 1: Recognise individual and group similarities and differences
Learning Outcomes
SoA.1.1. Describe ways SoA.1.2. Describe the SoA.1.1. Recognise that SoA.1.1. Identify how SoA.1.2. Recognise
in which people are positive qualities in people have strengths various social and how some social and
similar and different others and weaknesses cultural groups are cultural groups are more
different from each other vulnerable to bullying
and how they contribute and take steps to
to society address it
Students are given

opportunities to…
SoA.1.1.1. Recognise SoA.1.2.1. Help their SoA.1.1.1. Identify the SoA.1.1.1. Recognise SoA.1.2.1.Explore
ways in which they are classmates (e.g. good qualities in others the existence of how the media portray
similar to and different sharing, not interrupting) ADD different *social groups various social and
from their friends and (their characteristics, cultural groups
peers (e.g. interests, commonalities and PB
learning styles, family differences) ADD
structure) ADD
ADD
SoA.1.1.2. Recognise SoA.1.2.2. Demonstrate SoA.1.1.2. Demonstrate SoA.1.1.2. Recognise SoA.1.2.2. Discuss
the existence of various honesty and fairness ways of appreciating the existence of stereotyping and how it
groups based on social while playing or working and encouraging others different cultural groups affects others
and cultural variables with others ADD (their characteristics, GS
(e.g. age, gender, caste, commonalities and PB
shared interests, religion differences) ADD
and disability) ADD
GS
ADD
SoA.1.1.3. Describe SoA.1.2.3. Recognise SoA.1.1.3. Express SoA.1.1.3. Recognise SoA.1.2.3. Examine the
the commonalities and that people who seem areas, their friends how diversity enriches possible reasons behind
differences between different from them also and classmates need society (e.g. people intolerance
people belonging to have many positive to improve (academics of different groups PB
different social and qualities as well as behaviour) help each other, enjoy ADD
cultural groups each others’ company,
ADD celebrate together, etc.)
ADD
58
1
SoA.1.3. Take SoA.1.1. Work SoA.1.2. Determine SoA.1.3. Show SoA.1.1. Assess SoA.1.2. Advocate
action to oppose effectively with the origins respect to ways of being for the rights of
bullying based on those who are and effects of individuals from respectful to others others and the
individual and group different from stereotyping and different social and and opposing common good
differences oneself prejudice cultural groups stereotyping and
prejudice
SoA.1.3.1. SoA.1.1.1. Form SoA.1.2.1. Study SoA.1.3.1. Form and SoA.1.1.1. Evaluate SoA.1.2.1. Show
Develop and relationships with how human maintain positive their own ability to how one can protect
maintain positive others who seem similarities and relationships with maintain positive and advocate for the
relationships with different from differences reflect in peers of different relationships and rights of others
peers of different themselves literature and history social and cultural work well with (e.g. minority
genders, races and GS ADD groups those belonging to groups, other
*cultural groups ADD ADD different social and genders and, socio-
PB cultural groups economic groups)
ADD GS GS
ADD ADD
SoA.1.3.2. Show SoA.1.1.2. SoA.1.2.2. Look SoA.1.3.2. Become SoA.1.1.2. See how SoA.1.2.2. Discuss
respect for members Experience life from into the reasons friends as well as getting to know and minority rights and
of various cultural the perspective of for students being work with peers of working with others how they contribute
and religious groups another group (e.g. teased or bullied other genders from various social to fairness in school
in school and perspectives of boys ADD ADD and cultural groups as well as society at
neighbourhood vs girls, teachers vs can change their large
PB students, parents vs perceptions of these ADD
ADD children) groups
GS ADD
ADD
SoA.1.3.3. Become SoA.1.1.3. SoA.1.2.3. Discuss SoA.1.3.3. See how SoA.1.1.3. Examine SoA.1.2.3. Look
responsible towards Recognise how their stereotyping and its getting to know and how media into the purpose of
their classmates class or school is negative effects for working with others and marketing various historical
(e.g. helping, taking enriched by different both, the victim and from various social create and movements around
stand, showing cultures the perpetrator and cultural groups reinforce societal the world and how
support before PB ADD can change their expectations of they impacted
larger group, etc.) ADD perceptions of these various social and the meaning of
PB groups cultural groups and citizenship (e.g.
ADD ADD influence how these Women’s Right
groups perceive to Vote, The Civil
themselves Rights Movement,
(e.g. TV Movement to resist
commercials Apartheid, Indian
showing women Independence,
promoting of dish- Movement for LGBT
washing soaps, Rights, etc.)
fairness products, ADD
etc.)
59
GS
ADD
Social Awareness
SoA 1: Recognise individual and group similarities
and differences
Learning Outcomes
Students are given

opportunities to…
SoA.1.1.4. Show SoA.1.2.4. Recognise SoA.1.1.4. Recognise SoA.1.1.4. Interact with SoA.1.2.4. Discuss
sensitivity towards that people have that people have individuals from different bullying (What is
others’ needs (peers different combinations different combinations cultures to gain more bullying? Why are
having different learning, of strengths and of strengths and information about their students bullied? How
physical and emotional challenges challenges customs, beliefs, food does it affect the bully
needs) ADD GS habits, lifestyle, etc. and the bullied?)
ADD ADD ADD PB
ADD
SoA.1.1.5. Recognise SoA.1.1.5. Practise SoA.1.1.5. Recognise SoA.1.2.5. Recognise

that students of different taking into account how the presence of the basic rights of all
genders can have positive qualities of different genders in individuals
common interests and others when undergoing class affects learning PB
needs negative experiences GS ADD
GS (e.g. fights, arguments, ADD
ADD cornering out, etc.)
with them
60
Social
Awareness 1
prejudice
SoA.1.3.4. Explore SoA.1.1.4. Examine SoA.1.2.4. Examine SoA.1.3.4. Show SoA.1.1.4. Delve
possible ways what ‘stereotyping’ how media how one can protect into their own
of overcoming means and how it and marketing and advocate for the perception of
misunderstanding affects their peers create and rights of others (e.g. cultural variation
among various and others in school reinforce societal minority student based on their
social and cultural GS expectations of groups, students of interaction with
groups ADD various social and different genders members of various
PB cultural groups and and socio-economic cultural groups
ADD how these groups groups) ADD
perceive themselves ADD
(e.g. TV
commercials
showing women
promoting dish-
washing soaps,
fairness products,
etc.)
GS
ADD
SoA.1.3.5. Try SoA.1.1.5. Identify SoA.1.2.5. Delve SoA.1.3.5. Look SoA.1.1.5. Evaluate
out different ways unwelcome into their own into the purpose of how effective
of connecting teasing or bullying perception of various historical various efforts to
with those who behaviours cultural variation movements around promote increased
seem different ADD based on their the world and how understanding
from themselves PB interaction with they impacted among social and
(e.g. engaging in members of various the meaning of cultural groups in
common activities, cultural groups citizenship (e.g. school have been
exploring common ADD Women’s Right (e.g. opportunities
interests, etc.) to Vote, The Civil for working together
PB Rights Movement, towards common
ADD Movement to resist goals, engaging
Apartheid, Indian with each other
Independence, in various extra-
Movement for LGBT curricular activities,
Rights, etc.) mentoring and
ADD helping peers)
ADD
61
Social Awareness
SoA 1: Recognise individual and group similarities
and differences
Learning Outcomes
Students are given

