Resource Material on the RTE Act 2009

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BACKGROUND OF THE RESOURCE MATERIAL
The Right of Children to Free and Compulsory Education Act (RTE Act,
2009) has been implemented in the country since Ist April, 2010. All the
educational functionaries at Elementary level such as teachers, teacher educators,
HMs etc are to be sensitized on the Act as well as the issues and concerns of
implementation of the Act. The training of these functionaries (Key Resource
Persons (KRPs)) is essential, so that in casc cade approach the teachers can be
trained. The West Bengal government also developed the West Bengal Right of
Children to Free and Compulsory Education Rules, 2012.
The West Bengal government has requested to the Regional Institute of
Education (RIE), National Council of Educational Research and Training,
Bhubaneswar for developing Resource Materials on section-29 of RTE act-2009,
which will be useful for training teachers. The section-29 of the RTE act deals
with curriculum and completion of Elementary Education. It lay down points
such as conformity with values enshrined in the Constitution, all round
development of the child, building up child’s knowledge, potentiality and talents,
development of physical and mental abilities to the fullest extent, learning through
activities, discovery and exploration in child friendly and child centered manner,
medium of instruction be in child’s mother tongue, making child free of fear,
trauma and anxiety and helping the child to express views freely, and
comprehensive and continuous evaluation of child’s understanding
Keeping this in mind, the programme was planned in three phases such
Writing resource material on section 29 of the act, Editing and finalizing the
resource material and Organizing training programmes for KRPs of West Bengal
state. Accordingly a five days workshop was organized at RIE, Bhubaneswar
from 16-20th
December, 2013 in which 10 experts participated. After due
deliberation, different themes were identified, discussed and written by experts.
During this workshop, the textbook/syllabus of West Bengal Board of Elementary
Education were analysed and accordingly subject specific transaction material
were written. A common structure was decided and followed by the experts for
writing materials. This resource material follows transaction model which will be
useful for training teachers as well as Trainer. Further three days review meeting
was held from 13-15, January, 2014 at RIE Bhubaneswar, in which both external
and internal experts participated and material was edited and finalized .The
resource material is divided into four sections as follows.
Section-A: Understanding the RTE Act, 2009
1. Provisions of the RTE Act, 2009
2. Duties of the Stakeholders for implementation of the Act
3. School Development Plan and Role of School Management Committee
4. Provisions of the West Bengal RTE Rule, 2012

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Section-B: Curriculum in School Subjects
1. Curriculum for conformity with values enshrined in the Constitution
2. Curriculum for all round development of the child
3. Curriculum for building up child’s knowledge, potentiality and talents
4. Curriculum for development of physical and mental abilities to the fullest
extent
Section-C: Curriculum Transaction in School Subjects
1. Learning through activities
2. Learning through discovery and exploration
3. Learning in child friendly and child centered manner
4. Medium of instruction be in child’s mother tongue
Section-D: Assessment and Evaluation
1. Continuous and Comprehensive evaluation
2. Creating environment for making child free of fear, trauma and anxiety
and helping the child to express views freely
This resource material will familiarize different functionaries such as state
resource persons, HMs, Teachers as well as other stakeholders about different
provisions of the RTE, 2009 and the West Bengal RTE Rule, 2012. It will also
helpful to develop understanding, skills and attitudes for curriculum development,
curriculum transaction and evaluation as per Section-29 of the Act. This resource
material will be useful for training Elementary school teachers as well as Trainers
for organizing teaching learning in classroom as per section-29 of the Act. Finally
it will helpful for educational administrators and planners for providing quality
education at Elementary level.

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SECTION-A
UNDERSTANDING THE RTE ACT, 2009
The section-A provides background of free and compulsory education in India, an
understanding about RTE act-2009, Model rules of West Bengal state and duties
of different stakeholders for implementation of the Act.
A-1: PROVISIONS OF THE RTE ACT, 2009
1.0 Introduction
The Constitution 86th
Amendment Act 2002, which made Education a
fundamental right, also changed the relationship between the “Child” and the
“Educational Functionaries”. No longer are the children the beneficiaries of an
education that the state ‘may Endeavour’ to provide. They are the holders of
rights, and even those children, who are out of school, impose a new relationship
on the educational functionaries- as violators or neglectors of the rights of such
children to education. In this new scenario, the school & related functionaries, for
the first time has been brought under the provision of Law.
1.1 Objectives
On successful completion of this unit you will be able:
 To understand the position of free & compulsory education in India
 To understand the need of enactment of RTE Act, 2009
 To understand the provisions of RTE Act, 2009
 To understand the salient features of RTE Act, 2009.
1.2 History of Free & Compulsory Education (Pre-Independence)
History of free & compulsory education in India traced in documentary form
since 1882, chronologically you can see it as follows-
 1882- Indian leaders demanded provision for mass education and
compulsory education act for India from Britishers.
 1893- Maharaja of Baroda (now Vadodara) introduces compulsory
education for boys in Amreli Taluk.
 1906- Maharaja of Baroda extended compulsory education for rest of the
state of Baroda.
 1906- G.K. Gokhale made a plea to imperial legislative council for
introduction of free & compulsory education in the country.
 1911- Gokhale Proposed Private Member bills which was rejected.
 1917- Shri Vithalbhai Patel succeeded in getting it passed.
 1917- First Law on Compulsory Education Passed.
 1918-30- Every Province in British India got Compulsory Education Act
on its Statute.
 1930- Hartog Committee recommended for better quality development of
Primary Education.

