Assessment Policy - 2023-24

I. Assessment for classes IX to XII

Assessment plays a crucial role in classes IX and XII by evaluating learners'
knowledge acquisition and their ability to apply that knowledge. At DAV Sreshtha
Vihar, Delhi, assessment is implemented as a comprehensive 360-degree feedback
mechanism, ensuring the holistic growth of students. It extends beyond mere
comprehension of concepts and actively contributes to the development of their skills,
fostering a well-rounded and enriching educational experience. Embracing this
approach enables learners to deepen their understanding of the learned concepts and
acquire the necessary skills for their overall personal growth and development.

Aims of Assessment
● Comprehensive Evaluation: Establishing a comprehensive assessment system to
evaluate students' overall progress and development across multiple domains.

● Holistic Assessment: Emphasising the assessment of students' holistic development,

encompassing academic, social, emotional, and physical aspects.

● Competency-Based Evaluation: Promoting the use of competency-based assessment

methods to evaluate students' higher-order skills, critical thinking abilities,
problem-solving aptitude, and conceptual understanding.

● Continuous Assessment: Encouraging the practice of ongoing assessment throughout

the learning journey, offering timely feedback to students and teachers for identifying
areas of improvement and informing instructional strategies.

● Assessment for Learning: Embracing assessments as tools for enhancing the

learning process, facilitating personalised learning experiences, and guiding students'
progress.

● Alleviating Exam Stress: Implementing a balanced and diversified assessment

approach to alleviate the stress associated with high-stakes examinations.

● Engagement and Orientation: Facilitating orientation programs for parents and

students to promote their active engagement in the assessment process. These
programs provide information about the assessment policy, its objectives, and its
alignment with the overall educational goals. This orientation empowers parents and
students to actively support and participate in their educational journey, ensuring a
conducive learning environment at both home and school.

● Feedback and Remediation: Providing timely feedback to students, enabling them to

understand their strengths and areas requiring improvement, and offering appropriate
remedial support and interventions based on assessment results.
 Learning Outcomes of Assessment
● Profound Comprehension: Students will demonstrate comprehensive knowledge
and understanding across disciplines, establishing meaningful connections between
concepts and subjects.

● Advanced Cognitive Skills: Students will develop critical thinking, problem-solving,

and decision-making abilities, applying their knowledge to practical situations,
evaluating information discerningly, and devising innovative solutions.

● Effective Communication Proficiency: Students will enhance their expressive

capabilities, articulating ideas coherently and fluently through both oral and written
means. They will actively participate in discussions, deliver well-structured
presentations, and engage in meaningful dialogue.

● Collaborative and Interpersonal Aptitude: Students will foster collaboration and

teamwork, valuing diverse perspectives and demonstrating effective interpersonal
skills. They will exhibit empathy, cooperation, and leadership, contributing
constructively within group settings.

● Self-Directed Learning Orientation: Students will embrace self-directed learning,

setting goals, managing time efficiently, and pursuing independent inquiry. They will
engage in self-reflection, regulate their own learning, and embrace a lifelong
commitment to personal growth.

● Ethical and Moral Consciousness: Students will internalise ethical values,

embodying social responsibility and integrity. They will make principled choices,
respect and appreciate diversity, and actively contribute to the betterment of society.

● Technological Fluency and Scientific Temperament: Students will develop

proficiency in digital literacy, utilising technology for research, communication,
creativity, and problem-solving. This fosters scientific temperament by allowing
students to access scientific information, engage in virtual experiments, analyse data,
and collaborate with peers and experts in the field.

● Holistic Development: Students' overall growth will be nurtured, encompassing

cognitive, emotional, social, and physical dimensions. They will cultivate
self-awareness, emotional intelligence, and resilience, fostering holistic well-being.

Rectification, Remedial and Future Plans for Assessment

The assessment policy, as per the National Education Policy (NEP), incorporates several
measures and strategies for rectification and remedial support to enhance the performance of
senior students. These include:

● Continuous Monitoring: Regular and ongoing assessment allows teachers to identify

areas of improvement and challenges faced by students. Teachers can provide timely
 feedback and guidance to address specific weaknesses and guide students towards
improvement.

● Personalised Remediation: Teachers can tailor remedial interventions based on

individual student needs. This may involve additional support through one-on-one
sessions, targeted practice exercises, or differentiated instruction to address specific
learning gaps.

