Term II:: Project Work + Viva Voce(10 Marks)

 Out of ten marks allotted for the term, 5 marks will be allotted for the project
report/script/essay etc. and 5 marks for the viva.
 The Project will be ONE small project work to be covered in the Term II.
However, the planning for the project by students in consultation with the teachers can begin
early.
 The final assessment of the skills may be done on the basis of parameters suggested by the Board.

Project Work:

 The Project can be inter-disciplinary in theme.

 The ideas/issues highlighted in the chapters/ poems/ drama given the prescribed books can also be
developed in the form of a project.
 Students can also take up any age appropriate theme.
 Such topics may be taken up that provide students with opportunities for
 listening and speaking.

Some suggestions are as follows:

1) Interview Based Project:

Students can choose a topic on which to do their research/ interview. e.g., a

student can choose the topic: ‘Evolving Food Tastes in my Neighbourhood’

or "Corona pandemic and the fallout on families." Read the available

literature.

The student then conducts interviews with a few immediate neighbours on

the topic. For an interview, with the help of the teacher, student will frame

questions based on the preliminary research/background.

The student will then write an essay/ write up / report etc. up to 1000 words

essay on his/her research and submit it. He / She will then take a viva on the

research project. TheThis project can be done individually or in pairs/

groups.

2) Listen to podcasts/ interviews/radio or a TV documentary on a topic and

prepare a report countering or agreeing with the speakers. Write an 800 - 1000

words essay and submit. Take a viva on the report.

3) Students create their own Video/Audio, after writing a script. Before they

decide on a format, the following elements can be taken into consideration:

 Theme/topic of the audio / video. Would the child like to pick a current issue
 or something artistic like theatre?
 Would they like to include distinct segments within their show? If so, what
kind?
 What are the elements that need to be part of the script for the podcast?
 Will the video/audio have an interview with one or more guests?
 Would they prefer to improvise while chatting with guests, or work from a
script?
 What would be the duration of the podcast?
 How would they present the script/report to the teacher. e.g. Can it be in the
form of a narrative?

4) Write, direct and present a theatrical production/One act play

This will be a project which will be done as a team. It will involve planning,

preparation and presentation.

In short, various language skills will be utilized. There will be researching,

discussion, writing the script, auditioning and ultimately producing the play.

The project will end with a presentation and subsequently a viva.

Teachers will be able to assess the core language skills of the students and

help them grow as 21st century critical thinkers.

4. Parameters for Overall Assessment

i. Pronunciation

ii. Vocabulary

iii. Accuracy

iv. Communication

v. Interaction

vi. Fluency

Teachers to take note of a student’s progress throughout the academic year.

5. Project-Portfolio/ Project Report

The Project-Portfolio/Project Report is a compilation of the work that the students produce during the process of
working on their ALS Project.

The Project-Portfolio may include the following:

 Cover page, with the title of the project, school details/details of students. Statement of
purpose/objectives/goals
 Certificate of completion under the guidance of the teacher. Action plan for the completion of assigned
tasks
 Materials such as scripts for the theatre/role play, questionnaires for interviews, written assignments,
essays, survey reports, and other material evidence of learning progress and academic accomplishment.
  The 800-1000 words essay/Script/Report. Student/group reflections.
 If possible, photographs that capture the positive learning experiences of the student(s).
 List of resources/bibliography.

The following points must be kept for consideration while assessing the Project Portfolios:

Quality of content of the project

 Accuracy of information
 Adherence to the specified timeline
 Content in respect of (spellings, grammar, punctuation) Clarity of thoughts and ideas
 Creativity
 Contributions by group members Knowledge and experience gained

6. Suggestive Timeline

The Five Steps in Project-Plan:

PROJECT INITIATION

PROJECT PLANNING

EXECUTION IMPLEMENTATION CLOSURE

Sample Rubic FOR ALS Project Work
(For Theatre/Role Play/Oral presentation/Interview/Podcast)

Category 1 2 3 4 5

Time Limit Presentati Presentati Presentati Presentati Student/

on is less on on on group
than or exceeded exceeded exceeded adhered
more than or less or less or less to the
5 minutes than than than given time
long specified specified specified limit
time limit time limit time limit
by 4 to 5 by 3 to 4 by 2 to 3
minutes minutes minutes

