THE WISDOM GLOBAL SCHOOL

GENERAL GUIDELINES MEETING

For the Session 2024-2025

- By CHAIRMAN SIR
These points outline a set of guidelines and protocols for managing the classroom environment,
communication with parents, and language usage within a school. Let's elaborate on each point:

• Circle time: When teacher will enter, they will make an environment live and ask students
open your book, keep your notebook, almanac and stationary on the table and stay attentive.
In the mean time, teacher will take the round in the class, so that the bond amongst the
students and teacher can be developed and a check can be kept.
• Almanac Noting: Teacher are encouraged to maintain a record in their almanac where
positive feedback should occupy 95% or more space, while complaints or negative remarks
should be limited to 5% or less. This fosters a positive and encouraging environment that
focuses on students' strengths rather than shortcomings. In PTMs, almanac is necessary to
carry and when parents ask for improvement, then the teacher will say that please check the
almanac where I have mentioned the points those you are talking about, but that too very
kindly.
• Parent Communication: When contacting parents, the authority figure (teacher or
principal) should avoid making them feel guilty. Instead, they should highlight the positive
aspects of the student's performance and suggest that both school and parents work together
to address any areas of improvement.
• Avoiding Negative Language: It is emphasized that negative statements such as "the student
doesn't know anything" or "he'll fail" should never be used, especially when referring to
students or communicating with parents.

• Language Policy: The school's language policy dictates that the entire environment should
primarily operate in English. However, exceptions are made for parents who are more
comfortable communicating in Hindi. In such cases, Hindi teachers can use Hindi in the
classroom and refrain from explaining concepts using English words, leveraging the richness
of Hindi's vocabulary and synonyms.

• Consistency in Assigned Books: It is important that both students and teachers use the same
books for a particular subject. This ensures that everyone is referring to the same material,
allowing for a precise and accurate delivery of information. When the content is identical
word by word, there is clarity and consistency in what is being taught and learned.
• No Direct Provision of Notes or Answers: Teachers are instructed not to provide notes or
direct answers to students' questions. This directive encourages students to engage more
deeply with the subject matter. Instead of relying solely on ready-made solutions, students are
prompted to explore and understand concepts independently.
• Encouraging Critical Thinking and Collaboration: When a student provides an incorrect
answer, it's important not to simply give them the correct answer but instead encourage
critical thinking. Teachers should inform the student that their answer is incorrect and prompt
them to try again. If the student continues to struggle, collaborative learning can be
encouraged, where students work together to find solutions. Additionally, acknowledging that
there are always exceptional cases fosters a growth mindset and resilience in students.

• Understanding the Meaning of "Directly": The term "directly" in this context refers to the
immediate provision of information without encouraging critical thinking or independent
analysis. By avoiding direct answers, students are encouraged to think critically, analyze
information, and develop their problem-solving skills.

• Improving Questioning and Answering Capabilities: The teacher should ask the students
to frame the questions. Once they are well versed with it, they can frame the answers as well.
• Avoiding Assumptions and Encouraging Understanding: Instead of assuming
that students already know something, teachers should actively check for
understanding. Rather than saying, "You must already know this," it's better to
express hope that the students have understood the material and then ask them to
confirm their understanding. This approach promotes clarity and encourages
students to ask questions if they are uncertain.

• Understanding Student Psychology and Non-Verbal Cues: Effective teachers

are attuned to students' psychological states and can often gauge who is
comprehending the material and who may be struggling. Non-verbal cues, such as
facial expressions, can provide valuable insights into students' levels of
understanding. When students claim they understand, teachers should still assess
each student individually to ensure everyone is on the same page.
• Teachers should ask students that what they have understood and what they have
not.
• Binding of Study Materials: Students are expected to bring all
necessary books to class, regardless of their weight. If a book is heavy,
students can arrange to have it bound in sections for easier carrying.
However, they should always bring the relevant sections being covered in
class. This practice ensures that students have access to the required
materials for learning and participation in classroom activities.