● Extra Coaching and Mentoring: Providing extra coaching or mentoring sessions for
subject-specific tutoring, study groups, or peer-assisted learning to reinforce
understanding and boost confidence.

● Remedial Classes: Conducting specialised remedial classes or workshops can focus

on specific subjects or topics where students face challenges. These sessions will
provide extra practice, clarification of concepts, and additional guidance to strengthen
understanding and improve performance.

● Individual Learning Plans: Develop individualised learning plans for the student
which will outline specific goals, strategies, and resources to support targeted areas of
improvement.

● Progress Tracking: Regular tracking of students' progress allows teachers and

students to monitor improvement over time. This helps in identifying areas that still
require attention and adjusting remedial strategies accordingly.

● Peer Support and Collaboration: Encouraging peer support and collaboration can
be beneficial. Students can work in groups or pairs to share knowledge, exchange
ideas, and provide constructive feedback, fostering a supportive learning environment.

● Use of Technology: Online platforms, educational apps, and interactive learning

materials can offer personalised practice, adaptive learning experiences, and
immediate feedback.

● Parent-Teacher Meetings: Regular meetings between parents and teachers facilitate

discussions on students' progress, areas for improvement, and strategies for support.
This collaborative approach ensures parental involvement in their child's education
and allows for additional guidance and support at home.

● Counselling Sessions: Offering counselling sessions can provide emotional and

academic support to students. Professional counsellors can help students address any
psychological barriers, develop study skills, manage stress, and set realistic goals for
improvement.
II. MEANS OF ASSESSMENT
The journey of student assessment has gone a long way passing through oral testing, written
testing, public examination, internal and external assessment, continuous and comprehensive
evaluation and competency-based assessment. Throughout the academic session, assessment
occurs in three distinct categories:
A. Scholastic
B. Co Scholastic
C. Competitive Examinations/Scholarships

A. Scholastic Assessments
Scholastic assessments are focused on evaluating students' knowledge, understanding,
and skills in various subjects such as mathematics, science, social sciences, languages,
and other academic domains.

1. Periodic Tests
To periodically assess the progress of students on learning outcomes and provide
immediate learning support. It comprises short proportions or units. Annual Periodic
Tests-PT calendar is usually shared with the schools which helps the teachers to
complete the syllabus timely and maintain regularity.

2. Class Tests/Revision Tests

Class Tests are designed to test students' higher-order thinking skills, such as analysis,
synthesis, evaluation, and creativity weekly. Class Tests are used as a tool to identify
gaps in student learning and for providing appropriate feedback. It keeps the learners
agile and actively preparing them for bigger goals.

3. Terminals
The aim of conducting terminal examinations in senior classes is to assess student's
learning outcomes and their readiness for higher education or the workforce. Terminal
examinations are typically held at the end of an academic year or a specific period of
study(in the middle of an academic session), and they serve as a comprehensive
assessment of students' knowledge, understanding, and skills.

4. Pre Boards Examination /Mocks

Pre-Board Examinations or Mock Examinations in senior classes aim to prepare
students for final board examinations and improve their academic performance. They
are conducted before the actual board exams, simulating the exam environment and
format. These exams provide valuable practice to students, helping them become
familiar with the exam pattern, time management, and question types. By doing so,
students gain confidence and reduce anxiety, as they become more accustomed to the
structure of the exams. Overall, Pre-Board Examinations or Mock Examinations play
a crucial role in equipping students with the necessary skills and readiness for their
final board exams.
5. Assessment of Speaking and Listening Skills (ASL)
The ASL is designed to assess students' proficiency in spoken English and other
languages, as well as their ability to understand and respond to spoken language. The
assessment involves evaluating students' ability to communicate effectively, express
their thoughts clearly, and understand the context and meaning of spoken language.

6. Multiple Assessment: Multiple assessments involve using a variety of evaluation

methods, such as projects, presentations, quizzes, and practical assessments, to assess
students' understanding and progress. This approach goes beyond traditional exams
and encourages holistic development, critical thinking, problem-solving, and
real-world application of knowledge.

7. Subject Enrichment: Subject enrichment focuses on providing additional learning

opportunities through experiential activities, practical experiments, field trips, guest
lectures, and research projects. It aims to deepen students' understanding of subjects
and foster a connection between theoretical concepts and real-life applications.

8. Portfolios
Portfolios involve students collecting and presenting evidence of their learning, such
as written work, projects, presentations, and other artefacts. The portfolio can include
a variety of evidence, including formative and summative assessments, reflections,
and feedback from teachers and peers.

