THIS CONTAINS THE ROLE OF CBSE SCHOOLS AND TEACHERS AFTER THE IMPLEMNTATIONS OF NEP 2020 IN INDIA.

1. EXPECTATIONS FROM CBSE SCHOOL
NEP 2020
11.12.20

2. Schools now need to prepare students for more rapid change
than ever before, to learn for jobs that have not yet been
created, to tackle societal challenges that we can’t yet imagine,
and to use technologies that have not yet been invented. And
they need to prepare students for an interconnected world in
which students understand and appreciate different
perspectives and world views, interact successfully and
respectfully with others, and take responsible action toward
sustainability and collective well-being.

3. Contents
Schools
• Planning
• Enable Access/Retention
• Follow Frameworks/Guidelines
• Provide Resources
Teachers
• Build Capacities At all levels
• Teachers must be qualified
• Forget the chalk and board pedagogy
• Achieve Standards
• Adopt cross cutting themes
• Engage with parents for a positive learning environment
Student learning
• Assessment is not for judging students, its an opportunity
• Track to have their back
Non-negotiable

4. Child at the center of everything we do!

5. Schools

6. Plan, Plan, Plan!
Plan for activities based on NEP 2020
Plan for activities based on
NEP 2020
• School Development
Plan including ECE
• Plan for CWSN and
Gifted children
• Plan for inclusion of
SEDGs
Upgrade Pedagogy
• Incorporate latest
pedagogy methods as
per the needs of
5+3+3+4 structure of
curriculum
• Plan lessons grounded
in real-life situations
• Plan to promote
multilingualism
• Implement plan for
attaining universal FLN
Track student learning
• Plan to track learning of
each child
• Create holistic report
card that captures
uniqueness of a child
• Approach the
assessment as per new
exam pattern (focus on
competencies)
Schools

7. Plan, Plan, Plan! Schools

8. Enable Access and Retention
COVID 19 Impact: Learning loss and
perhaps loss of interest in schooling must
be mitigated
• Track each child and ensure there are no drop outs
• Ensure educational access and retention of SEDGs
• Help each child to continue education through RTE
Entitlements
• Involve all stakeholders in the child’s learning process and
journey (parents, local administration etc)
• Enhance and enrich student learning through innovative
pedagogy
• Create safe and conducive environment for learning and
teaching
• Access to alternate forms of schooling
• Maintain inclusive and clean infrastructure – Disabled
friendly access, drinking water facilities, working and clean
toilets, sanitary napkin vending machines, facilities for
teachers such as staff rooms etc.
Schools

9. Follow framework and guidelines
• Monitoring/Tracking of Health status of
Children through periodic health check–up
• Engaging peer groups and other local
• National guidelines on assessment standards
to be achieved
• Identification and nurturing of Gifted Children
at the Elementary and Secondary stages
• Safety and security guidelines
• Facilitating Twinning between public and
private schools in the state/UT.
• Implementing of vocationalisation from grade
6
• Guidelines, resources, support material for
teachers on multilingualism, to harness the
power of language
• National Curricular Framework and
Curricular literacy
• For fun courses on vocational crafts through
NCFSE for all learners to take during grades
6-8
• Development of Holistic Progress Card
• Implementation of the FLN Mission
• To assist the states/UTs for holding the
census exams in grades 3,5 and 8
• School Quality Assurance and Accreditation
Framework (SQAAF) by SCERT
Framework Guidelines
Schools

10. Provide resources Schools
• High quality and diversified Student and Teacher Resources/Learning Materials,
including e-learning resources (DIKSHA)
• Proper and well-equipped Labs
• Well-trained Sports teachers. Playgrounds and sports equipment
• Art and craft, vocational resources
• Counsellors
• Special Educators
• Learning materials for the differently abled- Braille books, audio books etc.
• ICT labs and language labs
• Library – online and offline
• Book banks for SEDGs
• Access to Digilocker for HPC

11. Teachers

12. Build Capacities at all levels Teachers
• Build capacities of School management, Heads, teachers, staff, parents,
community/volunteers
• Minimum 50 hours CPD per year for heads and teachers
• Mentoring of teachers/schools by HEIs
• NISHTHA to be compulsorily completed by all teachers
• Training regular teachers to teaching some appropriate vocational subjects and
training of vocational teachers

13. Build Capacities at all levels Teachers

14. Teachers to be specially trained in Teachers
• Identifying/recognising and nurturing unique potential of every child
• Curriculum and pedagogy of ECCE/FLN
• Use of technology platforms such as SWAYAM/DIKSHA
• Basic health indicators to look out for and monitor in children.
• Teaching Indian Languages
• Shift in teaching learning from rote to inquiry based, critical thinking , cognitive learning and
applied methods
• Teaching-learning in classes 1 to 5 through a bilingual approach that focuses on the mother tongue
• To undertake “assessment as learning” and “assessment for learning” at elementary level
• Implementing Holistic Progress Card
• For promoting talent amongst students.
• Inputs on safety, health and environment in schools, particularly in relation to the COVID-19
pandemic

15. Teachers must be qualified Teachers
• Aim of NEP: Ensure that all students at all levels of school education are taught by passionate,
motivated, highly qualified, professionally trained, and well-equipped teachers.
• Qualifications in accordance with NCTE regulations
• The TETs will be extended to cover teachers across all stages - Foundational, Preparatory, Middle
and Secondary.
• Teachers in private schools must have qualified similarly through TET, a demonstration/interview,
and knowledge of local language(s).
• Balvatika to have an ECCE qualified teacher
• 4-years integrated B.Ed to be preferred by 2030.
• Career progression and incentivisation
• Vocational education teacher training