• Coverage of Activities in the Book: This point emphasizes the

importance of covering all activities mentioned in the book during
teaching sessions. It suggests that teachers should ensure that every
activity listed in the curriculum or recommended textbooks is addressed
and conducted in the classroom or designated activity areas.

• Availability of Boxes and charts for Activities: As we have discussed in

the meeting, the subject teacher will ensure that they will make activity
boxes and that too without fail.
• Availability and Numbering of Charts: This point stresses the importance of
having all charts required for teaching purposes readily available and properly
numbered. Numbering the charts helps in organizing them systematically, making
it easier for teachers to locate and use them as needed during lessons.

• System for Timely Delivery of Resources: The principal or coordinator is tasked

with establishing a system to ensure that all necessary boxes, charts, and props
reach the resource room on time. This system may involve scheduling deliveries,
coordinating with staff responsible for resource management, and implementing
protocols for efficient resource allocation.
• Materials Required for Activities: This point pertains to identifying and
procuring all materials and supplies necessary for conducting activities as per the
curriculum or lesson plans. It underscores the importance of having adequate and
appropriate materials to facilitate hands-on learning experiences for students.
• Perfectly Drawn Diagrams by Teachers: In exams, the diagrams requested
should be drawn by teachers with precision and accuracy. Teachers should learn
efficient and quick methods to draw these diagrams, possibly using shortcuts or
techniques that make the process faster while maintaining quality. Colored chalk
can be used to enhance visibility and engagement.

• Use of Smart Board for Certain Diagrams: Diagrams that are primarily for
demonstration or display purposes can be portrayed on a smart board. This allows
for flexibility, interactivity, and easy modification of the diagrams as needed.

• Utilization of 2D, 3D, or Video for Explanation: For explaining complex

concepts or visualizing ideas, teachers can use a variety of tools such as 2D
diagrams, 3D models, or videos. This helps in catering to different learning styles
and making the content more engaging and comprehensible.
• Displaying Activities and Projects in Lobby Areas: The school can create
designated spaces in lobby areas to showcase student activities, projects, and co-
curricular achievements. These displays can include grading or evaluation criteria
to recognize and encourage students' efforts and accomplishments.
• No Disposal of Items: It's emphasized that none of the items related to student work, projects, or
activities should be disposed of as garbage. Every effort should be made to preserve and value
student contributions.

• Space Management and Return of Items: If space constraints arise, items can be returned to
students with positive feedback and remarks from the principal and teachers. This approach
maintains student morale and ensures that valuable work is not discarded.

• Framing and Display of Student Work: Activity teachers, such as those teaching textiles, pottery,
art, or craft, are encouraged to frame and display at least two items from each student. This
promotes a culture of appreciation for creative endeavors and provides students with tangible
recognition for their efforts.

• Bifurcated Syllabus and Display of Items: The activities such as sports, art, craft, textile, pottery,
music, dance, and library should have separate syllabi tailored to each discipline. Additionally, all
materials and items used for teaching these activities should be prominently displayed in their
respective activity rooms. This ensures transparency and accessibility for both teachers and students.

• Integration of Timetable: The timetable that is typically displayed outside the classrooms should
also be showcased in the activity rooms and sports ground. This allows for better coordination and
scheduling of activities across different domains within the educational institution.
• Adherence to Lesson Plans: Teachers are expected to follow their lesson plans diligently,
with approximately 80% of their work aligned with the planned curriculum. The remaining
20% can be flexible but should not deviate significantly without proper authorization or
justification.

• Weekly Presentation of Tricks: Teachers are required to demonstrate their teaching

methodologies and innovative tricks to the management every Saturday. This includes
showcasing short tricks related to diagrams or other teaching aids that enhance classroom
engagement and learning efficiency.

• Uniformity in Teaching Materials: Teaching materials, including books, question papers,

and worksheets, should be standardized and available for all sections of students. This
ensures equality in educational resources and opportunities regardless of the students'
aptitude levels.