9. Projects /Activities
Projects and activities in senior classes aim to promote holistic development and
experiential learning. They provide students with real-life application opportunities,
fostering critical thinking, creativity, collaboration, and problem-solving skills.
Project-based learning enables students to explore topics deeply, conduct research,
and present their findings, encouraging independent thinking and a deeper
understanding of the subject matter. These activities also nurture active engagement
and the development of essential life skills.

10. Peer Assessment

Peer assessment involves students evaluating the work of their peers using predefined
criteria, and providing constructive feedback to help their peers improve their
learning.

B. Co-Scholastic Assessment
Co-Scholastic Assessment encompasses a wide range of areas, including physical
fitness, sports, arts, music, life skills, values, and co-curricular activities. It plays a
vital role in promoting a well-rounded education by nurturing creativity, social skills,
teamwork, and empathy.
The students are assigned grades for co-scholastic assessment on a five-point scale
(A-E). The minimum qualifying grade in all subjects under the Co-Scholastic Domain
is D
1. Inter & Intra School Events: These events consist of competitions and showcases
held at the school level. They provide a platform for students to demonstrate their
talents and skills in various areas. Students' performances are evaluated, and ranks
and prizes are awarded based on their achievements.

2. Inter-Class or Class Events: Within the class or grade level, events are organised to
encourage active participation and foster the development of life skills and creativity.
These events help students showcase their abilities and receive recognition for their
accomplishments.

3. House Events: House events involve organising competitions and activities among
different houses or groups within the school. These events aim to foster teamwork,
collaboration, and a sense of belonging. Students compete for individual and
collective house awards, recognizing their contributions and achievements.

4. Co-curricular Activities: Alongside the scholastic curriculum, various co-curricular

activities are offered, such as clubs, societies, and special interest groups. Students
actively engage in these activities, honing their talents and skills in specific areas.
These activities are evaluated, and students may receive recognition, awards, or
certificates based on their performance and commitment.

5. Students Council: The Students Council plays a significant role in fostering

leadership, teamwork, social growth, and self-expression. Through various activities
and initiatives, students develop essential skills like decision-making, effective
communication, responsibility, cooperation, and problem-solving. Students who
demonstrate exceptional leadership qualities and contributions are honoured with
positions, awards, or scholarships.

6. National, Zonals, and District Level Events: Students are encouraged to participate
in competitions and events at wider platforms, including national, zonal, and district
levels. These events provide opportunities for students to enhance their skills, gain
exposure, and compete with peers from different schools. Students who achieve
remarkable success may be recognized with prestigious ranks, prizes, or scholarships.

7. Various School Events: Collaborating with educational bodies like the Department
of Education (DOE), Central Board of Secondary Education (CBSE), Government
and Ministry, and DAVCMC, schools organise various events aligned with their
guidelines. These events focus on developing life skills, values, and overall
personality growth. Students who actively participate and excel in these events may
be awarded certificates, medals, trophies, or scholarships.

C. Competitive/Scholarship Examinations
These examinations offer platforms for students to demonstrate their academic
prowess and compete at higher levels. They include:
1. National Talent Search Examination (NTSE): NTSE is a national scholarship exam
that identifies and nurtures talented students, evaluating their aptitude, mental ability,
and academic knowledge.
(NTSE RESULT IF NEEDED)

2. Scholarship Examinations: Various scholarship exams are conducted by government

bodies, educational institutions, and private organisations, providing financial
assistance to deserving students based on their performance in subjects such as
science, mathematics, or social sciences.

(MENTION OF SPECIFY SCHOLARSHIPS PROGRAMS SUCH AS

SCHOLARSHIP FOR COVID VICTIMS ,

3. Olympiads: Olympiads are competitive exams held in subjects like General

Knowledge, English, Mathematics, Science, and Computer Science. They recognize
and encourage students with exceptional talent through national and international
competitions.

