Teachers awareness and training material on New Education Policy 2020 for Primary and Middle School teachers with practical pedagogy guidelines. Teachers get to examine the changes expected in pedagogy according to NEP 2020 with practical examples and solutions.

2. TEACHER’S
TRAINING
MODULE
Teaching at the Primary and
Middle school levels based
on
NEP 2020 guidelines

3. Preparing holistic and well-
rounded individuals
equipped with 21st century
skills
OUTINGS
CULTURE
LANGUAGE
STUDY
TEACHING
AIM
NEP KEY POINTS FOR TEACHERS
Interactive, with fun,
creative, collaborative for
experiential learning
Content to be reduced to
core essentials focusing on
key concepts, applications
Educational visits,
enrichment activities –
quizzes, arts, crafts etc.
Integration of Indian
culture in the teaching
process
Bilingual communication
using local or home
language

4. Ice breaker:
What you
know & don’t
know
Relevance of
studying the
subject
Approaches
to study and
teach
Strategy
&
Pedagogy
Lesson
Planning
Integrated
approach :
Linking
subjects
Learning
Objectives
Designing
activities for
Experiential
learning
Assessing:
1.For learning
2.The learning
Quick
feedback
Smart Resource
& time
management
Tips on
coping with
challenges
KEY POINTS OF THIS TRAINING

5. What all does one learn when
studying Social
Science/Studies (SSC)?
01
03
05
04
02
GUESS
UNDERSTAND
KNOW
LEARN
ANALYZE
Other than at School, how
all do we indirectly learn
SSC?
What is the meaning of
Environment?
What are the sources of
understanding our
environment?
What role do the family members,
neighbours and friends play in
understanding our environment?
ICE BREAKER(S)

6. How and when did
Science develop as a
subject?
01
03
05
04
02
GUESS
UNDERSTAND
KNOW
LEARN
ANALYZE
How may Scientific viewpoint
be defined most simply?
What is (General)
Science?
How is Science as a
subject useful
nowadays?
How is Science related to
other subjects of study?
ICE BREAKER(S)

7. RELEVANCE OF STUDYING SOCIAL SCIENCE
What does one stand
to gain by learning SSc.
01
How does one keep
up-dated by learning
SSc.
02
How best can one
connect experiences
with course content.
05
How one improves the
understanding about
various aspects of day-
to- day life.
03
How may one establish the
inter-relation between various
aspects of the environment
(natural, social and cultural).
04

8. RELEVANCE OF STUDYING GEN.
SCIENCE
The role of Science in
our daily lives.
01
Science and our
local/native area.
02
Science and our
society.
05
Science and its
knowledge in our
country.
03
Science as an
International asset.
04

9. 5. SUMMERARIZE -
4. INNITIATE -
3. PROVIDE -
2. SHOW -
1. RELATE -
Relating facts and current affairs known to
students with subject knowledge
Relevant media presentation to align the focus
of students to the subject
facts to develop ‘I want to know more’ curiosity
about the subject in students
brief class discussion on varied ideas of the
subject with the students
The subject content (topic) in sync with the
approaches used
APPROACHES

10. Use bilingual approach,
including bilingual teaching-
learning materials
Interlink
Analytical
Digital
Bilingual
B
D A
I
STRATEGY & PEDAGOGY - 1
Introduce the digital face of
the subject
such as maps, weather
forecasting, scientific
instruments etc.
Create space for critical
thinking and analysis-
based learning
Highlight the interlink
between Social Sc/Science
and other subjects
Effective strategy needs to be in sync with the guidelines laid down in the NEP 2020