opportunities to…
SoA.1.1.6. Explore
health-related practises
in different cultures
(e.g. eating habits,
daily routine, physical
exercise, maintaining
hygiene)
ADD
62
Social
Awareness 1
prejudice
SoA.1.3.6. Work SoA.1.1.6. Show

with members of respect for
various groups to members of various
achieve a common cultural and religious
goal groups in school
PB and neighbourhood
ADD ADD
SoA.1.3.7. Engage SoA.1.1.7. Show

in discussions and support for others in
respond opposing presence of a larger
views in healthy group of peers as
ways well as adults (e.g.
PB in class, assembly,
ADD on playground, etc.)
ADD
SoA.1.3.8. Describe SoA.1.1.8. Work

strategies for with people who are
preventing or of different abilities
stopping bullying and strengths
and evaluate their GS
effectiveness ADD
PB
ADD
SoA.1.3.9. SoA.1.1.9.
Recognise the Collaborate and
consequences of work with people of
ignoring the rights of different genders
other people
GS
PB
ADD
63
Social Awareness
Task and Activities
Share their experiences Identify a positive Encourage students Analyse how literary Identify negative
of interacting with quality in each of their to make gratitude characters are affected depictions of differences
people belonging to classmates cards for classmates, by responses of others among people (e.g.
different groups (peers where they appreciate in the story to human gender and sexual
of different social and them for different diversity (e.g. gender, orientation stereotyping,
cultural groups, genders positive qualities race, religion, disability, discrimination against
and people of different such as ‘Thank you socio-economic socio-economic
age-groups) for making me laugh’, background) or culture minorities,
‘Thank you for sharing prejudices based
lunch with me’, etc. on misinformation)
Analyse the unique in readings included
contributions of in syllabus
individuals and
groups as featured Identify these in
in biographies, legends, everyday life (e.g. in
and folklore media, public spaces,
in neighbourhood etc.)
Describe human
differences depicted by
characters in stories
*Social Group- Two

or more persons in
communication over
a considerable period
of time for a common
purpose
64
Social
Awareness 1
Role-play strategies Analyse people’s Examine how Taking the ‘other’ Identify commonly Discuss the
for preventing or different responses literary characters out for Lunch: experienced problems faced by
stopping bullying (e.g. learning from, or historical figures Plan lunch with stereotypes and minorities and other
being tolerant have demonstrated a classmate and examine the roots marginalised groups
of, aware of similarities and have a conversation and origin to through MUNs
stereotyping) to differences in about each other understand how
human diversity human qualities they are developed
depicted through
literary characters Culture days could
be planned in a
way that minorities,
‘Say What Comes tribals, De-notified
to your Mind tribes and other
First’ Activity: marginalised
Show pictures groups could
of individuals or be represented
groups to evoke and facilitate a
the first responses discussion post the
that comes to the event
mind and facilitate
a discussion on the
same
*Cultural Group
or Ethnic Group
- A social group
characterised
by a distinctive
social and cultural
tradition maintained
from generation
to generation, a
common history and
origin, and a sense of
identification with the
group; members have
distinctive features
in their way of life,
shared experiences,
and often a common
genetic heritage;
these features may
be reflected in their
experience of health
and disease
65
Social Awareness
SoA 2: Contribute to the well-being of school and neighbourhood
Learning Outcomes
SoA.2.1. Perform roles that contribute SoA.2.1. Perform roles that SoA.2.1. Identify and perform duties
to one’s classroom contribute to one’s family as a member of their school and
neighbourhood
Students are given

opportunities to…
SoA.2.1.1. Explore the possible ways
SoA.2.1.1. Prepare a list of classroom SoA.2.2.1. Explore the possible in which they can help out in class
norms and routines that help students ways in which they can help out at (What is it that they presently do? What
treat each other fairly home (What is it that they presently else would they do to help a teacher?
do? What else would they do to How can they cooperate with the class
help a caregiver or a sibling?) monitor? How can they contribute
towards helping their class improve?)
SoA.2.1.2. Find out about the role of

SoA.2.1.2. Participate in the SoA.2.2.2. Volunteer to help out at the student representatives, especially,
functioning of their class (e.g. helping home in ways that go beyond what of those from the primary and middle
with room set up, cleaning up, they are expected to do school
passing out papers, etc.)
SoA.2.1.3. Help their teachers to SoA.2.2.3. Contribute in positive SoA.2.1.3. Demonstrate an

address a shared concern ways to their home environment understanding of the school rules and
(e.g. having pleasant mannerisms, follow them
cooperate with family members,
sharing with family, showing care
and support, etc.)
SoA.2.1.4. Make a positive difference SoA.2.1.4. Identify ways of

in their class or school and express communicating problems experienced
how it makes them feel by self and others in school and
neighbourhood
66
2
SoA.2.1. Evaluate their efforts SoA.2.2. Evaluate their efforts SoA.2.1. Work cooperatively SoA.2.1. Work cooperatively
to address an identified school to address an identified need with others in planning, with others in planning,
need in their neighbourhood implementing and evaluating implementing and evaluating
projects to address identified projects to address identified
school needs needs in neighbourhood
SoA.2.1.1. Describe ways of SoA.2.2.1. Identify sources SoA.2.1.1. Assess school SoA.2.1.1. Work with other
being sensitive to their school of information and gather needs and prioritise them
students in addressing an
environment facts related to needs
identified need in the broader
and challenges in their
neighbourhood society (e.g. working on a
political campaign, a literacy
project, an effort to reduce
hunger, an educational
program to raise awareness
about climate change, etc.)
SoA.2.1.2. Communicate the

SoA.2.1.2. Show support for SoA.2.2.2. Work with their SoA.2.1.2. Develop a project
activities of various groups classmates on addressing and action plan to address an results of the service project
(e.g. support staff, student specific issues or needs identified school need to the interested groups in and
council, school clubs, of their neighbourhood outside school
disciplinary committee) at and monitor the progress
school periodically
SoA.2.1.3. Evaluate their own