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 1944- Post war plan for educational development in India (Sargent Plan)
proposed scheme for India to achieve universal elementary education by
1984 (in two phases up to age of eleven and then up to age of fourteen).
 1946- Constituents assembly began the task.
1.3 Movement of International Discourse on Rights:
 1940-1950: Concern with political freedom and rights
 1960-1970: Concern with economic and social right
 1980-1990: concern with demographically defined rights e.g. right of
child, women & disabled
 1948- The universal declaration of human rights
 1960- The UNESCO convention against discrimination in education
 1966- International convention on economic, social and cultural rights
 1989- Convention on right of child held in 1989 and India signed the
CRC in 1992, in Article 28 of CRC it has been mentioned that “state
parties recognized the right of child to education and with a view to
achieving the right progressively, they shall in particular make primary
education compulsory and available free to all...”
 1990- World conference at Jomtien, declares basic education to be a
‘need’.
1.4 History of Free & Compulsory Education (Post-Independence)
 1947- Kher committee explored the ways and means of achieving UEE
within ten years at lesser cost.
 1947- Constituent assembly sub-committee on fundamental rights places
free & compulsory education on the list of fundamental rights. Clause 23
provides every citizen is entitled as of right to free primary education and
it shall be the duty of the state to provide within a period of ten years from
the commencement of this constitution for free and compulsory primary
education for all the children until they complete the age of fourteen years.
 1950- the article 45 of the directive principle of the state policy a
provision has been made the state shall endeavour to provide within a
period of ten years from the commencement of this constitution for free
and compulsory education for all children until they complete the age of
fourteen years.
 Majority of the states in the country enacted act for free and compulsory
education under different titles of primary education from started from
1920.
 1990- Ramamurti Committee expressed that, “now time has come to
recognize right to education as one of the fundamental rights of Indian
citizen for which necessary amendment in the constitution may have to be
made and more importantly conditions be created in the society such that
this right would become available for all children of India.”
 1993- In the case of J.P.Unikrishan Vs. State of A.P. & others, on the basis
of the provision of the constitution the Hon’ble court directs that, “every

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child/citizen of this country has a right to free education until he completes
the age of fourteen years. There after his right to education is subject to
limits of economic capacity and development of the state.”
 1996- Common minimum programme resolves to make the right to free
and compulsory elementary education and to enforce it through suitable
statutory measures, for this a committee headed by Saikia was set up to
examine the proposal.
 1997- Saikia Committee recommends, “The constitution of India should
be amended to make the right to free elementary education up to the
fourteen years of age, a fundamental right. Simultaneously an explicit
provision should be made in the constitution to make it fundamental duty
of every citizen who is a parent to provide opportunity for elementary
education to all children up to 14 years of age.”
 1997- the 83rd
amendment bill of the constitution was passed with
a. An insertion of 21A (1) - “the state shall provide free and compulsory
education to all citizens of the age of six to fourteen years.”
b. (2) The right to free and compulsory education referred to in clause (1)
shall be enforced in such manner as the state may by law, determine.
c. (3) The state shall not make any law for free and compulsory
education under clause (2) in relation to educational institutions not
maintained by the state or not receiving aid out of state funds.
d. 4. Article 45 of the constitution shall be omitted.
e. 5. In article 51A of the constitution of the clause (j), the following
clause shall be added, namely “(k) to provide opportunities for
education to a child between the age of six and fourteen years of
whom such citizen is a parent or guardian.”
 1997- The Parliamentary standing committee recommends that, “the
centre should prepare one simple legislation with some skeletal framework
indicating the central share in the financial burden. It was further
recommended that the state should formulate details according to their
requirement, and the central government may consider necessary
legislation.”
 2000- SSA was formulated with central funding of UEE.
 2003- The free and compulsory education for children bill 2003
 2004- The free and compulsory education for children bill 2004
 2005- The right to education bill 2005 (CABE Bill)
 2006- Model Bill 2006
 2007- Bill prepared by law ministry
 2008- Revival of CABE 2005 Bill (introduced in Rajya Sabha, December
15, 2008)
 2009- The Right of Children to Free and Compulsory Education Act 2009,
the details are as follows-
a. The Act : Passage through Parliament
b. 20th
July, 2009: Rajya Sabha
c. 04th
August, 2009: Lok Sabha
d. 26th
August, 2009: President Assent

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e. 27th
August, 2009: Gazette Notification by Legislative Department,
Ministry of Law & Justice
f. 1st
April, 2010: Implementation throughout Nation
1.5 Need of the RTE Act, 2009
Place of education in any society is a commonly acknowledged fact among
all. Since independence even prior to independence in spite of making several
provisions, India could not mark at satisfactory level so far as Universalization of
Elementary Education is concerned. This paves the way to RTE Act, 2009
because-
 Every human being is entitled to education
 Education unlocks the human capacities and capabilities (Amartya Sen)
 There is a relationship between education and other developmental goals
such as productivity, health, fertility etc.
Attempts were made at different levels both national & international to
emphasize free and compulsory education for all the children up to the age of
fourteen. This has also been included in the twenty point programme of India,
non- formal education, eradication of adult illiteracy, Sarva Siksha Abhiyan etc.
unfortunately the objectives could not be fulfilled and finally it was decided to
enact right to education act 2009.
1.6 Provisions in the RTE Act, 2009:
A close analysis of the RTE Act, 2009 would reveal that there are ten major
provisions made in the Act to achieve the free & compulsory education to all
children of the age group of six to fourteen years, these are presented in the table
with corresponding reference to the Act.
Sl. No. Provisions Corresponding Articles
1. Makes Education Free [Title & Purpose, 2b, 8a, 3(2)]
2. Makes Education Compulsory for
State to provide
[Title, 2a, 2h, 3(1), 4, 5(1), 5(2),
6, 7, 8, 9 ]
3. Curriculum as per Constitutional
Values
[ 29(1), 29 (2 a to h )]
4. Ensure Quality of Teachers [24 (1,2,3), 25 (1,2), 26, 27, 28]
5. Defines Norms for Schools [18, 19,25(1,2)]
6. Pushes for Social Reform [12 (1), 12 (3), 13]
7. Protects Child [8 (a, ii), 10, 16, 17, 29 (2,g), 31]
8. Makes Procedures more Simple [5(1), 5(2), 14, 15]
9. Put Power in the Hands of People [9, 21]
10. Removes the Oppression of Exams [29 (2h), 30(1), 30 (2)]
Now we will discuss the above mentioned ten provision of the RTE Act-2009 in
detail-
1.6.1 Makes Education Free:
Generally in the educational institutions parents are to pay some
fees under different nomenclatures for the education of their children. The
Act prohibits collection of any fee/charges/ expenses including the
‘capitation fees’ which will prevent the student for admission. This Act