Content/Script/ Script is not Well written Well Well written Well

Questionnaire
related script/ written script/ written
to topic or content script/ content script/
issue shows content shows content
little shows good shows full
understand good understandi understand
ing of parts understan ng of parts ing of
of topic ding of of topic subject
parts of topic
topic

Creativity No Some work Well Logical Suitable

props/cos done, organized use of props /
tumes/ average presentati props, honest
stage stage set- on, reasonabl effort seen/
presentati up and could e work considerabl
on lack- costumes have done, e work
lustre improved creative done/
creative and
relevant
costumes

Preparedness Student Some Somewhat Good Complete

/group preparedne prepared, preparedn preparedn
seems to ss visible, rehearsal ess ,but ess/
be but is lacking need rehearsed
unprepa- rehearsal better presentati
red is lacking rehearsal on
 Category 1 2 3 4 5

Clarity of Lack of Speaks Speaks Speaks Speaks

Speech
clarity in clearly, clearly clearly clearly
presentati some 90% of the and distinctly
on many words are time/ a distinctly 95% of
words misprono few 95% of time/
mispronou unced mispronou time/ few fluency in
nced nced misprono pronunciat
words unced ion
words
Use of props Only 1/no 1 to 2 relevant 2 to 3 3 to 4 relevant 4 to 5 relevant
Theatre/
Role play relevant props props used relevant props used props used
used props
used

Expression/ Very little use Little Use of Facial Facial Facial

Body Language
of facial expressio expressio expression
facial expression ns and n and and body
expression s and body body body language
s/ body language language language generate
language, are used sometime strong
does not to try to s generate enthusiasm
generate generate strong with the
much some enthusias topic
interest enthusias m with the
m topic

Portfolio Inadequat e & Somewhat Adequate & Interesting Brilliant,

Presentation , enjoyable
suitable & relevant creative &
unimpressi convincing & relevant exceptional
ve
 SUGGESTED PROJECT TOPICS

1. How I handled-- bullying/ peer pressure/ academic challenge/ self esteem issues/ pressures : self and other
tests-- research n creation +presentation

What is self esteem? How does it help you succeed? Refer to any personal incident that affected confidence - can
speak to people who have faced setbacks in life and still succeeding even if in small ways-could be family members
with particularly challenging lives-presentation - Interview, either video/radio
Driving Question- how I and my teammate can share information on what makes people perform a particularly
challenging task when they are not feeling up to the mark/not confident and what they feel would help them
perform better.
Unrealistic beauty standards being promoted in social media/ films/ shows
Take surveys, interview, group discussion on the topic, add good and bad advertisements.

2. Let’s talk about Mental Health : types, reason, how friends, parents, teachers can help . interview, survey,
discussion on tare zameen pe movie , Advertisements .
A survey on popular advertisements or famous jingles of products which are identified through their
advertisements . The changes over the years in the advertisements can be documented with few questions
about it to the family ,teachers or people living around them . The trends now, and the common features in
them which is the USP of the product can be mentioned. (From street vendor to an instagram influencer )
Students can make an advertisement too, and take feedback on it from the peer group.

3. Vanishing Voices - Watch documentaries on the extinction of languages -

https://www.youtube.com/watch?v=O89PkSNTtbg

Students then interview people of their grandparents’ generation, create their own audio / video and add interesting
commentary - including research of how and why some dialects and regional languages are slowly dying. Or even
how English has become so pervasive that people have a hard time remembering the native word of some English
words used every day. Alternatively students can challenge their friends / neighbours / family to speak in their
mother tongue for one minute about some common everyday occurrence without once using the English language.
Then they research on how and why languages slowly vanish.
Driving question - How my group members and I can make our community aware of the need to speak our mother
tongue more often?

4.Gender Bender -
Students look at a few ads both in the print and visual media to determine how people (grandpas and grandmas,
men, women, girls and boys) are represented. They look for stereotypes and new avataars - the common features
and how some are different.
If they were to recreate an ad, how would they do it?
Driving question - How my friends and I can recreate/ redesign an ad so that the characters are not misrepresented,
marginalised or stereotyped?