SoA.2.1.3. Examine their SoA.2.2.3. Discuss ways in SoA.2.1.3. Explain how their
participation in the recent
rights and responsibilities as which they could improve their decisions and behaviours
project and think of possible
members of their school plan that addresses need or affect the well being of their
issue in the neighbourhood school ways in which they would like
to improve their participation in
future projects
SoA.2.1.4. See how their SoA.2.2.4. Analyse what they SoA.2.1.4. Plan ways in which SoA.2.1.4. Describe how
decisions and behaviours learned about themselves they can support activities various organisations
affect the well-being of their while working on addressing of the school’s student
contribute to the well-being
school needs of their neighbourhood council (e.g. activities related
of their neighbourhood
to cleanliness, discipline,
awareness programs for
bullying, abuse, etc.)
67
Social Awareness
SoA 2: Contribute to the well-being
of school and neighbourhood
Learning Outcomes
SoA.2.1. Perform roles that contribute SoA.2.1. Perform roles that SoA.2.1. Identify and perform duties
to one’s classroom contribute to one’s family as a member of their school and
neighbourhood
Students are given

opportunities to…
SoA.2.1.5. Identify specific ways in

SoA.2.1.5. Find out something they which they can contribute positively
learned about themselves while towards their neighbourhood (e.g. by not
helping out in the classroom littering in the neighbourhood, including
everybody in play and other activities,
helping senior citizens in neighbourhood
with little tasks, etc.)
SoA.2.1.6. Describe ways of taking care

of their school environment
SoA.2.1.7. Examine their rights and

responsibilities as members of their
school
68
Social
Awareness 2
SoA.2.1. Evaluate their efforts SoA.2.2. Evaluate their efforts SoA.2.1. Work cooperatively SoA.2.1. Work cooperatively
to address an identified school to address an identified need with others in planning, with others in planning,
need in their neighbourhood implementing and evaluating implementing and evaluating
projects to address identified projects to address identified
school needs needs in neighbourhood
SoA.2.1.5. Explore the SoA.2.2.5. Observe and SoA.2.1.5. Evaluate their own SoA.2.1.5. Examine
possible service projects they interact with groups participation in the recent
government’s decisions and
can do with their classmates to (government and non- project and think of possible
actions on important policy
improve their school government agencies, ways in which they would like
apartment associations, etc. as to improve their participation in issues (e.g. protecting human
well as some informal groups) future projects rights, developing renewable
that work towards improving sources of energy, etc.)
their neighbourhood
SoA.2.1.6. Engage in
SoA.2.1.6. Participate in SoA.2.2.6. Identify SoA.2.1.6. Examine their discussions and debates
planning and implementation responsibilities of citizenship rights and responsibilities as
with their classmates on
of service projects in school (e.g. obeying laws, being members of their school
various topics related to
informed about social issues,
being involved in influencing citizenship (e.g. minority
government policy) rights, reservations in colleges,
Right to Information, Right to
Education, etc.)
SoA.2.1.7. Evaluate their own SoA.2.2.7. Find out how SoA.2.1.7. Participate in SoA.2.1.7. Work with others on
participation in the recent people contribute in protecting the class elections process
projects spreading awareness
service project and think of and beautifying their (brainstorm responsibilities of
on issues that adolescents face
possible ways in which they neighbourhood by performing class representatives, weigh
can improve their participation different roles (e.g. gardeners, the positive and negative (e.g. peer pressure, cyber-
in future projects sweepers, guards, etc.) aspects of each contender, bullying, substance abuse,
abide by the voting process, academic pressure, etc.) and
convince classmates to cast the possible ways of dealing
vote, etc.) with these effectively
PB
PP
SoA.2.1.8. Discuss the points

they considered while deciding
their vote in the election of the
student council
69
Social Awareness
Task and Activities
Participate in developing a class Express how they feel about Invite the student union /council to
policy on teasing, hitting, pushing, helping out at home (draw a class and discuss how various student
damaging property, etc. picture, tell your friend, share with leadership role helps in taking care of the
the class, etc.) school functioning and how others can
contribute towards their work
Describe what they learned about Invite the local government administrator
themselves while helping out at (Sarpanch, Panchayat member,
home (write a paragraph, give a Corporator / Councillor, etc.) to class
one minute talk, etc.) / school and initiate a discussion on
student citizenry
70
Social
Awareness 2
Write an essay or a report on Make a plan with their Design a survey to identify Investigate the role of
the impact the recent service family to participate in a school needs not-for-profit organisations
project created on them and neighbourhood improvement in a democratic society
their peers activity
Maintain a journal to record Identify the steps involved Defend a position on an issue
their thoughts and key things in a research and develop or public event in a simulated
they learn about themselves an action plan to address or real political debate
being a part of a service a particular school need
project accordingly
Prepare a detailed report Compile a detailed report Defend a position in writing

describing the implementation of their project and make on an important citizenship
of their project, the recommendations topic (e.g. the role of law,
impact it made and a few the value of an independent
recommendations for judiciary, distribution of powers
improvement in government, protecting the
rights of minorities, etc.)
Defend a position on an issue Write an essay or a report on

or a public event in a simulated the impact the recent service
or a real political debate project created on them and
their peers
Defend a position in writing Plan a cyber -safety campaign

on an important citizenship to raise awareness among
topic (e.g. the the role of law, young people in school
the value of an independent and neighbourhood
judiciary, distribution of powers
in government, protecting the
rights of minorities, etc.)
Gather information about

government as well as
non-government organisations
that can be of help to them
and people of their age in their
neighbourhood dealing with
various problems
71
Social Awareness
SoA 3: Recognise the feelings and perspectives of others and be empathetic
Learning Outcomes
SoA.3.1. Use listening SoA.3.2. Recognise that SoA.3.1. Identify verbal SoA.3.2. Describe SoA.3.1. Predict
skills to identify others may experience and non-verbal cues the feelings and others’ feelings and
the feelings and situations differently that indicate how others perspectives expressed perspectives in a variety
perspectives of others from oneself may feel by others of situations
Students are given