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makes education free as it is evident from the title of the Act, i.e. “THE
RIGHT OF CHILDREN TO FREE AND COMPULSORY EDUCATION
ACT, 2009”. Education is free in the institutions managed or aided by
government and autonomous bodies. In some schools provision has been
made for reimbursement of cost of education by the government in respect
of some reserve seats. The parents or guardians cannot claim admission
for their ward in any institution of their choice managed by private bodies
without any support of the government.
1.6.2 Makes Education Compulsory for State to Provide:
It is now the obligation of the state to provide compulsory
education for all the children of age of six to fourteen years. It also focuses
on the right to education of out-of-school children for any reason.
1.6.3 Curriculum as per Constitutional Values:
i. The curriculum should be in conformity with the values enshrined
in the constitution.
ii. It should help in all round development of the child.
iii. It should help in building up the child’s knowledge potentiality and
talent.
iv. It should help in physical and mental abilities of the child to the
fullest extent.
v. The learning should be through activities, discovery and
exploration in a child friendly and child centered manner.
vi. The medium of instruction should be the mother tongue.
vii. It should make the child free of fear, trauma and anxiety.
viii. It should help the child to express his views freely.
1.6.4 Ensure Quality of Teachers
i. The state shall appoint persons with minimum qualification as
determined by the academic authorities of the state or union
territory.
ii. State must make provision for teacher education programme both
in-service and pre-service.
iii. Salary and allowances should be paid to the teachers as specified
in the notification.
iv. The teacher should maintain regularity and punctuality in attending
the school.
v. Conduct and complete the curriculum in accordance with the
provisions of sub- section (2) of section 29 and time frame.
vi. The teacher would be in a position to assess the learning ability of
each child and accordingly supplement additional instruction if
necessary.
vii. Teacher must be competent to hold regular meeting with parents
and guardians and discuss the issues relating to the development of
child, regularity of attendance and child ability to learn.
viii. Teacher should be in a position to attend the work assigned to him
for the interest of the school and the development of the child.
1.6.5 Defines Norms for Schools:
The Act provides the norms and standards for the schools-

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Sl.
No.
Item Norms & Standards
1. Class I-V Admitted
Children
Number of Teachers
Up to 60 02
60-90 03
90-120 04
120-150 05
Above 150 05 + Head teacher
Above 200 One teacher for students up
to forty (excluding Head).
2. Class VI-VIII At least one teacher per class. There shall be
at least one teacher each for –
i. i. Science & Mathematics
ii. ii. Social studies
iii. iii. Languages
At least one teacher for every 35 children
Where admission of children is more than
100-
i. a full time head teacher
ii. part time instructors for-
A. Art Education
B. Health & Physical Education
C. Work Education
3. Building/
Physical
infrastructure
All weather building consisting of-
i. At least one classroom for every
teacher and an office-cum-store-
cum-Head teacher’s room
ii. Barrier free access
iii. In conformity to safety standards
iv. Separate toilets for boys and girls
v. Safe and adequate drinking water
facility
vi. Kitchen, where MDM is cooked
vii. Playground
viii. Boundary wall and fencing
4. Number of
Working Days &
Instructional
Hours
Class Working
days per
year
Working
Hours per
year
I–V 200 days 800
VI-VIII 220 days 1000
5. Minimum
working hours
per week per
teacher
45 including preparation hours

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6. Teaching
learning
equipment
In each class as required
7. Library i. One library in each school
ii. It should have news paper &
magazines
iii. Books on all subjects
iv. Story books
8. Play material As required
1.6.6 Pushes for Social Reform
The Act makes the social reform by incorporating the following provisions-
i. 25 % of strength of entry class to be from weaker sections
ii. No compensation for schools already under obligation for land
iii. All schools to furnish information as required
iv. No capitation fee
v. No screening in admission
1.6.7 Protects Child
The Act provides protection to each child by incorporating the following
provisions-
i. Duty of every government to ensure that every child is in school,
attend the school and complete the elementary education
ii. Make duty of parent and guardian to admit the child in a school
iii. The child is made free from fear, trauma and anxiety
iv. No physical punishment and mental harassment
v. Protection of rights of child is being monitored by NCPCR/SCPCR
vi. No failure and expulsion
vii. The schedule recognizes right to play
1.6.8 Makes Procedures more Simple
The Act provides following provision to simplify the procedure-
i. Head master to issue T.C.
ii. Round the year admission
iii. First admission then age proof
iv. No compulsion for submission of age proof for admission
1.6.9 Put Power in the Hands of People
The Act makes the following provision to empower the local community
members-
i. SMC with 75% of parents is to be formed
ii. The responsibility of Elementary Education has been entrusted to local
authorities
iii. NAC/SAC to be set up for advisory role
iv. Implementation of RTE is monitored by NCPCR/SCPCR

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1.6.10 Removes the Oppression of Exams
In the Act adequate provision has been made for removal of oppression of
Examination, these are-
i. No board examination till completion of EE
ii. Issue of completion certificate at the end of EE
iii. Emphasis on CCE of child knowledge and ability
1.7 Salient Features of RTE Act, 2009
 The right of children to free and compulsory education till completion of
elementary education in a neighbourhood school.
 It clarifies that ‘compulsory education’ means obligation of the
appropriate government to provide free elementary education and ensure
compulsory admission, attendance and completion of elementary
education to every child in the six to fourteen age group. ‘Free’ means that
no child shall be liable to pay any kind of fee or charges or expenses
which may prevent him or her from pursuing and completing elementary
education.
 It makes provisions for a non-admitted child to be admitted to an age
appropriate class.
 It specifies the duties and responsibilities of appropriate Governments,
local authority and parents in providing free and compulsory education,
and sharing of financial and other responsibilities between the Central and
State Governments.
 It lays down the norms and standards relating inter alia to Pupil Teacher
Ratios (PTRs), buildings and infrastructure, school-working days, teacher-
working hours.
 It provides for rational deployment of teachers by ensuring that the
specified pupil teacher ratio is maintained for each school, rather than just
as an average for the State or District or Block, thus ensuring that there is
no urban rural imbalance in teacher postings. It also provides for
prohibition of
 Deployment of teachers for non-educational work, other than decennial
census, elections to local authority, state legislatures and parliament, and
disaster relief.
 It provides for appointment of appropriately trained teachers, i.e. teachers
with the requisite entry and academic qualifications.
 It prohibits (a) physical punishment and mental harassment; (b) screening
procedures for admission of children; (c) capitation fee; (d) private tuition
by teachers and (e) running of schools without recognition
 It provides for development of curriculum in consonance with the values
enshrined in the Constitution, and which would ensure the all-round
development of the child, building on the child’s knowledge, potentiality
and
 talent and making the child free of fear, trauma and anxiety through a
system of
 Child friendly and child centered learning.