(ATTACH RESULT, SAMPLE OF SOFs Details)

EXAMINATION SCHEDULE AND SUBJECT DETAILS-IX TO XII

For classes IX to X
Subjects offered to classes IX TO X are as follows:
1. English
2. Hindi/Sanskrit/French
3. Mathematics/Computer Application
4. Science/Painting
5. Social Science
6.Artificial Intelligence(optional)
7. Hindi/Sanskrit (additional)

S.No. Examination - IX Details Marks Weightage

1. Periodic Test -I Small portion of syllabus 20 Weightage of 5

(May) allotted from each Marks given
subjects after taking
Best out of two
2 Periodic Test -II Small portion of syllabus 20
(October) allotted from each
subjects

3. Half Yearly Half of the syllabus will 80 30 Marks

Examination be covered
(September)

Internal Assessment 1.Portfolio(5) 15

2. Subject Enrichment(5)
 3. Multiple Assessment(5)

4. Annual Exam The entire Syllabus will 80 50 Marks

(February) be covered

5. Internal Assessment 1.Portfolio(5) 15 15 Marks

2. Subject Enrichment(5)
3. Multiple Assessment(5)

Total Marks=100

S.No. Examination-X Details Marks Weightage

1. Periodic Test -I Small portion of syllabus 20 NA

(May) allotted from subjects

2. Periodic Test -II Small portion of syllabus 20

(October) allotted from subjects

3 Half Yearly Half of the syllabus will 80 NA

Examination be covered
(September)

Internal Assessment 1.Portfolio(5) 15 NA

2. Subject Enrichment(5)
3. Multiple Assessment(5)

4 Pre-Board I The entire Syllabus will 80 Not added but

(December) be covered Considered for
stream
selection before
Internal Assessment 1.Portfolio(5) 15
the declaration
2. Subject Enrichment(5)
of the Board
3. Multiple Assessment(5)
Result
5 Pre-Board II The entire Syllabus will 80
(January) be covered

6 CBSE Board Exam The entire Syllabus will 80 100 Marks

(in March-As per be covered
exam date sheet
given)

Internal Assessment 20

Total=100
For class XI and XII
Subjects allotted/offered to Different Streams in classes of XI and XII are as follows:

Stream 1: Science
Combination 1 Combination 2
1. English 1. English
2. Mathematics 2. Physics
3. Physics 3. Chemistry
4. Chemistry 4. Psychology/Physical Education
5.ComputerScience/ 5. Biotechnology
Biology/Biotechnology/
Economics/Physical Education

Stream 2: Commerce
1. English
2. Business Studies
3. Accountancy
4. Economics
5. Mathematics/ Entrepreneurship

Stream 3: Humanities
1. English
2. History
3. Political Science
4. Psychology/Mathematics/Hindi/Fashion Studies
5. Economics/Hindi/Home Science

Stream 4: Vocational
1. English
2. Fashion Studies
3. Front Office Operations
4. Food Production
5. Hindi/ Political Science
6. Physical Education (additional)

S.No. Examination-XI Details Marks Weightage

1 First Cycle Test Small portion given from each 25 8

(August) subject

2. Term 1 Half of the syllabus will be 80/70/60 32

(September) covered

Internal Assessments ASL/Project Work/Portfolios/ 20/30/40

Practicals -Laboratory
3 Second Cycle Test Small portion given from each 25 8
(October) subject

4 Annual Entire Syllabus will be covered 80/70/60 52

(February)

Internal Assessments ASL/Project Work/Portfolios/ 20/30/40

Practicals -Laboratory

Total= 100 Marks

S.No. Examinations-XII Details Marks Weightage

1 First Cycle Test Small Portion will be covered 25

(May)

2. First Term Half of the syllabus will be 80/70/60 To give

Examination -Theory covered enough
(September) practice
for the
First Term ASL, Viva, Project files, 20/30/40 board
Examination Laboratory Experiments, examinatio
-Practicals Pattern & Design Making etc n, Periodic
tests and
3. Second Cycle Test Small Portion will be covered 25
various
(October)
examinatio
4 Pre-Board 1 -Theory Entire Syllabus will be covered 80/70/60 ns are held
(December) by the
school
Pre Board ASL, Viva, Project files, 20/30/40 according
1-Practicals Laboratory Experiments, to the
Pattern & Design Making etc scheme of
examinatio
5 Pre-Board 2 Entire Syllabus will be covered 80/70/60 n.
(January)

6 CBSE Board Entire Syllabus will be covered 80/70/60 80/70/60

Examination
(March)-As per date
sheet given by CBSE

Practicals- Board Practicals, Project Files 20/30/40 20/30/40

As per date sheet ( ASL, Viva, Project files,
given by CBSE for Laboratory Experiments,
Practicals Pattern & Design Making etc)

Total= 100 Marks

III. RECORD/PROOF OF ASSESSMENT

1. Report cards
Report cards are a holistic review of students which reflects in greater detail the
progress as well as the uniqueness of each learner in all domains. It includes the
achievement of basic learning outcomes and the application of knowledge in real-life
situations. issued after every formal assessment reviewing knowledge,
skills/competencies, attitude/values and transformative competencies. It focuses on
learning outcomes indicators for parents to measure and compare learning
across schools.