11. LESSON PLANNING
Other than the standard operational procedure of LESSON PLANNING, these inclusions (as per NEP) are now necessary –
GROUP STUDY
Break down
the lesson into
5-6 parts for
distribution
among student
for group study
MULTI-
MEDIA
Use suitable
reference
multimedia
clips to
augment
textual content
REFERENCE
Cite references
from the net
such as
Wikimedia,
GOI;Youtube
etc. for
extended study
https://
LOCAL NAMES
List local
names of
objects,
materials,
places that
appear in text
Pumpkin
कद् दू /क
ु मड़ा/
सीताफल
ASSIGNMENTS
Prepare
assignments
involving real
life information
from home and
community in
sync with text

12. 01 06
02 05
03 04
INTEGRATED APPROACH
Art/Values/Skills/Sports integration with Social Science
Knowledge of our Indian
civilization in relation to
human history
NATURAL ENVIRONMENT
GOVT. INSTITUTIONS
The connection of our
government with
preservation of our
traditional art forms
TRADE & TRANSPORT
Integration with transport and
trade needed to provide
essential commodities in daily
life.
HEALTH & WELL BEING
Integration of SSc with health
and hygiene etc.
ECONOMY
The connection of SSc with
skills of food production,
manufacturing etc.
WORLD PEACE
Integration of our values with
international social and
political order maintained by
the UN

13. 01 06
02 05
03 04 ECONOMY & TRADE
Integration with
agriculture, mining,
forestry, industries and
trade
FOLK ART &
SPORTS
Role of Science in dyeing,
fabric printing, pottery,
sports goods etc.
INTEGRATED APPROACH
Art/Values/Skills/Sports integration with (General) Science
GOVERNMENT POLICIES
Integration with Govt. policies
on defence research,
infrastructure and e-
governance
APPLIED SCIENCES
Integration with weather
forecasting, power resources,
diagnostics and IT etc.
PURE SCIENCES
Integration with
Medicine, Astrophysics,
Climatology etc.
Brief of Vedic sciences –
Astronomy; scientists –
e.g.Aryabhat
VEDIC SCIENCE

14. LEARNING OBJECTIVES
How the study of Archaeology has
been able to reconstruct the story of
primitive man ?
CLASS III
The northern states of India have
intense winters as compared to the
south of India; why ?
CLASS IV
How has knowledge grown
immensely since the early 20th
century?
CLASS V
What causes have led to the diversity
in food and clothing in different parts
of India ?
CLASS III
How our duties are also
important as much as our rights?
CLASS IV
How the political system of India is
integrated between the states and
the central governments .
CLASS V
As per the NEP 2020, the learning objectives in Social Science should not be just defining terms
or reciting/writing an explanation of a historical/social process; students should be able to-
A B
UNDERSTAND: ANALYSE:

15. LEARNING OBJECTIVES
Why the shadow of a person appears
very long during early morning and
becomes short at noon?
CLASS VI
Why is lime juice used to prepare
cotton cheese from milk?
CLASS VII
Why does deforestation lead to
droughts and loss of crops?
CLASS VIII
How mirrors are useful in making
periscopes?
CLASS VI
How shadow of stationary objects
may be used to make a sundial as
the Jantar Mantar.
CLASSVII
How the days of the month in the
Indian calendar based on the phases of
the moon.
CLASS VIII
As per the NEP 2020, the learning objectives in Science should not be just defining terms or
reciting/writing an explanation of a scientific experiment/process; students should be able to-
A B
UNDERSTAND: ANALYSE:

16. Listing of mineral and water
resources of India and making a
collage on a wall map of India .
Mapping the centers of the Struggle
for independence (1857) with
pictures of the key freedom fighters
of that place .
Preparing a picture scrap book and
power point presentation on Indian
festivals and clothing in India (To be
conducted as a group activity).
DESIGNING SUBJECT ENRICHMENT ACTIVITIES
Experiential Learning