opportunities to…
SoA.3.1.1. To observe SoA.3.2.1. Express SoA.3.1.1. Express SoA.3.2.1. Describe SoA.3.1.1. Describe
how people’s facial interest in knowing what interest in knowing what others’ feelings in others’ feelings in a
expressions and gestures others think and feel others think and feel different situations variety of situations
communicate their BE BE BE BE
feelings GS
BE
PB
SoA.3.1.2. Demonstrate SoA.3.2.2. Share SoA.3.1.2. Interpret SoA.3.2.2. Examine both SoA.3.1.2. Identify the
an ability to listen to thoughts and feelings verbal and non-verbal sides of an argument or feelings and perspectives
others (e.g. making eye with each other communication cues a debate of others during group
contact, nodding, asking BE BE BE discussions
clarifying questions) BE
BE
PB
SoA.3.1.3. Practise SoA.3.2.3. Recognise SoA.3.1.3. Demonstrate SoA.3.2.3. Gather SoA.3.1.3. Imagine how
active listening that others may interpret a capacity to care about and summarise views their classmates who are
techniques (e.g. the same situation the feelings of others of different people on subject to rumours or left
paraphrasing, using ‘I differently BE historical, political and out of activities might be
statements’, etc.) BE social events feeling
BE BE BE
PB
SoA.3.1.4. Listen and SoA.3.2.4. Recognise SoA.3.1.4. Examine how, SoA.3.2.4. Imagine how SoA.3.1.4. Imagine how
respond to their peers of that others may feel sometimes, what people they might feel in various they might feel in various
different genders differently about the say does not match with situations and treat situations and treat
BE same situation their expressions and others accordingly others accordingly
GS BE body language BE BE
PB BE
72
3
SoA.3.2. Analyse how SoA.3.1. Compare SoA.3.2. Use SoA.3.1. Express SoA.3.2. Demonstrate
one’s behaviour may one’s own and others’ conversation skills understanding of appropriate ways
affect others perspectives to understand others who hold to express empathy
others’ feelings different opinions for others
and perspectives
SoA.3.2.1. Share their SoA.3.1.1. Find out SoA.3.2.1. Share their SoA.3.1.1. Share and SoA.3.2.1. Share their
feelings and reciprocate about people’s varying feelings and reciprocate reciprocate feelings of feelings and reciprocate
to others’ feelings in a attitudes and feelings to others’ feelings in a others in a numerous to others’ feelings in a
variety of situations about a variety of topics variety of situations ways variety of situations
BE (e.g. environmental BE BE BE
conservation, increasing
health issues, violation of
human rights, worldwide
violence)
BE
SoA.3.2.2. Recognise SoA.3.1.2. Recognise SoA.3.2.2. Use SoA.3.1.2. Find out SoA.3.2.2. Practise
the impact of their own that peers of a different appropriate verbal about people’s varying responding to ideas
behaviour on the way gender can have a and non-verbal cues attitudes and feelings rather than the person
others think and feel (e.g. different perspective on to communicate their about a variety of topics expressing them
actions that might please various social, political understanding of others’ (e.g. environment BE
others / hurt others / and historical issues perspective conservation, increasing
make others happy, etc.) BE BE health issues, violation of
BE GS human rights, worldwide
GS violence)
BE
SoA.3.2.3.Show ways in SoA.3.1.3. Evaluate SoA.3.2.3.Examine SoA.3.1.3. Practise SoA.3.2.3.Use

which they can provide opposing points of view the possible barriers to asserting their viewpoints appropriate verbal
support to others who on current issues effective communication in a respectful manner and non-verbal cues
might be experiencing BE BE BE to communicate their
problems understanding of others’
BE perspective
BE
SoA.3.2.4. Acknowledge SoA.3.1.4. Examine the SoA.3.2.4. Practise SoA.3.1.4. Practise SoA.3.2.4. Find out
the contributions of factors that could have different ways of responding to ideas what social norms are
others influenced their own encouraging others rather than the person and examine how these
BE perspectives on various BE expressing them influence their responses
issues BE to others
BE BE
73
Social Awareness
SoA 3: Recognise the feelings
and perspectives of others and be empathetic
Learning Outcomes
SoA.3.1. Use listening SoA.3.2. Recognise that SoA.3.1. Identify verbal SoA.3.2. Describe SoA.3.1. Predict
skills to identify others may experience and non-verbal cues the feelings and others’ feelings and
the feelings and situations differently that indicate how others perspectives expressed perspectives in a variety
perspectives of others from oneself may feel by others of situations
Students are given

opportunities to…
SoA.3.1.5. Recognise SoA.3.2.5. Show care SoA.3.1.5. Show care SoA.3.2.5. Recognise SoA.3.1.5. Recognise
how others might feel about the feelings of about the feelings of the impact of their own how a person of another
when interrupted others others behaviour on the way gender might feel in
BE BE BE others think and feel (e.g. different situations
PB actions that might please BE
others / hurt others / GS
make others happy, etc.)
BE
SoA.3.2.6. Predict SoA.3.1.6. Interpret non-

SoA.3.1.6. Describe possible ways in verbal communication
how one might feel which others express cues
when bullied different emotions (e.g. BE
BE anger, disappointment,
PB sadness, etc.)
BE
SoA.3.1.7. Describe how SoA.3.2.7. Recognise SoA.3.1.7. Practise

students being left out that people have to reflective listening skills
might feel make hard choices and BE
BE sometimes they have no
PB choice
BE
SoA.3.1.8. Explore how SoA.3.1.8. Differentiate

sharing and supporting factual information from
might make others feel the emotional content of
BE what someone says
PB BE
SoA.3.1.9. Recognise SoA.3.1.9. Gather

the impact of their own and summarise views
behaviour on the way of different people
others think and feel (e.g. on historical, political
actions that might please and social events and
others / hurt others / topics (e.g. environment
make others happy, etc.) conservation, national and
BE international peace, Indian
PB Independence, etc.)
74
BE
Social
Awareness 3
SoA.3.2. Analyse how SoA.3.1. Compare SoA.3.2. Use SoA.3.1. Express SoA.3.2. Demonstrate
one’s behaviour may one’s own and others’ conversation skills to understanding of others appropriate ways to
affect others perspectives understand others’ who hold different express empathy for
feelings and perspectives opinions others
SoA.3.2.5. Empathise SoA.3.1.5. Analyse why SoA.3.2.5. Provide SoA.3.1.5. Engage in

with others in a variety of both parties in a conflict support to others thoughtful discussions
situations feel as they do who are experiencing and arguments with
BE BE problems peers of different genders
BE yet show respect for
each other’s views
BE
GS
SoA.3.2.6. Observe how SoA.3.1.6. Take in SoA.3.1.6. Examine the

change in behaviour perspective of their peers factors that could have
of people belonging to of different genders on influenced their own
one side of an argument different issues perspectives on various
affects the people of the BE issues
other side GS BE
BE
GS
SoA.3.2.7. Practise SoA.3.1.7. Evaluate

different ways of opposing points of view
encouraging others on current issues
BE BE
SoA.3.1.8. Differentiate
factual information from
the emotional content of
what someone says
BE
75
Social Awareness
Task and Activities
Identify verbal, physical, Role-play the Distinguish between non- Describe an argument Log the feelings of TV
and situational cues in perspectives and feelings verbal and verbal cues you had with another characters and analyse
stories that indicate how of characters from a story and messages person and summarise why they felt as they did
the characters are feeling both points of view
Label others’ feelings Analyse why literary
Explain why characters in based on verbal and Paraphrase what characters felt as they did
stories feel as they do non-verbal cues in someone has said
different situations Describe an argument you
Paraphrase what had with another person
someone has said and summarise both
points of view
“Use “I-statements” to
let others know that you Role-play the perspectives
have heard them of various characters in
scenarios provided
Ask open-ended
questions to encourage
others to express
themselves
Use follow-up questions

to clarify messages
Paraphrase the differing

perspectives of parties
involved in a conflict
76
Social
Awareness 3
Empathy Walk: In pairs,