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1.8 Lets Sum Up:
We have discussed in this unit about historical perspective of RTE Act, 2009,
further we have discussed the provisions and salient features of RTE Act, 2009.
Understanding of its provisions and salient features will help in implementing in
best possible manner.
1.6. End Exercises
1. What are the major steps taken before RTE Act-2009 in independent India?
2. Find out the major historical steps that helped in the formation of RTE Act,
2009 during pre-independence?
3. What are the international discourses are there on Rights?
4. What is the need of RTE Act, 2009 in present context?
5. What are the major provisions of RTE Act, 2009?
6. What kind of social reforms RTE Act, 2009 gives?
7. Discuss the salient features of RTE Act, 2009.

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A-2: DUTIES OF THE STAKEHOLDERS FOR IMPLEMENTATION OF
THE ACT
1.0 Introduction:
The RTE Act notified on 27th
August, 2009 and implemented on 1st
April,
2010 has already crossed the deadline i.e. 31st
March, 2013 set by itself for its
implementation in its true sense. As a matter of fact it cannot be implemented
until & unless stakeholders of RTE Act, 2009 have proper understanding of it.
This unit will help you to understand the expectation and duties of its different
stakeholders.
1.1 Objectives:
On successful completion of this unit you will be able to-
 To understand the expectation from stakeholders.
 To understand the duties of the government.
 To understand the duties of the local authorities.
 To understand the duties of the teachers.
 To understand the duties of the parents.
 To understand the ways for special training for out-of-school children.
1.2 Expectations from Stakeholders:
Section 12 of the RTE Act mandates that a) all Government and local
body schools shall provide free and compulsory education to all children enrolled
therein, (b) all aided schools receiving aid or grants to meet whole or part of its
expenses shall provide free and compulsory education to such proportion of
children as its annual recurring aid or grants, subject to a minimum of 25%, and
(c) all unaided and ‘specified category’ schools, namely Kendriya Vidyalaya,
Navodaya Vidyalaya, Sainik schools or any other school having a distinct
character as specified by notification by the State Government/UT, shall provide
free and compulsory education to at least 25% children belonging to weaker
sections and disadvantaged groups in the neighbourhood. While determining the
need for access of children to neighbourhood schools, the mapping exercise
should factor in the availability of seats for children from disadvantaged groups
and weaker sections not only in government and local body schools, but also in
aided, unaided and special category schools as provided under the RTE Act.
We have had a vision for quality education for all, and now for the first
time in the history of Indian education we have the RTE with a separate Chapter
(VI) to ensure that this vision is implemented. A rights framework is a major shift
which implies that the ‘compulsion’ is on the State to ensure learning of equitable
quality for all children. In the earlier framework the responsibility was often
placed on the children themselves by labelling them as ‘disinterested’ or ‘slow
learners’, or on parents who were assumed to be ‘unaware, uneducated’. In fact,
Section 8 (c) ensures that children belonging to weaker sections or disadvantaged
groups are not discriminated against and prevented from pursuing and completing
elementary education on any grounds. Making this shift is a tremendous challenge
for a system which rests on ‘selection’ from day one, even before a child can enter
school, and judges a child to be ‘slow’ or a ‘failure’ without reminding itself that

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all children will learn and develop well in an environment that provides them
quality education. Indeed, the RTE Act requires an emphasis on ‘equitable’
quality. Even our earlier policies have stressed that the quality of education
depends on how far it ensures equity; so a system or school that selects children
on the basis of their social advantage, actually compromises on equity and
therefore on ‘quality’. Our selective system claims to give preference to ‘merit’,
and has segregated children into schools of differential quality on this basis. The
so called most ‘able’ are selected for highly resourced ‘model’ schools. However,
the rights framework reminds us that this notion of ‘merit’ decided by tests is
actually connected to social advantage. Children who come from disadvantaged
backgrounds need greater attention and the best academic support from a system
that promotes ‘equitable quality’, not differential quality, through which they are
relegated to impoverished schools and thus further disadvantaged. Research
shows that the more competitive a test the more it actually selects social
advantage, whereas collaborative and non-threatening assessment of children’s
progress leads to better learning of all. This is why the RTE Act (Section 13) has
banned any kind of screening procedure for children and parents at the time of
admission, has barred detention or expulsion of a child, and even disallowed the
conduct of Board examinations till a child completes elementary schooling (class
VIII). This is to give the child adequate time to develop her learning and
understanding fully through an enabling educational environment, and through a
system of continuous and comprehensive assessment which enhances learning.
Section 29 of the RTE Act is therefore crucial for the design of an enabling
curriculum, by the designated academic authority. The curriculum here stands for
all the components of schooling including in classroom processes, teacher
development programmes, the syllabus and textbooks, assessment procedures, etc,
and is meant to ensure:
 Conformity with Constitutional values;
 all round development of the child;
 building up the child’s knowledge, potentiality and talent;
 development of physical and mental abilities to the fullest extent;
 learning through activities, discovery and exploration in a child friendly
and child-centered manner;
 the child’s mother tongue serving ‘as far as practicable’ as the medium of
instruction;
 Making the child free of fear, trauma and anxiety and helping the child to
express views freely.
 Comprehensive and continuous evaluation of the child’s understanding
and knowledge and the ability to apply it.
In this way the principles of child centred education spelt out in the National
Policy on Education (NPE), 1986/92 and elaborated in the NCF - 2005 are now
part of educational legislation. Some of these have been included in various
guidelines prepared under Central and State level programmes launched since the
formulation of the NPE, 1986/92, but now need to be strengthened to ensure
implementation of the RTE within the mandated time. To fulfill the aforesaid
there are certain duties of its different stakeholders which has been discussed
below.