• Avoiding Segregation by Aptitude: The policy should not segregate students based solely
on their aptitude levels. Instead, students should be encouraged and supported to learn at
their own pace, without predefined barriers or categorizations that may limit their growth or
potential.
• Refraining from Differential Question Paper Difficulty: It's crucial to avoid the
practice of creating easier question papers for low performers and more
challenging ones for high performers. This approach is deemed incorrect as it can
unfairly disadvantage students and create unnecessary competition rather than
fostering holistic learning and development.

• Teacher will bring their own book (new). No old book will be entertained: This
means that teachers are expected to use a new edition of the textbook designated
for their subject and not rely on older versions. It ensures that students are learning
from the most updated and relevant material.

• Chapters that are deleted or added, students should bring the book
accordingly: If any chapters have been removed or new ones added to the
curriculum, students are required to have the updated version of the textbook that
aligns with these changes. This ensures that students are studying the correct
material for their courses.

• Teacher should also bind the book accordingly: Teachers are responsible for
organizing and binding the necessary materials in the correct order for their
courses. This could involve arranging handouts, additional readings, or
supplementary materials in a cohesive manner.
• Teacher will not use the book while they are writing on the board: During
classroom instruction, teachers are expected to teach without constantly referring to the
textbook. This encourages active engagement with students and promotes a deeper
understanding of the subject matter beyond what is written in the book.

• Cycle tests will be of two periods i.e. 80 minutes: Cycle tests, which are periodic
assessments, will be conducted over two class periods, totaling 80 minutes. This
extended time allows for a comprehensive evaluation of students' knowledge and skills.

• Cycle test structure: 60 minutes for writing: Students will have 60 minutes to
complete the written portion of the cycle test.
• 5 minutes seating: A 5-minute period will be allotted for students to settle into their
seats and prepare for the test.
• 10 minutes reading: Students will have 10 minutes to read through the test questions
before they begin answering.
• 5 minutes collection: After the test, there will be a 5-minute period for collecting the
answer sheets or test papers.
• Alternate cycle test:- One is MCQ and second one is subjective (as per CBSE)
• Cycle test results on Tuesday positively: The results of the cycle tests will be
announced on tuesday without fail. This provides students with timely feedback on
their performance and helps them track their progress throughout the academic
term. It is appreciated if the teachers can publish the result on Monday.

• Examination in-charge will ensure all examination policies are followed

regularly: The person responsible for overseeing examinations will ensure that all
policies and procedures related to assessments are implemented consistently and in
accordance with established guidelines.

• Teacher will take a round frequently when students are writing: Teachers will
regularly circulate around the classroom while students are taking tests or writing
assignments. This allows teachers to monitor student progress, provide assistance if
needed, and deter any form of academic dishonesty.

• Teacher should check the almanac when students are doing classwork: Teachers
are expected to check students' academic planners or almanacs during classwork
sessions to ensure that students are keeping up with assignments, deadlines, and
other academic responsibilities.
• In all exam papers, the teacher should include questions from
Olympiad, any board, competitive exams : Examinations should
include a variety of questions, including those from Olympiad exams,
other educational boards, and competitive exams. These questions
should constitute 25% of the total exam content, providing students with
a well-rounded assessment experience.

• Subject teacher will sit with the principal for making question
papers (QP). Three sets will be prepared: Subject teachers will
collaborate with the school's principal to create question papers for
exams. Three sets of question papers will be prepared to ensure fairness
and prevent cheating during assessments. One set will be selected by the
principal.

• Answer keys will be provided 120 minutes before the paper:

Teachers will provide answer keys for the exam papers 120 minutes (2
hours) before the start of the exam.
• Teacher's Goals and Reporting Timeline: The teacher will outline the
best possible results they can achieve, and this report will be due after
April 30, 2024. The comparison of these goals with the half-yearly
examination results will also be submitted.

• Revised Targets: This means that if the initial goals set by the teacher
need adjustment or modification based on progress or other factors, they
will provide updated targets.