17. CLASS VI
DESIGNING
SUBJECT
ENRICHMENT
ACTIVITIES
Experiential Learning
CLASS VII
02 Creating a secret
written message using
lime juice and
decoding it by heating
it with a candle flame.
01 Understanding the relation
between speaking/singing
and breath control by
counting loudly in one breath.
01 Demonstrating the
role of temperature in
gram seed
germination.
02 Using translucent
tracing paper to trace
the outlines of
figure(s) from the
textbook.
01 Learning to amplify the
voice by making a conical
megaphone using a thick
card-sheet.
02 Checking electrical conductivity
of solutions such as salt water,
sugar water, soap water etc. and
record these observations to learn
about ionizing solutes.
CLASS VIII

18. How is life in the metros different from
other towns and cities in India?
3
How are the natural resources such as
water, agriculture and forests inter-
related?
4
The Indian uprising of 1857 is called as a
revolt by the British and called the First
war of Independence by Indians; Why?
5
Hold a class discussion or
group activity on the role
of the Revolt of 1857 in
independence of India.
5
Hold a class discussion or
group activity on natural
resources.
4
Hold a class
discussion or group
activity to enable
students to share
their views.
3
ASSESSING FOR
LEARNING
Create questions that allow assessing the
student’s inherent knowledge about the
topic to be taught

19. Early man lived as other
animals and slowly learnt
to make fire, tools and live
in caves; how did the
discovery of the wheel
change
the life of
early man?
How are maps more
useful than globes?
Where all are maps
useful?
What is the most
important resource of
India and how are we
developing it?
3
5
4
ASSESSING THE
LEARNING
After a concept or phenomena has
been taught and discussed well with
the students, test their reasoning and
application with such questions.

20. When we connect two or three batteries one behind the other does the bulb glow more or
less? How else can we connect two batteries? Hold a discussion on series and parallel
connections.
Scientists study forests and tell us about their advantages; how do forests
begin to develop? Hold a discussion on plant succession.
Why are temporary roof tops made of asbestos or galvanized iron
sheets not smooth; why are they corrugated? Hold a discussion on
relation of pressure with surface area when force is unchanged.
VI
VI
I
VIII
ASSESSING FOR LEARNING
Create questions that allow assessing the student’s inherent knowledge
about the topic to be taught

21. Think of two best examples of the use of electromagnets that
we see around us in every home. How are these magnets
used in these devices?
When travelling in a train, often when another train passes
by closely at higher speed, it makes our train to appear
stationary; why?
How are plane mirrors are used by security forces for
checking vehicles? How do eye doctors make use of plane
mirrors for eye testing?
6
7
8
ASSESSING THE LEARNING
After a concept or phenomena has been taught and discussed well with
the students, test their reasoning and application with such questions.

22. Make an assessment by exchanging the
answer sheets among the students and
making them mark the sheets based on
answers you call out.
Filter out students on the basis of their
K/U/A/S scores.
Students who do not perform in the U/A
segments may be attached with student
tutors selected by you in the class.
Conduct a quiz on the same topic/lesson for
improvement and reinforcement.
QUICK FEEDBACK TO
SUPPORT LEARNING
• Device some multiple choice
questions on K/U/A/S with
the K share not exceeding
30%- 40% of the total
questions.
• Use a computer based
(MCQ)online test if possible.

23. SMART MANAGEMENT
OF
RESOURCES & TIME A
B
C
D
Always ensure that your class transactions are
well planned and rehearsed thoroughly
especially, when you are using digital content.
ENSURE
A
Augment ‘chalk and talk’ pedagogy with group
activities, class quizzes, digital content display
and online referencing.
AUGMENT
B
Involve students in preparing quizzes, and
digital content such as collecting online
references and presentations.
INVOLVE
C
Enforce strict time management during
quizzing and group activities.
ENFORCE
D

24. Browse the web for references
regularly at pace with the
academic calendar.
Collect all materials to be used
during class transaction at the
time of lesson planning.
A B
TIPS TO COPE UP WITH CHALLENGES

25. Browse the web for references
regularly at pace with the
academic calendar.
Collect all materials to be used
during class transaction at the
time of lesson planning.
A B
TIPS TO COPE UP WITH CHALLENGES

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