Recall a situation where Clarification walks: Debates / Turncoats / Debates / Turncoats / one can be blindfolded
your behaviour impacted Several statements can JAMs JAMs while the other takes
the feelings of others be devised and the levels them for a walk with
either positively or of agreement can be set guided instructions,
negatively in different parts of the later the roles could be
room to which students reversed and experiences
can express their can be shared
opinions by walking to
those parts in the room
77
Decision Making
The ability to make constructive choices about personal behaviour, health,
relationships and career, considering existing social, ethical and safety norms;
understand the rationale behind different rules; examine consequences of
one’s actions; respect one’s own and others’ rights; demonstrate responsible
citizenship in the larger interests of society.
DM 1: Consider ethical, safety and societal factors in making decisions
Learning Outcomes
DM.1.1. Explain why DM.1.2. Identify social DM.1.1. Demonstrate DM.1.1. Analyse the DM.1.2. Take others
unprovoked acts that norms, ethics and safety knowledge of how social reasons for school and needs into account
hurt others are wrong considerations that norms affect decision societal rules while making decisions
guide behaviour making and behaviour
Students are given

opportunities to…
DM.1.1.1. Recognise DM.1.2.1. Recognise DM.1.1.1. Recognise DM.1.1.1. Examine DM.1.2.1. Examine
appropriate and factors that make a how dishonest behaviour the various societal how their own behaviour
inappropriate touch situation unsafe can affect themselves norms and the purpose affects others
SB SB and others they serve BE
PB SB SB
DM.1.1.2. Know what DM.1.2.2. Explore how DM.1.1.2. Consider the DM.1.1.2. Examine DM.1.2.2. Explore ways
to do when somebody they feel physically and possible consequences the purpose of rules at in which they could get
touches them in a way emotionally when there is of breaking rules (in class school, home and public to know and understand
they don’t like threat or danger around and school, at home, places other people’s needs
SB SB in public spaces, etc.) SB BE
SB
DM.1.1.3. Express how DM.1.2.3. Look at DM.1.1.3. Recognise DM.1.1.3. Find out why DM.1.2.3. Take needs of
they might feel when situations wherein they that an individual is it is sometimes difficult others into consideration
somebody takes away or feel unsafe and need responsible for his / her to follow certain rules or while dividing work or
destroys their belongings help (e.g. crossing a busy behaviour behave in accordance resources
SB street, being approached SB with social norms (e.g. those who are
by an unknown adult, SB differently-abled,
visiting the restrooms those who are
of school, being in the socio-economically
presence of certain disadvantaged)
adults, older students BE
or peers)
SB
DM.1.1.4. Recognise that DM.1.2.4. Identify DM.1.1.4. Show what DM.1.1.4. Gauge the risk DM.1.2.4. Examine
behaviours like hitting, personal behaviours it means to accept of injuring oneself as a how honesty, respect,
yelling, pushing, etc. are that are dangerous (e.g. responsibility for their result of breaking certain fairness and compassion
hurtful to others riding a bicycle without actions with regard to rules reflect in your day-to-day
SB a helmet, riding with school work SB behaviour and some of
someone who has been the key decisions they
drinking, accepting a ride make
from someone you don’t BE
know)
SB
78
1
DM.1.3. Apply ethical DM.1.1. Respect the DM.1.2. Take personal DM.1.3. Evaluate the DM.1.1. Examine the
reasoning to evaluate rights of self and others responsibility for making influence of social norms of different
societal practices ethical decisions norms and authority societies and cultures
on personal decision on their people
making
DM.1.3.1. Explore DM.1.1.1. Examine ways DM.1.2.1. Examine DM.1.3.1. Explore DM.1.1.1. Study cultural
why it is necessary to in which they can respect why certain behaviours common behaviours that norms of different
resist peer pressure others’ property are unethical are socially accepted in a societies around the
that causes social or (e.g. cheating, lying, variety of situations world and the way they
emotional harm to stealing, plagiarism, etc.) (e.g. school, home, impact the well-being of
themselves or others SB restaurants, sporting their members and the
PP events) nation, at large
DM.1.3.2. Explore the DM.1.1.2. Explore DM.1.2.2. Recognise the DM.1.3.2. Look at DM.1.1.2. Examine how
role of ethics in different how they can be fair in impact of unethical or events from different current social policy by
relationships (e.g. with situations that arise in destructive behaviours perspectives (e.g. the government (e.g.
friends, classmates, the classroom (e.g. how on family, friends or loved of victim, bystander, health care coverage
teachers, somebody they to share a new piece of ones perpetrator and the one for children, free public
are seeing) equipment or classroom SB who intervenes) education, child care
resource) PB assistance for working
families) might be
impacting behaviour of
individuals and groups
DM.1.3.3. Analyse DM.1.1.3. Examine how DM.1.2.3. Brainstorm DM.1.3.3. Notice DM.1.1.3. Think about
how media advertising they can work things out safe alternatives to risky changes in their ways in which certain
influences consumer with others rather than behaviours (e.g. choosing behaviour when in the social norms need to
choices retaliating when feeling to ride with someone presence of different be changed in order to
wronged who has not been people (e.g. a teacher, a address the problems of
drinking, letting your parent, a friend, someone present day society
parents or guardians pick from a different social
you up late in the night, group and country)
avoiding company of
people who use harmful
substances)
SB
DM.1.3.4. Identify DM.1.2.4. Replace peer DM.1.3.4. Examine how DM.1.1.4. Delve into the
different societal group beliefs that support the significant adults in relevance and impact of
practices and examine irresponsible behavior their lives influence the various societal norms
how ethical they are with the ones that decisions and choices SB
encourage responsible they make
behaviour (e.g.
saying NO to harmful
substances, drinking and
driving)
PP
79
SB
Decision Making
DM 1: Consider ethical, safety
and societal factors in making decisions
Learning Outcomes
DM.1.1. Explain why DM.1.2. Identify social DM.1.1. Demonstrate DM.1.1. Analyse the DM.1.2. Take others
unprovoked acts that norms, ethics and safety knowledge of how social reasons for school and needs into account
hurt others are wrong considerations that norms affect decision societal rules while making decisions
guide behaviour making and behaviour
Students are given