16. Forget the chalk and board pedagogy Teachers
• Framework for giving more autonomy to teachers
in choosing aspects of pedagogy they find most
effective for the students in their classrooms
• Competency-based multi-disciplinary education
• Experiential learning and Activity-based learning
• Toy-based pedagogy
• Art-integration
• Sport-integration
• Story-telling pedagogy
• ICT integration
5
3
3
4
+
+
+
flexible, multilevel, play/activity-based learning
building on the play, discovery, and activity-based
pedagogy
multidisciplinary study that builds on the subject study,
but with greater depth/critical thinking/flexibility/choice
of subjects, that also leads to developing life aspirations
introduction of subject teachers for learning and
discussion of the more abstract concepts in each
subject; Experiential learning within each subject,
and explorations of relations among different
subjects

17. Forget the chalk and board pedagogy Teachers

18. Achieve standards Teachers
• Ensuring equivalence of academic standards among learners across all school based on
standards and guidelines developed by PARAKH
• PARAKH will prepare national guidelines on assessment standards to be achieved
• National Professional Standards for Teachers (NPST) will be developed by 2022, by
NCTE
• The standards would cover expectations of the role of the teacher at different levels of
expertise/stage, and the competencies required for that stage.
• States/UTs will set up an independent, State-wide, body called the State School
Standards Authority (SSSA).
• The SSSA will establish a minimal set of standards based on basic parameters (namely,
safety, security, basic infrastructure, number of teachers across subjects and grades,
financial probity, and sound processes of governance).
• The transparent disclosure of all financial, academic, and operational matters will be
expected by schools through SSSA.

19. Achieve standards Teachers

20. Adopt cross cutting themes Teachers
• No silos
• Flexibility
• Connecting to the child in mother-tongue, Multilingualism
• Competency-based with a multidisciplinary approach
• Computational and Mathematical Thinking and Scientific temper
• Vocational and skill education
• Knowledge of India
• Value education
• Gender
• Inclusion
• ICT
• Innovation
• Convergence/rationalisation/twinning
• Local culture and context
• Citizenship and instilling of national pride
• Connect children to the issues of national importance

21. Adopt cross cutting themes Teachers

22. Engage with parents and community for a positive learning environment
Teachers
• Home visits; Inform parents about expected learning outcomes, portfolios, home assignments, etc.
• Sensitize parents of children with physical and learning disabilities, first generation learners
• Arrange workshops on parenting, and particularly on exam related anxieties and other stress
• Engage with parents to deal with substance abuse , sexual orientations and other adolescence issues
• Constantly send information about the activities in the school, and child’s progress
• Send portfolios back to parents for review and feedback.
• Inform parents about what kind of assistance the child needs at home for learning.
• Newsletters, e-mails, blogs, memos etc. can be a regular feature.
• Parents as volunteers for FLN/field visits, sports/art exhibitions, annual function, school magazine, etc.
• Exposure lecture by parent specialists - a counsellor, doctor, sportsperson, filmmaker, etc.
• Have a parent representative for your class, who can help you with the PTMs.
• You may have specific events only for parents.
• Involve parents in the community outreach work undertaken by the school.

23. Engage with parents and community for a positive learning environment
Teachers

24. Student Learning

25. Assessment is not for judging students, its an opportunity
S. Learning
• Educational outcomes will be incorporated suitably in the assessment of schools
by SSSA
• For secondary education, CBSE will prepare assessment and evaluation procedures
for its affiliated schools/students, for implementation from 2022-23 session
onwards.
• NCERT/PARAKH will prepare framework and guidelines for Holistic Progress Card
• NCERT, CBSE to prepare question banks for competency-based items that test
higher-order skills
• Examinations to test achievement of basic learning outcomes, through assessment
of core concepts and knowledge along with relevant HOTS and application of
knowledge in real-life situations.
• Some other possibilities include:
• a system of annual/semester/modular Board Exams could be developed
• all subjects and corresponding assessments, beginning could be offered at two levels
• Tests to have two levels of Difficulty
• Moving to adaptive testing

27. Track to have their back – Monitoring and Tracking student
learning S. Learning
• System for tracking student growth allows teachers to determine which students
are learning and which ones are not
• Tracking each child beginning with Foundational levels
• Tracking proficiency levels in achievement of LOs – each child to achieve mastery
over LO
• Aggregated/anonymised data
• Unifying/linking database – SSSA and OASIS
• Pre-assessments - a great way to find out what students already know and what
still needs to be taught before a unit or lesson
• Peer tutoring allows students to have more opportunities for assistance.
• Pre-teach concepts to students who may struggle with the material.
• Re-teach using post assessments - if say, greater than 20 % students receive less
than an 80% pass rate on an assignment, re-teach the lesson to entire class.

28. Non-Negotiables

29. Track to have their back
• Child centric and Inclusive
• Inclusion
• Teacher quality
• Safety
• Diversified TLM
• Competency-based education and
flexibility
• Quality of classroom transactions,
Pedagogies
• Performance tracking
• Skill development
• Sports
• Arts and Craft

31. So schooling today needs to be much more
about ways of thinking (involving creativity,
critical thinking, problem solving and
judgement), ways of working (including
communication and collaboration), tools for
working (including the capacity to recognise
and exploit the potential of new technologies)
and about the capacity to live in a multi-
faceted world as active and responsible
citizens