2. Award lists
Lists containing regular assessments of students on various formal and informal
assessment tools used to assess critical thinking, problem-solving, managing
information, creativity and information, communication, collaboration, cultural and
global citizenship and personal growth and well-being.

3. Portfolios
A portfolio reflects the inclusive academic and skill development of an individual in a
specific period. It is systematic, authentic and reliable evidence of his comprehensive
growth in an academic session. It shows the learner's artistic, creative, innovative,
rational, comprehensive and conceptual growth. The student’s portfolio represents his
systematic efforts to achieve excellence in his skill.

4. Certificates
Certificates are given to the students who excel in their performance to honour and to
give them recognition for their performance or achievements in various curricular,
co-curricular and extracurricular activities.

5. Badges of Honor -selection into Council

In recognition of outstanding leadership qualities and contributions, students are
selected to serve on the Council. These students exhibit exceptional skills in areas
such as leadership, teamwork, responsibility, and communication. The selection
process involves a rigorous evaluation, considering qualities like integrity, initiative,
and dedication. Being awarded a Badge of Honor signifies the student's elevated role
and responsibilities within the school community, and it serves as a symbol of their
exemplary character and commitment.

(PICTURES OF INVESTITURE CEREMONY , HOUSE LEADERS ETC)

6. Badges - for Class Monitor and Prefects

It acknowledges and values students' leadership abilities, their contribution to
maintaining a conducive learning environment, and their positive influence on peers.
These badges serve as motivators for students to exhibit responsible behaviour,
develop leadership skills, and actively engage in shaping the school community.
7. Videos/Reports/Photos- School’s Website and other Social Platforms
Special events are captured in the form of videos and pictures. Detailed reports of the
event are published on various social platforms such as School’s website, facebook
etc for easy accessibility to parents.

(PICTURES FROM WEBSITE OR FACEBOOK)

8. Peer Assessment
Peer assessment involves students evaluating the work of their peers using predefined
criteria, and providing constructive feedback to help their peers improve their
learning.

9. Anecdotal Register
Anecdotal registers can be used to support teachers' formative assessment practices,
by providing information on students' learning progress and areas that need
improvement. The record can also be used to monitor students' behaviour and social
interactions and to identify any issues that need to be addressed.

10. Recognition/Appreciation - Prizes, Trophies, Medals

These acknowledgements serve as powerful motivators for students, encouraging their
academic and co-curricular achievements. Recognizing scholastic accomplishments
promotes a sense of pride and fosters a culture of excellence among students.
Similarly, acknowledging co-scholastic achievements, such as in sports, arts, or
community service, recognizes the holistic development of learners. Furthermore,
recognition for competitive exam achievements acknowledges and encourages
students' pursuit of higher academic goals.

(ATTACH PICTURES, SAMPLE - STUDENTS' ACHIEVEMENTS, EVENTS

ETC)

11. Newspaper Reports

Newspapers play a vital role in showcasing students' talents and capabilities. The
School collaborates with newspapers to publish articles, stories, and photographs of
students' achievements in academics, sports, arts, and other co-curricular activities.
This not only motivates the students but also inspires others to perform better and
promote a culture of excellence.

(ATTACH SAMPLE OF NEWSPAPER REPORTS- STUDENTS'

ACHIEVEMENTS, EVENTS ETC)

12. In-house Publication:

In-house Publications play a critical role in promoting a culture of reading and writing
among students in schools. In-house publications are magazines, newsletters,
bulletins, and other materials that are produced by students, teachers, and staff within
 the school. These publications showcase the creativity and talents of students,
promote the sharing of ideas, and foster a sense of community within the school.

(SAMPLE OF SCINTILLA, RESULT SPECIAL etc)

13. Log Register:

The log register records their attendance, class participation, and performance in
various assessments, which helps teachers identify areas of strength and weakness for
each student. By maintaining a log register, teachers can design personalised
interventions to help students improve their academic performance. The log register
also serves as a valuable tool for monitoring the effectiveness of teaching strategies
and curriculum design.