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1.2 Duties of Government, Local Authorities, Teachers & Parents
As you are aware that 86th
Amendment Act 2002 has made education a
Fundamental Right; A Legal Right and legal right is only the beginning of a long
journey towards its realization. There are number of bridges to be crossed along
the way. The first great divide is between the fact of having a Right and the
knowledge of this fact. In this process one must know the duties of Government,
Local Authorities (Corporation, Municipality, NAC & Panchayats), Teachers and
Parents/Guardians. This knowledge will help in realizing the Rights in its fullest.
1.2.1 Duties of the Government:
Government includes Central/Union government, State government and
Union Territory having legislature. These governments are to undertake the
following functions-
 Designing a National Curriculum Framework adopting the same at state
level.
 Ensuring the maintenance of specified pupil-teacher ratio for different
classes by appointing teachers for required positions.
 Developing & enforcing norms & standards of teachers-training institutes
to provide training of teachers for both pre-service & in-service.
 Ensuring proper infrastructural facilities for coping up with all essential
requirement of RTE Act-2009.
 Provide free and compulsory elementary education to every child of the
age of six to fourteen years, and
 Ensuring compulsory admission, attendance and completion of elementary
education by every child of the age of six to fourteen years and monitoring
the process.
 Taking appropriate steps to complete eradication of stagnation & dropouts.
 Issuing the appropriate direction for availability of a neighbourhood
school.
 Ensuring that the child belonging to weaker section and the child
belonging to disadvantaged group and physically challenged children are
not discriminated against and prevented from pursuing and completing
elementary education on any grounds.
 Providing instructional infrastructure including teachers and equipments.
 Ensuring quality elementary education programme conforming to the
standards and norms specified in the schedule.
 Ensuring the formation for National Commission for Protection of Child
Rights (NCPCR) & State Commission for Protection of Child Rights
(SCPCR) and making these councils be functional.
1.2.2 Duties of Local Authority:
Local authority includes Municipal Corporation, Municipal Council, Zila
Parishad, Notified Area Councils, Nagar Panchayat, Panchayat and Gram

15
Panchayat. This also include such other authority or Body having administrative
control over the school or empowered by or under any law for the time being in
force to function as a local body in any city, town or village. Following are the
duties of the local bodies in respect of the institutes and community coming under
their jurisdiction-
 Ensuring to provide free & compulsory education to every child.
 Ensuring the availability of a neighbourhood school.
 Ensuring that the child belonging to weaker section and the child
belonging to disadvantaged group and physically challenged children are
not discriminated against and prevented from pursuing and completing
elementary education on any grounds.
 Maintaining the records of children up to the age of fourteen years.
 Ensuring the establishment of neighbourhood schools.
 Ensuring and Monitoring the admission, attendance and completion of
Elementary Education and ensuring admission of children of migrant
families.
 Ensuring proper infrastructural facilities for coping up with all essential
requirement of RTE Act-2009.
 Providing special training facility for drop outs and previously not
enrolled and brining them to the school.
 Providing training facility for teachers.
 Monitoring the functioning of schools.
 Timely prescription for curriculum, courses of study and teachers’
training.
 Ensuring quality elementary education programme conforming to the
standards and norms specified in the schedule.
 Deciding the academic calendar.
 Ensuring the constitution and functioning of School Management
Committees (SMCs) comprising local authority officials, parents,
guardians and teachers.
 The SMCs shall prepare School Development Plans and monitor the
utilization of government grants and the whole school environment.
1.2.3 Duties of Teachers:
 Maintaining regularity and punctuality in attending school.
 Conducting and completing the curriculum fulfilling the directives
envisaged in the Act within the specified time.
 Ensuring the minimum number of working hours.
 Ensuring and executing the teaching-learning equipment in the teaching.
 Assessing the learning ability of each child and accordingly
supplementing additional instructions as and when necessary.
 Ensuring and executing the functional library.
 Ensuring and executing the functional games & sports facilities.
 Ensuring the attention, interest and retention of students in the class as
well as in the school.

16
 Holding regular meeting with parents and guardians to appraise them
about the regularity in attendance, ability to learn, progress of their
children.
 Ensuring dissemination of relevant information about the child to the
parents and guardians which are needed for all round development of
child.
 Ensuring that no corporal punishment should be there at school.
 Eliciting the community support in the development of the school.
 Eliciting the supports of the parents/guardians in the all round
development of a child.
 Designing and implementing activities taking into consideration the
individual differences of each child.
 Formulating innovative techniques and practices for the class.
 Facilitating activities during classroom interactions as one among the
group, without any inhibition.
 Setting up tasks and giving instructions in accordance with the learning
capability of children.
 Using local resources for designing class activities, and reference
materials for updating her knowledge.
 Eliciting regular feedback and maintains recorded observations to improve
her teaching.
 Taking up classroom problems as part of action research.
 Conducting academic discussions with her colleagues, takes part in
collective planning with the School Resource Group, and interacts with
the community.
1.2.4 Duties of Parents:
 Asking for the right, given to them.
 Admitting their children in the school
 Ensuring the regular attendance of their ward.
 Attending the meeting called by school.
 Consulting the issues with SMCs and teachers.
 Participating in the developmental activities of the school
1.3 Special Training for Out-of-School Children:
The RTE Act makes specific provision for Special Training for age-
appropriate admission for out-of-school children. A majority of out-of-school
children belong to disadvantaged communities: scheduled castes, scheduled
tribes, Muslims, migrants, children with special needs, urban deprived children,
working children, children in other difficult circumstances, for example, those
living in difficult terrain, children from displaced families, and areas affected by
civil strife, etc need Special Training. Special Training for never enrolled
children or those who dropped out before completing elementary education would
require an identification of children who must be enrolled. For this the State
Government, Local Authority and School Management Committee will need to
undertake a community level school mapping exercise. The neighbourhood and
school mapping exercise will be followed by-

17
(i) immediate enrolment in school
(ii) organisation of Special Training of flexible duration to enable
the child to be at par with other children,
(iii) actual admission of the child in the age-appropriate class on
completion of Special Training, and his/her participation in all
class activities,
(iv) continued support to the child, once admitted to the regular
school, so that the child can integrate with the class socially,
emotionally and academically.
The RTE Act also provides that such children shall continue to be
provided free and compulsory elementary education even after they cross 14 years
of age.
1.5 Lets Sum Up:
We have discussed in this unit about the expectations from stakeholders, duties of
government, local authorities, teachers and parents and at last we have discussed
about the training for out-of-school children. All components are very important
so far as proper implementation of RTE Act-2009 is concerned.
1.6 End Exercises
1. What are the directions of section 12 of RTE Act-2009?
2. What are the directions of section 29 of RTE Act-2009?
3. List the duties of government and local authorities?
4. List the duties of teachers & parents?
5. What do you mean by school mapping?
6. List the steps that can help out-of-school children?