5. Body Shaming
Driving question - How my team and I can sensitize my peers that we should accept them as they are.
Zero size is a myth.
References - ads,movies etc
( presentation,panel discussion)

6. Is facebook a fake book?

How authentic is the information posted?
Quality check of doctored videos and posts?
Survey: How do people in your acquaintances react to Facebook Post?
What impact does it have on socio-culturally and politically?
What's your take?

7.Survey /Interview on why e-commerce platform is popular Fab!! (Grocery/Garments/Gadgets/Accessories)

Is it because of the pandemic?
The offers they come up with?
Compare and contrast brands that are available at the fingertips
The most popular e-commerce platform for say specific purchases-(Garments/Gadgets..) What products they prefer
shopping online
Age group of people using this?
Homemakers/Young adults/The employed/Senior citizens.
Have an interview and record the same.
Driving question -How my friends and I can recreate that shopping does not mean stepping out to buy.Can do it
conveniently from home

8. Education received within four walls may not be real Education?

Freedom and dynamism mustn’t be curbed? Ideas and talents must dominate the education system? Watch the
movie ‘Dead poet’s society``.Do you think poetry /literature can be taught in a fun-filled environment?
Present a panel discussion / Interview and present your views.

Peer pressure - Driving question: My team and I want to know why some students in class are not wanted by any
groups when it comes to group discussion or group work, unless the group is created by the teacher.
It leads to a feeling of isolation / not being wanted/ rejection/ causes strain/anxiety.
Work on strategies to reduce the problem. Talk to peers/ friends/ parents/ siblings/teachers/principals/counselors
Panel discussion/conduct Interviews/ role plays/skit

9. Relevance of Gandhiji’s Principles among the students of today.

Driving Question: My team and I would like to find out the relevance of Gandhiji’s principles among the youth of the
present day.
Modus Operandi: Survey/ Questionnaire followed by Group Discussion/ Debate/ One Act play

10. Disability and Mobility:

What would it be like to navigate around your city or neighbourhood with a disability? Students think about how it
would feel to live like someone with mobility challenges. (including the old, the blind, and those with injury)

Students identify key issues that people with mobility challenges encounter in everyday living. Simple things like
access to super markets or grocery shops and other public spaces. Look for places that are disabled friendly and those
that are not. What are the challenges they face?

Driving Question: How my group members and I can design a city / school / neighbourhood / personal dwelling that is
inclusive, barrier free and fully accessible to those that face challenges of mobility, vision or hearing?

Modus Operandi: Take on the role of a disabled for a day. Try navigating around your home/ neighbourhood. Write
a journal detailing the challenges you faced. Group members together design a living space for the disabled and then
create a video montage of their narrative.

11. Choice of a career/ course- challenges faced

Driving question- My team members and I would like to explore the challenges faced by students of my age in
choosing a course /career after 12th and try to make them aware of the vast options available/ identify the areas of
their interest.
A survey / questionnaire to know the challenges - unaware of the choices available,parental pressure, following the
traditions, peer pressure
A survey / questionnaire to know what they expect out of the career they choose.
Interview - a few members of the alumni - their experiences.
Interview- a few members from the parent community from different job sectors.
Research on the career options available and start a student help desk.
Addressing live queries over video …

12.Erratic sleep pattern among youngsters.

Driving question: My team would like to research on why youngsters are hooked to their gadgets even during late
hours. Is it the uninterrupted internet facility or playing group games or chatting endlessly or burning midnight oil?
How does staying awake impact on their vision, health and performance during the day?
M.O: survey by questionnaire to parents, students, professionals.
Interview with Doctors and Psychologists.
Findings and providing solutions to this debilitating trend. Present opinions via podcasts too, if possible/ a talk on
erratic sleep pattern/ a presentation

13.My Happiness Quotient

Driving Question: My team and I would like to research on how to enhance subjective wellbeing and lead a happier
life. M.O. Survey/ Interview + Happiness Skills Quiz ( Specific Age Group) ; Presentation of data in the form of chart/
graph;; Analysis of factors leading to happiness/ unhappiness; Listen to TED Talks ; Prepare Your blueprint on
Happiness ( 5 Principles); Podcasts/ Short Videos on how to activate happiness