opportunities to…
DM.1.2.5. Identify rules DM.1.1.5. Examine
applicable in school ways in which others
spaces (bus, classroom, influence their decisions
school safety) and ways (e.g. family, religious
to follow them bodies like temples and
SB churches, peer groups,
sports team)
DM.1.2.6. Recognise the DM.1.1.6. Explore ways

consequences of lying, of making a decision
cheating and stealing when different people tell
SB them different things
DM.1.2.7. Demonstrate
ways in which you can
make your class a safe
and fair place
SB
DM.1.2.8. Identify reliable

sources of adult help
SB
DM.1.2.9. Examine how

rules help everyone at
school learn and play well
together
SB
80
Decision
Making 1
DM.1.3. Apply ethical DM.1.1. Respect the DM.1.2. Take personal DM.1.3. Evaluate the DM.1.1. Examine the
reasoning to evaluate rights of self and others responsibility for making influence of social norms of different
societal practices ethical decisions norms and authority societies and cultures
on personal decision on their people
making
DM.1.3.5. Explore ways DM.1.3.5. Examine how

in which society (people’s laws reflect social norms
attitudes and beliefs, and affect decision-
general physical spaces, making
government policies,
etc.) can become more
inclusive
ADD
81
Decision Making
Task and Activities
Think of different ways Participate in creating Identify examples of Consider the risks Make journal entries
they can respond when and enforcing classroom ethical behaviour by involved in potentially on how your actions
others provoke them, rules characters in stories dangerous situations have affected others
without hurting the other (e.g. fairness, honesty, (e.g. use of substances,
person. Try out a few of Look at the rules that respect, compassion) hanging out with people Examine how fairness
the ways their family practise at who use substances, and respect would
home and how they being approached by a influence planning,
help its members stranger in a public place, implementing, and
being left alone in unsafe evaluating service
Demonstrate steps to places) and how rules will projects in their school
ensure safety on the help them stay safe or community
internet (e.g. not giving
out personal details on
the internet, being alert
to e-mails from unknown
senders, avoiding
strange visuals or ads
while viewing content
online, seeking help from
an adult)
Depict ways to help

others (e.g. list, draw,
cartoons)
82
Decision
Making 1
Develop a plan to Practise ways of being Critically analyse Think of situations Explore topics that are
promote social events responsible for their own historical figures and wherein they might considered taboos
free of alcohol, tobacco health (e.g. maintaining literary characters, the choose to not act in and find out how these
and drugs among peers personal hygiene, ethical dilemmas they accordance with what are treated in different
choosing healthy food, faced and the choices is expected of them cultures and societies
Discuss how depiction exercising, getting they made (by peers, adults, society
of violent acts by media adequate sleep, etc.) at large) and state
might impact individuals reasons for the same
and groups List out ways that can
help them become Look at ways in which
sensitive to the school personal decisions affect
environment and maintain their own health and the
clean surroundings (e.g. health of others
turning off the lights and
fans before leaving, careful
use of taps and flushes,
participating in maintaining
green cover, etc.)
83
Decision Making
The ability to make constructive choices about personal behaviour, health,
relationships and career, considering existing social, ethical and safety norms;
understand the rationale behind different rules; examine consequences of
one’s actions; respect one’s own and others’ rights; demonstrate responsible
citizenship in the larger interests of society.
DM 2: Apply decision-making skills to deal responsibly with daily academic and social situations
Learning Outcomes
DM.2.1. Identify a range DM.2.2. Interact DM.2.1. Identify and DM.2.2. Generate and DM.2.1. Improve study
of decisions that are positively with their apply the steps of evaluate alternative habits and academic
made at school classmates systematic decision solutions for different performance through
making academic and social positive decision-
situations making skills
Students are given
opportunities to…
DM.2.1.1. Identify DM.2.2.1. Recognise that DM.2.1.1. Break large DM.2.2.1. Brainstorm DM.2.1.1. Recognise
choices that help to keep they have choices in how goals into *TATTs (tiny alternative solutions to that they make their own
the body healthy to respond to situations achievable tickable a variety of academic choices with respect to
targets) problems (e.g. submitting their behaviour
an assignment before a
close deadline, forgetting
to carry books or
necessary resources for
a class)
DM.2.1.2. Make healthy DM.2.2.2. Practise ways DM.2.1.2. Identify DM.2.2.2. Find out DM.2.1.2. Find out and
choices regarding snacks of improving their ability the steps involved in ways in which they can use different resources
and meals to listen decision-making process: manage time better and that can improve
define the problem tools that might help their study habits and
say how you feel them in doing so academic performance
(e.g. homework
identify contributing
organisers, flashcards,
factors
planners, etc.)
set a goal
identify alternative
solutions and the
consequences of each
select the best solution
evaluate the results
DM.2.1.3. Make DM.2.2.3. Show effective DM.2.1.3. Apply the DM.2.2.3. Come up with DM.2.1.3. See how
decisions considering ways of saying ‘No’ to steps described in strategies to promote decision-making skills
safety hazards (e.g. unwanted behaviour decision making process school success (e.g. (e.g. identifying problems,
wearing seat belts in to deal with academic identifying distractions, generating alternative
cars, wearing a bicycle challenges managing stress, and solutions, evaluating
helmet, avoiding sharp putting first things first) consequences, setting
objects, too much sun and find out if they are goals) improve their study
exposure and playing effective habits
with fire)
84
2
DM.2.2. Evaluate DM.2.1. Evaluate DM.2.2. Establish DM.2.1. Analyse how DM.2.2. Make
strategies for resisting their responses to responsible social and present decision making responsible decisions
pressures to engage and anticipate the work relationships with affects college and with respect to
in unsafe or unethical consequences of positive decision making career choices interpersonal and group
activities decisions skills relationships
DM.2.2.1. Think about DM.2.1.1. Think DM.2.2.1. See how their DM.2.1.1. Look at the DM.2.2.1. Recognise the
qualities that can about the possible peers influence their impact of interests, causes of their behaviour
contribute to friendships consequences of risk academic and social personality traits, and and how it affects others
PP behaviours they engage success aptitudes on the career SB
in PP choices people make
SB
DM.2.2.2. Find out DM.2.1.2. Examine each DM.2.2.2. Explore DM.2.1.2. Check how DM.2.2.2. Evaluate how
points on the basis of step of the decision- methods for addressing their academic courses considering safety factors
which they would classify making process they use interpersonal differences are contributing to their impact their relationships
various situations as in responding to various in a positive manner larger career goals (engaging in risky
unethical and unsafe problem scenarios PP behaviour – alcohol, rash
PP SB driving, drugs, unsafe
sex, unsafe social media
interactions)
SB
DM.2.2.3. Examine DM.2.1.3. Examine the DM.2.2.3. Show how DM.2.1.3. Prepare a DM.2.2.3. Find out how
various other sources points to be considered considering their own blueprint of the possible behaving ethically can
of negative pressure when evaluating and other people’s career they would want improve the relationships
(e.g. television, social consequences of their expectations help in to pursue considering they consider important
media, etc.) own decisions enhancing relationships their interests, aptitude, SB
PP SB PP strengths and personality
85
Decision Making
DM 2: Apply decision-making skills to deal responsibly
with daily academic and social situations
Learning Outcomes
DM.2.1. Identify a range DM.2.2. Interact DM.2.1. Identify and DM.2.2. Generate and DM.2.1. Improve study
of decisions that are positively with their apply the steps of evaluate alternative habits and academic
made at school classmates systematic decision solutions for different performance through
making academic and social positive decision-
situations making skills
Students are given