18
A-3: SCHOOL DEVELOPMENT PLAN (SDP) & ROLE OF SCHOOL
MANAGEMENT COMMITTEE (SMC)
1.0 Introduction:
A school development plan is roadmap that sets out the changes the school
needs to make to improve the level of achievement of the students and to show
how and when these changes are to be made. Government of India is making
several efforts for universalizing elementary education qualitatively as well as
quantitatively. As a responsible citizen everybody is suppose to deliver their part
for realizing the objectives of the RTE and/or several other provisions. The RTE
Act, 2009 gives the power in the hands of people so far as elementary education is
concerned in the form of SMCs. School development plan is one of the
responsibilities of SMC. School development is concerned with developing
different resources both physical and human for qualitative elementary education.
Section 22 (1) of RTE Act, 2009 directs for preparation of SDP. To develop the
school it is necessary to work out a plan and all stakeholders should participate in
the planning, development and execution. In this unit we will discuss SDP and
role of SMC in SDP.
1.1 Objectives:
On successful completion of this unit you will be able to-
 Understand the contextual background for SDP.
 Understand the concept of Access to School.
 Understand about School Development Plan.
 Understand the need for School Development Plan.
 Understand about School Management Committee.
 Understand the composition of School Management Committee.
 Understand the role of SMC in SDP.
1.2 Context for School Development Plan:
The RTE provides a legally enforceable rights framework with certain
unambiguous time targets that Governments must adhere to. For example, the Act
mandates that every child in the six to fourteen age groups shall have a right to
free and compulsory education in a neighbourhood school. The Act also provides
that if a school does not exist in an area or limit prescribed as the neighbourhood,
the appropriate Government and the local authority shall establish a school in this
area within a period of three years. Therefore, all children-girls and boys from
disadvantaged groups and economically weaker sections, children with special
needs, children involved in child labour and so on, must be in a school within
three years time starting from 1 April 2010. Universal access to elementary
education requires schooling facilities within reasonable reach of all children. If
schools are not located in or near the habitations where children reside, children
are unlikely to complete schooling, even if they are formally enrolled in schools.
The RTE Act provides children’s access to elementary schools within the defined
area or limits of neighbourhood: Section 6: ‘The appropriate governments and
local authorities shall establish, with in the area or limits o f a neighbourhood, a
school, where it is not already established, within a period of three years from the
commencement of the Act’. Further, the Act places a compulsion on the State to

19
ensure that no child from the weaker sections or disadvantaged groups is
discriminated against in any manner or prevented from pursuing and completing
elementary education. A neighbourhood school is a school located within the
defined limits or area of neighbourhood, which has been notified by the State
Government under the State RTE Rules. The Central Government has notified the
area or limits of neighbourhood to factor in distance norms, with provision for
relaxation of norms in places with difficult terrain where there may be risk of
landslides, floods, lack of roads and in general, danger for young children in the
approach from their homes to the school. In the case of children with disabilities,
the Central RTE Rules provide for appropriate and safe transportation
arrangements to enable them to attend school and complete elementary education.
The neighbourhood norms provided in the Central RTE Rules would be
applicable to Union Territories without Legislature for opening new schools. In
the case of all other States and Union Territories the neighbourhood norms
notified in the State/UT RTE Rules would be applicable for opening new schools
under SSA.
1.3 Access to School:
The significance of social access in universalising elementary education
cannot be undermined. India is a multi-cultural society of numerous regional and
local cultures. Hierarchies of caste, economic status and gender relations that
characterise Indian society, deeply influence children’s access to education. The
accident of birth in a particular religion, class, caste or gender should not define
and restrict a child’s life chances for all times to come. It is important to ensure
that the schools respect India’s diversity and plurality, and recognise differences
arising out of uneven social and economic development. If the language of
instruction, even in Class I, in a school in a tribal area is the State language, the
child will find the school environment alienating. If teachers in the school are not
sensitised to actively dispel traditional perceptions regarding gender or caste
roles, they are unlikely to take measures which would help girls, children from
disadvantaged groups and weaker sections pursue education, which is equitable
and free of anxiety. The teachers’ own patterns of communication with children:
the seating arrangements in the classroom, allocation of work between children
reinforce or dispel societal perceptions about the ‘proper’ role and place of girls
or children from SC/ST and minority communities. Government schools have a
high proportion of first generation school goers and children from marginalised
communities. Teachers need to be sensitive to the fact that the home
environments of many of these children may not facilitate ‘time-dot’ punctuality
of children or homework or revision of school work. If these are perceived as
‘lapses’ and the child is punished or the school does not help such children cope
with learning, the child is likely to feel discouraged and drop out of formal
schooling. The curriculum and textbooks also need to be intrinsically connected
with the child’s life outside the school, and should reinforce the child’s pride in
her language, society and way of life, at the same time affording opportunities for
learning about the wider world. Teachers and educational administrators must be
sensitive to these children, and ensure that, given their difficult circumstances, the
children are enabled to participate in and complete elementary education. School
access therefore demands not merely physical access to a neighbourhood school

20
within a notified distance, but also social access by way of addressing all
exclusionary practices in the school, especially those based on caste, class, gender
and special needs. Mapping for access to neighbourhood schools would need to
go beyond spatial planning and preparation of distance matrices for school
location. The provision of schooling facilities at appropriate locations is an
essential prerequisite to universal elementary education. But mere provision of
schooling facility is insufficient to ensure that all children attend school and
participate in the learning process. The school may be there, but children may not
attend; they may drop out after a few months; or may be absent too many days
and cannot cope with the learning load. School mapping exercises will have to
incorporate social mapping and should be undertaken with community
involvement, to ensure that all children who cannot access school for social,
cultural and economic reasons, are enabled to do so. School and social mapping is
a powerful means of mobilising the community to ensure that all children attend
schools and complete elementary education. A school map will help determine the
changes necessary in schools, and build a dynamic vision of the education
services, including infrastructure, teachers, and equipment, required so that all
children, irrespective of their caste, religion or gender are provided education of
reasonable quality. This has required a proper school development plan.
1.4 School Development Plan:
The School Development Plan (SDP) is important for any school to set
targets and achieving these school based goals. Educational planners follow a
management system to monitor schools under the school education system. The
implementation of the Right to Education Act 2009 has emphasized on school
level planning with a bottom up approach that empowers every school to plan its
activities in a systemic manner. Planning for school development has to be such
that it can visualize school growth for at-least three years and sub plans for each
year. This must become a powerful means for promoting school effectiveness and
development through evaluation and monitoring targets set as sub each year. The
schools must actively engage themselves in whole-school planning in order to
create optimum learning environments and to deliver appropriate curricular
provision for their learners. The creation and management of resources in the
school is also an important aspect of good school functioning. Every school is
unique in terms of its staffing, learners, support structures, and schools must make
optimal utilization of the available resources. School planning is meaningful
through collaborative effort in which the parents and community as major
stakeholders participate actively. The evolving and changing needs of the school
requires to be visualized by the School Management Committee. This will
facilitate in achieving the overall educational goals of the school.
Every school has its own set of values, beliefs, expectations, priorities and
goals for student learning and school success. It is expected that every school will
work towards improved student achievement and school effectiveness. This can
be made possible through proper School Development Planning (SDP) that must
be developed for at least three years, with sub plans for each year. The three years
perspective plan needs to be further divided into year wise goals, thus making
clear the long term and short term goals of the school. The development of the