• Target Achievement by Students: The targets will be measured based on

the performance of the students. This includes the percentage of students
achieving various levels of success: 100%, more than 80%, more than
75%, and more than 60%. Students who do not meet the 60% threshold
will be categorized as non-eligible, and reasons for their performance
below this level will be analyzed and documented.
• Teacher's Diary: The teacher will maintain a diary that records various aspects of their
work throughout the session. This includes details about classes taught, subjects
covered, duties assigned for the entire session, and duties completed during the session.
Circulars of asigned duties to be attached in the teacher’s diary.

• ACR (Annual Confidential Report): The ACR will document what the teacher has
achieved compared to their set goals, what they aimed to achieve but couldn't, and any
innovative approaches they wish to implement. This report provides a comprehensive
overview of the teacher's performance, contributions, and areas for improvement or
further development.
• Reward System for Innovative Teachers: Teachers will receive monthly rewards for
their innovative contributions. This initiative aims to encourage teachers to think
creatively, implement new teaching methods, and continuously improve the learning
experience for students. As a recognition of their efforts, a photo of the rewarded
teacher will be displayed in the admin block, showcasing their dedication and
commitment to educational excellence.
• Differentiating Between Classroom and Laboratory Activities: It's
crucial for teachers to discern the distinction between practical activities
that should ideally take place in a laboratory setting and those conducted
in the classroom. This differentiation ensures that learning experiences
are appropriately tailored to the curriculum objectives, safety
considerations, and resource availability, providing students with a well-
rounded educational experience.

• Lab Preparation and Maintenance: Teachers involved in laboratory

activities are responsible for conducting thorough visits to the lab,
verifying the availability and condition of all materials. Any missing
items should be promptly reported to ensure that the lab is fully
equipped and updated by the specified deadline. This proactive approach
ensures a safe and conducive learning environment for practical
experiments, enhancing students' hands-on learning experiences and
scientific inquiry skills.
• Record Keeping for Student Rewards: The class teacher will maintain a
comprehensive record of all students receiving rewards at various levels including class,
district, national, and state levels. This documentation not only acknowledges students'
achievements but also serves as a motivational tool for others. By highlighting student
success, the school fosters a culture of excellence and encourages healthy competition
among students to strive for academic and extracurricular excellence.
• Promoting Individuality and Achievement: Each child will be encouraged to earn a
minimum of two medals, emphasizing the value of uniqueness and personal
achievement. This initiative aims to motivate every student to discover their talents,
excel in different areas, and develop a sense of pride in their accomplishments. By
recognizing and celebrating individual strengths, the school promotes a positive learning
environment where students feel valued and empowered to reach their full potential.

• Supporting Student Learning Challenges: Teachers may encounter situations where

students struggle with homework, leading to questions from parents about how to
address these challenges. In such instances, teachers should promote independent work
and resilience by sharing the metaphor of the butterfly's life cycle. By guiding students
through the process of making mistakes, learning from them, and persistently trying
again, teachers help foster a growth mindset and improve student learning outcomes.
• Ensuring Appropriate App Utilization: Teachers should ensure that all students use the
designated app whenever it's required without fail. This practice helps create a structured
learning environment where everyone is on the same page regarding technological tools and
resources.

• Developing a Comprehensive Planner: Teachers should create a detailed planner that

outlines activities mentioned in textbooks. This planner should include a column for
activities, making it easier for teachers to distribute a list of tasks among students.
Additionally, providing animated video links can enhance the learning experience and make
complex concepts more accessible.

• Streamlining Activity Selection: With a pre-planned list of activities and resources provided
to teachers, they can easily incorporate these tasks into their lesson plans without the need
to spend time selecting materials. This streamlines the teaching process and ensures that all
necessary resources are readily available.

• Timely Sharing of Materials: It's crucial to share the required material list with students at
least one week in advance. Sending a reminder one day before the scheduled activity serves
as a helpful prompt and ensures that everything is in place.
• Inclusive Activity Organization: When organizing activities, teachers should
strive to involve all students equally. This includes avoiding excessive repetition
of the same students and ensuring that everyone gets a chance to participate
actively. This approach fosters inclusivity and helps each student feel valued and
engaged in the learning process.