opportunities to…
DM.2.1.4. Participate DM.2.2.4. Notice how DM.2.1.4. Apply the DM.2.2.4. Brainstorm DM.2.1.4. See how their
in promoting safety of their own behaviour steps described in alternative solutions to decisions related to their
themselves and others affects the way others decision making process various personal and study habits (e.g. timely
respond to them (e.g. to solve interpersonal interpersonal problems completion of homework,
tone of voice, choice of problems and the possible regular revision, planning
words, gestures, facial consequences weekly study schedule)
expressions, etc.) effect their academic
performance
DM.2.1.5. Practise DM.2.1.5. Recognise that DM.2.2.5. Examine the DM.2.1.5. Look into
making decisions in feelings influence their challenges and obstacles the possible effects
groups decision-making process in solving problems of procrastination
and disorganisation
on their academic
outcomes (submission of
assignments, completion
of notes, performance on
tests, etc.)
DM.2.1.6. Show how

they can stay on tasks
despite other interesting
things happening in the
environment
86
Decision
Making 2
DM.2.2. Evaluate DM.2.1. Evaluate DM.2.2. Establish DM.2.1. Analyse how DM.2.2. Make
strategies for resisting their responses to responsible social and present decision making responsible decisions
pressures to engage and anticipate the work relationships with affects college and with respect to
in unsafe or unethical consequences of positive decision making career choices interpersonal and group
activities decisions skills relationships
DM.2.2.4. Show DM.2.1.4. Find out DM.2.2.4. Look at family DM.2.1.4. Think about
how peers can help factors that influence and friends as sources ways in which they
each other avoid and their health-related of support for academic would communicate
cope with potentially decisions and social decisions their decisions related
dangerous situations SB to college and career to
PP key people in their lives
(e.g. parents, teachers,
others) and respond to
disagreement, if any, from
any of them
DM.2.2.5. Brainstorm DM.2.2.5. Find out how

the various actions they their past relationships
and people of their age impact the decisions
might take to deal with about their future
the pressure of engaging relationships
in unethical and unsafe
activities
PP
DM.2.2.6. Practise
refusal skills
PP
DM.2.2.7. Find out if the

strategies they use to
deal with negative peer
and social pressure are
effective or not
PP
87
Decision Making
Task and Activities
Brainstorm alternative Explore and try using Identify certain Identify certain risky Establish action steps
solutions to problems various calming behaviours of others that behaviours and find out and time frames for
posed in stories and strategies for themselves are of concern and apply healthy alternatives to working towards an
cartoons (e.g. self-talk, progressive the decision-making them academic goal, for the
relaxation) steps to deal with it duration of a week or a
month
Tiny Achievable Tickable

Targets (TATTS)
A chart for the entire
class wherein the class
goals are divided into
small steps (targets)
which students can take.
Every students’ progress
towards the goal is
recorded here with tick
marks. Appropriate
rewards can be offered.
Students can do this by
themselves in their books
or charts at home
88
Decision
Making 2
Describe examples of Introduce Edward De List down the possible

unethical and unsafe Bono’s ‘Plus-Minus- courses that they
practices you have Interesting’ strategy would like to pursue
come across (observed, charts to any recently based on their aptitude
heard of, read about in encountered classroom and interests. Identify
newspapers or see on issue and brainstorm and the related resources
television) record the ideas (experts from the field,
online communities,
online courses available,
etc.) and prepare a
career map
89
Acknowledgements
We would like to extend our special thanks to the following individuals and
organisations who lent their time and expertise towards the development of the Indian
Social and Emotional Learning Framework (ISELF).
Advisory Council Members

Dr. Neena David
Clinical Psychologist and Counsellor, Bangalore
Dr. Ali Khwaja

Counsellor and Chairman, Banjara Academy, Bangalore
Dr. Shekhar Seshadri

Senior Professor, Department of Child and Adolescent Psychiatry and Associate Dean,
Behavioural Sciences Division, NIMHANS, Bangalore
Prof. Anjum Sibia

Professor and Head, Psychology, National Council of Educational Research and Training
(NCERT), New Delhi
Dr. Renu Singh

Country Director, Young Lives, University of Oxford, UK based in New Delhi
Prof. Shankar Venkatagiri

Assistant Professor, Information Systems, and Chair, IT Facilitation Committee,
IIM, Bangalore
Experts in statistical data analysis

Prof. Mohan Delampady, Faculty, Statistics and Mathematics Unit, Indian Statistical
Institute, Bangalore
Prof. V. R. Padmavar, Faculty, Statistics and Mathematics Unit, Indian Statistical Institute,
Bangalore
Expert in validating ISELF age bands

Dr Thomas Kishore, Clinical Psychology Consultant Department of Child & Adolescent
Psychiatry, NIMHANS, Bangalore
Critiquing Committee
Dr. Nandita Chaudhury, Faculty, University of Delhi (Lady Irwin College), 1982 – 2017,
Consultant & Collaborator for Projects and Publications on Child Development, Family
Studies and Cultural Psychology, New Delhi
Rohit Dhankar, Professor of Philosophy of Education, Azim Premji University; Founder