21
school plan rests solely on the SMC with higher participation of the parents and
community members.
1.5 Need for a School Development Plan (SDP)
It is accepted that the most effective organizations are those which place a
great emphasis on clarifying their aims and objectives. They also engage in
corporate, collaborative and comprehensive planning in order to achieve these
aims and objectives. The school is also an organization and needs to be effective.
In order to be so, it needs to enable all its partners to join in the clarification and
statement of its aims and objectives and to agree on strategies to achieve them.
School-based planning is the most important means through which this is done.
The School Plan is required as it helps the school to realize its aims and objectives
and meet the anticipated needs of the learners. It also helps to ensure quality in
teaching and learning throughout the school. In helping to achieve effectiveness,
the School Plan will direct attention towards the core areas of school activity
which are accepted as being essential in ensuring school efficiency.
The need for the SDP can be summarized as follows:
 To develop an awareness of school effectiveness indicators and identify
school
 Improvement strategies.
 To provide a mechanism for systematic self-evaluation that enables the
School Management Community (SMC) to review its progress, identify
priorities, and prepare plans for further school improvement.
 To respond to the needs of the learners more effectively while facilitating
the incorporation of national and wider priorities into its work.
 To increase commitment and ownership of the school policy.
 To have interactive and collaborative dialogue in which the principal,
teachers, parents of pupils, the board of management and the patron,
owner, trustee or governor seek to respond to the developing needs of the
school.
 To improve communication and foster an atmosphere of openness and
encourage principals and staff to take ownership of developments and
manage the pace of change.
 To ensure effective use of available resources and to target available
resources towards meeting priority needs
 To enhance the professional role of teachers and provide support for and
recognition of effective practice
1.6 School Management Committee
School Development Plan (SDP) is an important aspect of quality
improvement for any school. School Management Committees has a very
important role to play in the development of the School Development Plan in the
context of RTE Act. This is a legal document that must be present in all schools
as per the RTE Act of 2009.

22
1.6.1 SMC as defined under RTE ACT, 2009
The RTE Act states that a school shall constitute a School Management
Committee that will comprise of elected representative of local authority, parents
or guardians of children admitted to such school, and teachers. The overall idea
behind having a School Management Committee is to ensure that local
community is involved in affairs of the school and the goal of providing quality
education to children.
1.6.2 Composition of SMC
It is important to have a SMC in place prior to developing the SDP. The role
of the SMC is vital in working out the school plan. As per the Act, every school is
required to constitute an SMC within six months from the date of notification and
the SMC shall be reconstituted every three years.
As per the Act the SMCs should comprise the following-
 Parents or guardians (75%) of whom 50% would be the Women Members
 Representation of parents or guardians of children belonging to
disadvantaged, marginalized sections should be there.
 The remaining one-fourth (25%) members may be from the following:
a. elected representatives
b. teachers of the school, (to be decided by the teachers)
c. Educationist from the locality / students of the school (may be
decided by parents or guardians)
d. In order to function effectively and to manage the affairs of the
SMC, each committee will elect the Chairperson and the Vice-
Chairman from amongst the parent members.
e. The Member Secretary of the committee shall be the head teacher
of the school. In case the school does not have the head teacher,
than the senior most teacher of the school shall be the ex-officio
member secretary of the SMC.
1.7 Role of SMC in School Development Plan
The most important role of the SMC is to ensure that they are able to make
effective interventions in strengthening school efficiency. They should participate
actively towards maintaining high standards in the school.
As per section 21 (2) of the RTE Act, the SMC shall perform the following
functions:
 Monitor the working of school
 Prepare and recommend school development plan
 Monitor the utilization of grant received from the appropriate government
or the local authority or any other source and,
 Perform such other function that may be prescribed.
The SMC is an empowered body that has the legal right to take decisions in
the interest of the school. They are therefore most crucial in the preparation of the
SDP, which has to be prepared at least 3 months before the end of the financial
year. The School Development Plan is the basis for the projection for a three year

23
period for the task to be undertaken by the school. It includes estimates for
increasing learner enrolment, hiring of additional teachers, expansion of
infrastructures and building capacities in terms of training and enhancement of
qualification of teachers etc. Therefore it becomes the role of SMC to ensure that
this projection is taken forward and regular monitoring of the activities of the
school is done so that the overall aim of providing quality education is met.
1.8 Lets Sum Up:
We have discussed in this unit about context of School Development Plan,
Access to School, School Development Plan, Need for SDP, School Management
Committee & its formation and composition and at last we have discussed the role
of SMC in the development of SDP.
1.9. End Exercises:
1. Discuss the context for School Development Plan.
2. What do you mean by access to School?
3. What is School Development Plan?
4. What is the need of School Development Plan?
5. What is the composition of School Management Committee?
6. What is the role of SMC in SDP?