• Emphasizing Cost-Effective Activities: Encouraging the inclusion of activities

that do not require expensive materials is essential. This promotes accessibility and
ensures that financial constraints do not hinder students' participation in enriching
learning experiences.

• Maintaining Effective Communication with Parents: Teachers should regularly

write remarks in students' almanacs to communicate their progress and growth
effectively with parents. This practice fosters transparency, keeps parents informed
about their child's performance, and encourages collaboration between teachers and
parents in supporting students' development.
• Completion of Two Significant Projects per Academic Session: This policy
mandates that students must undertake and complete a minimum of two substantial
projects before the end of each academic session.

• Avoiding Regular Consumption of Water During Study Sessions: Both students

and teachers are advised against sipping water regularly during study sessions due to
its potential negative impact on health

• Classroom environment: Teachers should make the classroom environment in a

way so that it looks like the class is for that subject only. For which interactive
board, green board, charts, props are necessarily important tools. Also, decorate the
green pin board accordingly.

• Students should not write anything on the backside of the book and notebook:
This rule is essential to maintain the organization and cleanliness of study materials.
Writing on the backside of books and notebooks can lead to confusion, loss of
important information, and difficulties in referencing. It reflects a lack of respect for
educational resources and can contribute to a disorganized learning environment. By
adhering to this guideline, students can ensure that their notes and references are
clear, accessible, and conducive to effective studying.
• Teachers should keep a check on their activity box, and if something is
misplaced or over, it's the responsibility of the teacher to get it filled: Monitoring
the activity box is crucial for ensuring that necessary materials are available for
educational activities. Teachers play a pivotal role in managing these resources, and
it is their responsibility to maintain stock levels and promptly replenish any items
that are missing or depleted. This proactive approach ensures that students have
access to the tools they need for engaging and productive learning experiences,
fostering a well-equipped and efficient classroom environment.

• Class photography should not only be for showing to the management but
should be done diligently, and activities should be conducted: Photography in the
classroom serves multiple purposes beyond mere documentation. While it is
important to showcase student activities to the management, the process should also
be approached diligently to capture meaningful moments and learning experiences.
Additionally, integrating activities alongside photography sessions can enhance
student engagement, creativity, and collaboration. By utilizing photography as a tool
for both documentation and active learning, educators can create a dynamic and
enriching classroom environment.
• The best student award should be given under two categories i.e. on the basis of
academics and overall achievement: Recognizing student achievements is vital for
motivating and encouraging continued success. By offering awards in two categories
—academic excellence and overall achievement—educators can celebrate both
scholarly accomplishments and holistic contributions to the school community. This
approach acknowledges the diverse talents and efforts of students, fostering a culture
of excellence and appreciation for various forms of achievement. It also encourages
students to excel academically while also engaging in extracurricular activities and
demonstrating positive character traits.

• Relating Examples to Daily Life: Teachers should integrate real-life examples into
their lessons to make concepts more relatable and understandable for students. This
approach enhances comprehension and encourages practical application of theoretical
knowledge.

• English-Only Nukkad Natak: Presentations of street plays (Nukkad Natak) should

be conducted exclusively in English to promote language proficiency among students
and provide them with opportunities to practice their English communication skills in
a creative context.
• English-Only Morning Assembly: Conducting morning assemblies exclusively in English
fosters an environment conducive to English language learning and fluency development
among students, contributing to their overall linguistic competence.

• Objectives on First Slide of PPTs: Beginning PowerPoint presentations with clear

objectives helps set the context and expectations for the lesson, guiding students' focus and
facilitating effective learning outcomes.

• 100% Participation in Olympiad: Encouraging full participation in academic Olympiads

promotes healthy competition, academic excellence, and holistic development among
students, nurturing their problem-solving skills and subject expertise.