Digantar, Jaipur
Malavika Kapur Retd. HOD, Psychology, NIMHANS and Visiting Professor, School of
Humanities, National Institute of Advanced Studies (NIAS), Bangalore
90
Venu Narayan, Founder at Centre for Learning; Director of School of Liberal Studies and
Director of Strategic Development, Azim Premji University
Prof. Padma M Sarangapani, Professor and Chairperson of Centre for Education

Innovation and Action Research, Tata Institute of Social Sciences, Mumbai
School Practitioners
Dr. Ambar A. Qaiyum, Trustee, Oasis International School, Bangalore
Vidya Sampath, Dean and Director, The Akshaya Vidya Trust, Vedavalli Vidyalaya,
Walajapet, Tamil Nadu
Usha Shankar Ram, Former Principal, Delhi Public School (DPS)-Mysore
Geeta Viswanathan, Teacher, Sishu Griha Montessori and High School, Bangalore
International Experts
Ruth Cross, SEL Consultant and Trainer, CASEL, Illinois, USA
Dr. Susanne Denham, Emeritus Faculty, Applied Developmental Psychology: Social and
emotional development of children, George Mason University, Virginia, USA
Dr. Roger Weissberg, Professor of Psychology and Education, University of Illinois;

Board Vice-Chair and Chief Knowledge Officer, CASEL (Collaborative for Academic,
Social, and Emotional Learning), Illinois USA
Government State Departments

The Deputy Education Officer (DEO)
Khordha, Bhubaneshwar
The Block Education Officer (BEO)

Darbhanga, Bihar
The Directorate of Education,

Government of NCT of Delhi
The District Project Officer (SSA/RMSA)

DIET
Shimla, Himachal Pradesh
The District Education Officer

Yamunanagar District
Haryana
Zilla Shikshan Adhikari (Primary Schools)

Zilla Shikshan Samiti
Vadodara, Gujarat
91
Shimoga, Karnataka

The Education Officer
Bombay Municipal Corporation
Mumbai, Maharashtra

Raigad, Maharashtra
The District Education Officer (DEO)

Secondary Education
Tonk, Rajasthan
Deputy Commissioner (Education)

Chennai City Corporation
Chennai, Tamil Nadu
The Directorate of Education

Department of School Education
Kolkata, West Bengal
Government and Non-Government Organisations

Azim Premji Foundation, Tonk, Rajasthan
Avehi Abacus, Mumbai
Center for Environment Education, Lucknow, Uttar Pradesh
National Institute of Women, Child and Youth Development (NIWCYD),

Bhopal, Madhya Pradesh
The Tiny Seed, Kottayam, Kerala
Other Experts, Schools and Study Associates

Our special thanks to the 100 mental health professionals who provided inputs early in the
study, the heads, teachers and students of 90 schools that participated in the research and
30 volunteers who provided valuable assistance in the 15 locations across India.
ISELF Research Core Team (2012-2018)

Maya Menon, Director, The Teacher Foundation
Misbah Shahid, Head, School Well Being Team, The Teacher Foundation
Akhila Doraswamy, Sr. Coordinator, School Well Being Team, The Teacher Foundation
Monila Sapre, Sr. Coordinator, School Well Being Team, The Teacher Foundation
Special thanks to Dharshini Jenefer, Coordinator, School Well-Being Team at TTF, for
her meticulous compilation and proofreading of each age-band of ISELF and the
accompanying Handbook
92
www.teacherfoundation.org
https://twitter.com/ttfUpdates
https://www.facebook.com/teacherfoundation/
https://www.linkedin.com/company/theteacherfoundation/
https://www.youtube.com/user/teacherfoundation

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The Indian Social and Emotional

Learning Framework (ISELF)

An age-banded resource for Social

An age-banded resource for Social

Researched and Developed by

For more information on ISELF, please visit http://www.teacherfoundation.org/about-iself/

Researched and Developed by

2002 - 2012 psychosocial aspect of learning, no specific guidelines on how

The ISELF, with its carefully articulated learning standards

Teachers can now dive into an educational resource that is

What is SEL Social-Emotional Learning (SEL) is defined as the process

*(adapted from Collaborative for Academic, Social, and

Benefits of SEL What are the Benefits of Social-Emotional

An SEL approach helps students process and integrate their

Improved attitudes and behaviours

The 5 Social – Emotional Competencies

Self-Awareness Self Management Relationship Social Awareness Decision

2 Learning 3 Learning 2 Learning 3 Learning 2 Learning

Learning Learning Learning Learning Learning

Across 5 Across 5 Across 5 Across 5 Across 5

Learning Learning Learning Learning Learning

Ways in which ISELF can be used Separate time-tabled SEL Periods

Specialised SEL Interventions

Whole-school SEL Intervention Programmes Navigating through ISELF – some examples

The intervention will have an overall SEL objective with n

Here the teacher will refer to the HandBook Annexure A1:

The teacher then looks at the Framework and selects 1 or 2

The theme Resolving Conflicts (RC) has been mapped to the

The activities could be introduced through academics or as

This will result in a more focused approach at a class or

Learning Standard 1: Identify one’s emotions and their influence

Age 6-8 years Age 9-10 years Age11-13 years

Students are given opportunities to…

SA.1.1.5. Recognise that feelings SA.1.1.5. Describe situations when

Age 6-8 years Age 9-10 years Age11-13 years

Students are given opportunities to…

SA.1.1.6. Describe their physical SA.1.1.6. Describe emotions

SA.1.1.7. Recognise changes in

SA.1.1.8. Share instances when

SA.1.1.9. Recognise certain

SA.1.1.7. Demonstrate an ability

Age 6-8 years Age 9-10 years Age11-13 years

Demonstrate a range / variety of Depict a range of emotions

Look at activities, hobbies or skills

* Self-talk refers to the ongoing *Denial is the refusal to accept reality

Age 6-8 years Age 9-10 years Age11-13 years

Students are given opportunities to…

Age 6-8 years Age 9-10 years Age11-13 years

Students are given opportunities to…

SA.2.1.6. Examine how they might

SA.2.1.7. Identify what it is about SA.2.1.7. Show responsibility towards

SA.2.1.8. Recognise some of their

SA.2.1.9. Identify and use their

SA.2.2.6. Recognise how these SA.2.1.6. Show the ability to reflect

SA.2.2.7. Recognise how physical and

Age 6-8 years Age 9-10 years Age11-13 years

Use clay to create things related to ‘I am my superhero’: Ask children to

*Self – esteem: Self-esteem refers to a

SM 1: Manage one’s emotions and behaviour and develop a positive attitude

Students are given

because…, etc.) situations

Students are given

SM.1.1.7. Identify SM.1.1.7. Practise

Health behaviour - any The behaviour