(SAMPLE OF LOG REGISTER )

14. Teacher’s Diary

It enables teachers to document assessments, reflect on their practices, and provide
personalised feedback. The diary helps monitor student progress, facilitates
communication among teachers, and serves as evidence of the assessment process. By
maintaining a comprehensive record, teachers make informed decisions and enhance
student learning.

(PICTURE OF TEACHER’S DIARY GIVEN IF NEEDED )

15. Student’s Diary

It serves as a valuable tool for students to reflect on their learning journey, track their
progress, and set goals for improvement. By using the diary, students take ownership
of their education, monitoring their achievements and identifying areas for further
attention. It promotes self-assessment, self-reflection, and self-regulation,
empowering students to actively engage in their academic growth. Additionally, the
student's diary fosters effective communication among students, teachers, and parents,
creating a collaborative learning environment.

(SAMPLE PICTURE OF DIARY GIVEN TO LEARNERS IF NEEDED)

***************************************************************************
Importance of Life Skills - For classes IX to XII (Assessment Policy)

Life skills are crucial for learners in senior classes (9 to 12) according to the assessment
policy in the NEP. They contribute to holistic development, real-world application, future
readiness, personal and social well-being, and lifelong learning. By integrating life skills into
the assessment policy, learners acquire practical skills, adaptability, and resilience needed for
success. Additionally, life skills foster positive mental health, social interactions, and
inclusive school communities. The assessment policy recognizes the importance of
developing life skills to prepare learners for a fulfilling and productive future beyond
academic achievements.

These skills are essential for their personal growth, well-being, and success in various aspects
of life. The important life skills highlighted in the assessment policy for senior classes
include:
1. Critical thinking and problem-solving: The ability to analyze information, think
critically, and come up with innovative solutions to complex problems.
2. Effective communication: The skill to express ideas clearly, listen actively, and
engage in meaningful conversations.
3. Collaboration and teamwork: The capacity to work well with others, contribute ideas,
and collaborate effectively to achieve common goals.
4. Leadership skills: The ability to take initiative, inspire others, and make responsible
decisions.
5. Time management: The skill to manage time effectively, prioritize tasks, and meet
deadlines.
6. Emotional intelligence: The aptitude to understand and manage emotions, empathize
with others, and build healthy relationships.
7. Adaptability and resilience: The ability to adapt to changes, bounce back from
setbacks, and handle challenges with resilience.
8. Self-awareness and self-management: The capacity to understand one's strengths and
weaknesses, set goals, and regulate emotions and behavior.
9. Digital literacy: The competence to use digital technologies, navigate online
resources, and engage responsibly in the digital world.
10. Civic and ethical responsibility: The understanding of civic rights and responsibilities,
and the ability to make ethical choices.

To effectively impart these skills, the following strategies can be adopted:

1. Integrated Curriculum: Integrate life skills into the existing curriculum by
incorporating relevant activities, projects, and assessments that promote the
development of these skills across different subjects.
2. Experiential Learning: Provide opportunities for learners to engage in hands-on,
real-life experiences where they can apply and practice life skills in practical
scenarios. This can include field trips, simulations, case studies, and group projects.
3. Competency-Based Assessment: Use competency-based assessment methods that
evaluate students' ability to demonstrate and apply life skills in authentic contexts.
 This can include performance-based assessments, portfolios, presentations, and
reflective journals.
4. Teacher Training and Support: Provide professional development and training
programs for teachers to enhance their understanding of life skills and their ability to
integrate them into their teaching practices. This can include workshops, seminars,
and mentoring sessions.
5. Active Learning Strategies: Incorporate active learning strategies such as
collaborative learning, problem-solving activities, role plays, and discussions that
promote the development of life skills. This encourages learners to actively
participate, engage with peers, and practice skills in a supportive environment.
6. Life Skills Modules or Courses: Introduce dedicated modules or courses that
explicitly teach and focus on the development of specific life skills. These modules
can be designed to cover topics such as communication skills, critical thinking,
leadership, and emotional intelligence.
7. Mentorship and Guidance: Provide mentorship programs where learners can receive
guidance and support from mentors who can help them develop and enhance their life
skills. Mentors can offer advice, feedback, and encouragement to foster the growth of
these skills.
8. Reflection and Self-Assessment: Encourage learners to reflect on their own strengths
and areas for improvement in relation to life skills. Self-assessment tools and
reflective activities can help students become more self-aware and take ownership of
their own development.