• QR Codes for Animated Videos in Textbooks: Integrating QR codes linking to animated

educational videos in textbooks enhances learning experiences by providing supplementary
visual and interactive content, reinforcing understanding and engagement.
• Utilizing Test Generator for Question Papers and Worksheets: Test generators from
educational guides like CBSE can streamline the process of creating customized question
papers and worksheets, saving time for teachers and ensuring assessments align with
curriculum objectives.

• Hard Copy Worksheets for Students: Providing hard copy worksheets to students
facilitates offline learning and ensures accessibility for all learners, regardless of internet
access or technological limitations.
• Class Monitor Badge Assignment: Empowering class teachers to assign class monitor
badges recognizes student leadership and responsibility, fostering a sense of ownership and
pride among students.

• Neat Rough Work Expectation: Emphasizing neatness in rough work promotes

organizational skills, clarity of thinking, and effective communication of ideas, which are
essential for academic success and lifelong learning.

• Class Photography with Student Photos: Capturing individual student photos during class
photography sessions creates personalized mementos and strengthens the sense of belonging
and community within the classroom.
• Sharing Class Photography on Facebook: Sharing class photos on social media platforms
like Facebook enhances parental engagement, celebrates student achievements, and fosters a
positive school culture.

• Transferring Student Results to Present Teachers: Ensuring continuity of student progress

by transferring academic results from previous teachers to present ones facilitates
personalized instruction and supports student growth and development.

• Twisted Form Questions in Examinations: Presenting questions in a twisted form during

examinations challenges students to think critically, apply knowledge creatively, and
demonstrate deeper understanding of concepts beyond rote memorization.

• Bifurcated Syllabus based on Student Potential: Tailoring syllabi according to students'

potential enables differentiated instruction, catering to individual learning styles, abilities,
and interests, thereby optimizing academic performance and fostering inclusive education.

• Corrections outside Class Time: Conducting corrections outside class time allows for
focused feedback, one-on-one support, and uninterrupted learning experiences, maximizing
instructional efficiency and student engagement during class.
• Cash Prizes for Achieving School Principal's Targets: Rewarding teachers for
achieving school principal's targets incentivizes excellence, boosts morale, and fosters a
culture of accountability and continuous improvement within the school community.

• Excluding Low-Scoring Students from Analysis Reports: Excluding low-scoring

students from analysis reports helps identify and address systemic issues affecting
academic performance, ensuring more accurate and meaningful evaluation of student
progress and instructional effectiveness.
 OBJECTIVES FOR TEACHING FOR SOCIAL SCIENCE
Objectives for a social science class can vary depending on the specific focus of
the course and the grade level of the students. However, here are some general
objectives that could apply:
1.Develop critical thinking skills: Encourage students to analyze, evaluate, and interpret
various social phenomena, theories, and perspectives.
2.Promote understanding of human behavior: Help students gain insight into the factors
influencing individual and group behavior, including cultural, economic, political, and
psychological influences.
3.Enhance research skills: Teach students how to gather, evaluate, and synthesize information
from various sources, including primary and secondary research materials.
4.Foster empathy and perspective-taking: Encourage students to consider diverse viewpoints
and understand the experiences and perspectives of others, fostering empathy and tolerance.
5.Cultivate civic engagement: Promote active citizenship by helping students understand the
roles and responsibilities of individuals in society, as well as the importance of participating in
civic and political processes.
6.Develop communication skills: Provide opportunities for students to express their ideas
clearly and effectively through verbal and written communication, including discussions,
presentations, and essays.
7.Encourage interdisciplinary thinking: Help students make connections between social
science disciplines (such as sociology, psychology, anthropology, economics, and political
science) and understand how they intersect and inform one another.
• 8.Foster cultural awareness and appreciation: Explore the diversity of human
cultures and societies, encouraging students to appreciate and respect different
cultural traditions, practices, and perspectives.
• 9.Promote ethical reasoning: Discuss ethical dilemmas and issues related to social
science research and practice, helping students develop ethical reasoning skills and a
sense of social responsibility.
• 10.Encourage lifelong learning: Instill in students a curiosity about the social world
and a desire to continue learning and exploring social science topics beyond the
classroom setting.
 TEACHING GUIDELINES FOR SOCIAL SCIENCE
• No prepared notes shall be provided, all the questions shall be discussed in the class and students
should be encouraged to frame under the supervision of teacher, emphasizing on framing the
sentences
• If Diagram is essential and is to be included in the question paper then students must be trained for
the same. And if diagram is not be given in the exam it should only be shown on smart Board.
• Warm up activities
• Use of Smart Boards
• To save time
• Better content retention by students .
• Conduct as much as role play activities as per your bifurcated syllabus
• By using PPT study material will be provided
• Use of Flashcards
• Extra content will be given to the students
• Teacher should know about the tricks to draw map/diagram with coloured chalk
• Britishers will be showcased as looters or invaders
 WARM UP ACTIVITIES

• Warm-up activities are a great way to engage students and prepare them for learning in a
Social Science class.
• Current Events Discussion: Start the class by discussing a recent news article or event
relevant to Social Science topics. Encourage students to share their opinions and insights on
how the event relates to concepts studied in class.
• Primary Source Analysis: Provide students with a brief excerpt from a primary source
document related to the lesson topic, such as a historical speech or letter. Have students
analyze the source and discuss its significance in small groups or as a class.
• Think-Pair-Share: Pose a thought-provoking question or scenario related to Social Science
concepts and ask students to think about their responses individually. Then, have them share
their thoughts with a partner before opening the discussion to the whole class.
• Quick Quiz or Brain Teaser: Present students with a short quiz or brain teaser that
challenges their critical thinking skills and reinforces key concepts from previous lessons.
This can be done orally or using written prompts.
• Map Exploration: Display a map relevant to the lesson topic and ask students to identify
specific locations, events, or trends. Encourage them to discuss the significance of these
elements and how they relate to broader Social Science themes
• Timeline Activity: Create a timeline of historical events or developments related to the lesson topic and ask
students to arrange key events in chronological order. This helps reinforce the sequence of events and their
historical context.
• Role-Playing Exercise: Assign students roles or characters relevant to the lesson topic and have them act out a
scene or scenario. This can help bring historical events or social dynamics to life and encourage empathy and
understanding.
• Quick Writing Prompt: Provide students with a short writing prompt related to the lesson topic and give them a
few minutes to jot down their thoughts or responses. This can be a reflective question, a prediction, or a personal
connection to the material.
• These warm-up activities can help set a positive tone for the Social Science class, activate students' prior
knowledge, and prepare them for deeper engagement with the lesson content. Feel free to adapt these ideas to suit
the specific needs and interests of your students.
 USAGE OF TERMINOLOGIES
Extensive use of terminologies:Using terminologies in social science for students in grades 4th to
8th can be done effectively through a combination of strategies tailored to their cognitive
development level
GRADE 4
• Map: A visual representation of an area, usually showing geographical features, cities, roads,
and other landmarks.
• Natural Resources: Materials or substances found in nature that can be used for economic
gain, such as water, air, minerals, and forests.
GRADE 5
• Colonization: The process by which a country establishes control over a territory and its
people, often for economic exploitation or political domination.
• Fossil Fuels: Non-renewable energy sources formed from the remains of ancient plants and
animals, such as coal, oil, and natural gas.
GRADE 6
• Civilization: An advanced stage of human social development characterized by complex
social, political, and cultural institutions.
• Barter System: A system of exchange where goods and services are traded directly for other
goods and services without using money.
• Constitution: A set of fundamental principles or established precedents according to which a
state or organization is governed.
GRADE 7
• Cultural Diffusion: The spread of cultural beliefs and social activities from one group to
another.
• Human Rights: Rights inherent to all human beings, regardless of race, sex, nationality,
ethnicity, language, religion, or any other status.
GRADE 8
• Industrialization: The process of transitioning from an agrarian or rural economy to one
based on manufacturing and industrial production.
• Globalization: The increasing interconnectedness and integration of economies, cultures,
and societies across the world.
• Colonialism: The policy or practice of acquiring full or partial political control over
another country, occupying it with settlers, and exploiting it economically.
 ACTIVITIES
Class activities encourage active participation from students, fostering engagement and
interaction with the subject matter. Active learning techniques such as discussions, debates, role-
plays, and simulations stimulate students' interest and deepen their understanding of social
studies concepts.

Identify the national symbols

from pictures

Historical timelines
FLASH CARDS
 TEACHING GUIDELINES FOR SOCIAL SCIENCE
• Strategies for upgradation of students who fall below 70%.
 Identify Students
 Gather data on students' current grades in Social Science.
 Identify those who are below the 70% threshold.
 Assess Reasons for Low Performance
 Conduct assessments or interviews to understand why students are struggling. Common
reasons may include lack of understanding of concepts, poor study habits, language barriers,
or personal issues.
 Individualized Learning Plans: Develop personalized learning plans for each struggling
student. Tailor these plans to address their specific needs and challenges identified in the
assessment phase.
 Additional Support: Provide additional resources such as tutoring, peer mentoring, or access
to educational software.
 Engaging Teaching Methods: Utilize varied teaching strategies to make the subject more
engaging and accessible. Incorporate multimedia, real-life examples, group activities, and
interactive discussions.
 Regular Progress Monitoring: Track students' progress regularly through quizzes, tests, and
assignments. Analyze the data to identify areas of improvement and adjust teaching strategies
accordingly.
• Parental Involvement: Keep parents informed about their child's progress and involve them in the
improvement process. Provide tips and resources for supporting their child's learning at home.
• Positive Reinforcement: Celebrate small victories and improvements to boost students' confidence
and motivation. Recognize their efforts through praise, certificates, or other incentives.
• Holistic Approach: Recognize that academic performance is influenced by various factors, including
emotional well-being and social dynamics. Offer support services such as counseling or mentoring to
address any non-academic barriers to success.
• Continuous Evaluation and Adaptation: Regularly review the effectiveness of the intervention
strategies. Modify the approach as needed based on ongoing feedback and outcomes.
• Long-Term Strategies: Implement initiatives to improve overall academic performance in Social
Science across all students, such as curriculum enhancements or professional development for
teachers.
• Evaluation of Success: Measure the success of the intervention by comparing students' grades before
and after implementation. Gather feedback from students, teachers, and parents to assess the impact
of the program.
USES OF SMART BOARD
• Presentations and videos
• Visual Representation of Data
• Simulation and Role-Playing
• Historical Timelines and Multimedia Presentations
• Use of QR codes from NCERT Books

USES OF TEST GENERATOR

• Customizable Assessments
• Efficient Test Creation
• Diverse Question Types
• Alignment with Curriculum Standards

TEACHING METHODOLOGY WILL BE OLYMPIAD BASED AND

COMPETETIVE BASED
WHY ARE STUDENTS NOT ABLE TO FRAME QUESTIONS IN
SOCIAL SCIENCE
• Limited Exposure to Inquiry-Based Learning
• Fear of Being Wrong
• Difficulty with Language and Communication
• Limited Exposure to Diverse Perspectives
• Lack of Questioning Skills Development
• Overemphasis on Answers Rather Than Questions

SYSTEM OF REVISION
• First three days for revision through summarised PPTs of complete
chapters
• Interactive sessions through quizzes, questionnaire, GDs,
• Open book test
• Map practice
• Questions should be different from question which are going to be asked
in the final exams
• Use of flash cards
CONCLUSIONS
• Warm-up activities are a great way to engage students and prepare them for
learning in a Social Science class.
1. Current Events Discussion
2. Map Exploration
• By using PPT study material will be provided
• Britishers will be showcased as looters or invaders
• Teaching methodology will be Olympiad and competitive exam based
• Promote ethical reasoning
• Teaching methodology should enable to resonate with real life events
• Use of smart boards
• Use of test generators for creating worksheets
• Strategies for improvement and development of students who fall below 70%
will be implemented