24
A-4: PROVISIONS OF THE WEST BENGAL RTE RULE, 2012
1. Introduction:
The RTE Act, 2009 pointed that all the states are required to develop Model
Rules for implementing the act in line with the RTE-act. Accordingly, the
Government of West Bengal developed the Model Rules in 2012. The following
section presents the details of the model rules of the state.
2. Objectives: After going through this module one would be in a
position to
 Understand the provisions of the RTE rule of the West Bengal, 2012
 The provisions made by the Government of West Bengal to Implement
the RTE Act, 2009
3. Different Provisions of the WB RTE Act, 2012
Admission of Students
The rule provides that all the children of the age group 6-14 would be admitted to
the school. All the children mean
 The children those who are just entering to the school going age
 The children those who were admitted to the school in the past and left the
school for one or more reasons (may be due to failure/economic reasons
etc)
 The children who are out of school
School in the Neighbourhood
The RTE Act makes the provision that all the children are to be admitted to the
school. The Government/the local bodies would establish the school in the area or
the neighbourhood within a period of three years.
The neibogherhood means a Borough for an area under the Municipal
Corporation or a ward in an area under a municipality or any other urban authority
duly notified and includes a revenue village .For carrying out the provisions of the
Act, the area or limit of the neighbourhood of a school within which a school is to
be established by the state Government shall be as follows-
Sl
No.
Level and Class Maximum no. of
students
Distance in KM
Rural Urban
1 Primary Level (Classes
I-IV)
300 1 KM 0.5 KM
2 Upper Primary level
(V-VIII)
500 2 KM 1 KM
(2)The states Government may establish more than one school in any
neighbourhood of a school.
(3) The no. of students may be relaxed by the District Inspector of School)

25
(4) In the areas where opening of school may not be visible and those areas
difficult for children to access due to difficult terrain, vulnerability to hazards
both natural and human landslides, flood disruption of normal life due to civil
unrest.
(5) The state Government or the local authority may locate a school in such a
manner to avoid the above danger to make adequate arrangement for transport
facility to the children or escort to be provided or residential accommodation is to
be done.
6) Children belonging to weaker section, with special needs, coming from
migrating families have to be taken care.
7) It is proposed that existing primary school may be upgrade to upper primary
schools.
8) School mapping is to be done by the Govt. or local authority this means the
existing neighborhood school may be assessed and decision for setting up new
school or upgrading the existing school to higher level may be done.
9) The school education department may be basis on survey and social mapping is
to acceptance the out of children to ensure equity in terms of access, enrollment,
participation, retention of quality of elementary education.
10) The information and map relating to availability of neighborhood school may
be made available online to the general public.
11) In short, the state govt. may provide schools in a reasonable distance in the
neighborhood so that all the children have to access to elementary education.
To facilitate the student admission of all children age group of 6-14 the
admission procedure has been simplified.
(1) Age in respect of appropriate class: The following is the information
relating to the class and age.
Sl. No Class Age (yrs)
1
Class-I 6years and above but less than7years
2
Class-II 7years and above but less than8years
3
Class-III 8years and above but less than9years
4
Class-IV 9years and above but less than10years
5
Class-V 10years and above but less than11years
6
Class-VI 11years and above but less than12years
7
Class-VII 12years and above but less than13years
8
Class-VIII 13years and above but less than14years
2) Proof of Age : In the act it has been provided that the age of the child
shall be determined by the on the basis of birth certificate issues in
accordance with the provision of birth, death and marriage registration act,
1886 or on the basis of such other documents prescribed. In case the birth

26
certificate is not available for the purpose of the admission in a school,
proof of age of such child shall be taken from the record from the hospital
or sub centre- ICDS centre or a registered medical practitioner.
In absence of any such document a written declaration of the age
of the child by the parent/guardian is to be taken for age proof. In such
case the parents/ guardian shall have the response to submit a birth
certificate or any other documents within a period of six months from the
date of admission.
3) Extended period of admission of school children shall be the three
months from the commencement of the academic year. The children who
are out of school shall not be denied at any point of time on the ground
that period of admission or extended period has elapsed.
Maintenance of School Records
1) At the level of local authority –the state govt. through appropriate local
authority shall maintain at the level of Circle Level Resource Centre, a
register of all children under their jurisdiction from their birth till they
attend the age of 14.
2) Birth registration authority- the all birth registration office of rural and
urban areas shall be provided the relevant data for the purpose.
3) The register shall be prepared by conducting household surveys and shall
be updated annually.
4) The register will be available for inspection for the public.
5) The information will be available in the website within a year of the date
of commence these rules.
6) The register will be transparent and will be in the public domain and to be
used for the purpose of monitoring, admission, attendance and completion
of elementary education.
7) The school management committee shall make available to the public the
details of the children enrolled in the school.
8) The contents of the register- the following information to be included-
Name, sex, date of birth (Birth certificate number wherever available),
place of birth of the child;
 Name, address, occupation of the parents or guardians;
 Present address of the child;
 Name of school or pre-school or Angwanwadi Centre or Alternative
Innovative Education Centre where the child avails elementary education
up to the age 6 years, wherever available;
 Elementary school where the child is admitted , if applicable;
 Class in which the child is studying (for children age 6to 14 years), and if
education is discontinued in the territorial jurisdiction of the said local
authority, the cause of such discontinuance;
 Information regarding whether the child belongs to the weaker section
within the meaning of clause (e) of section 2
 Information regarding whether the child belongs to a disadvantaged group
within the meaning of clause (d) of section 2

27
 Information regarding whether the child requires special facilities or
residential facilities on account of migration and sparse population, age
appropriate admission, disability or any other reason to be specified.
Reimbursement of Per Child Expenditure
The state government shall reimburse per child expenditure incurred by
the school for providing free and compulsory education to the child belonging to
weaker section and disadvantaged group. The imbursement will be in the
following manner
a) An unaided school not receiving any kind of aid/grant to meet the
expenses either from govt. or the local body entitled to reimbursement
shall intimate to the appropriate District Inspector of School of the
Concerned District at the start of each academic year and on completion of
its admission process, the number of students against whom the school
shall claim reimbursement;
b) The state govt. shall notify the amount to be reimbursed and the basis of
fixation of such amount within 3 (three) months from the beginning of
each academic year. In case no such notification is issued within three
months from the beginning of each academic year, the amount specified in
the last notification shall be considered;
c) The reimbursement shall be done by the district Project Officer, Sarva
Siksha Mission of the concerned District on the basis of recommendation
of the District Inspector of Schools, primary for primary schools and the
District Inspector of Schools, Secondary for Upper primary /Secondary
schools of the concerned district as per quarterly requisition with category
wise statement of such students to submitted by schools and subject to the
amount notified by the state govt. as aforesaid.
The school that receives this reimbursement shall maintain a separate account in
respect of the amount so received by it. These accounts may be open for
inspection.
Right to Education, Protection Authority (REPA)
There shall be an authority to perform the functions specified in the
section to the act. This will work till to the constitution of the state commission
for the Protection of the child rights.
The composition of the Authority will be as follows-
a) A chairperson who is person of high academic repute or has been a High
Court Judge or has done outstanding work for promoting the rights of
children to be nominated by the state Government in the Law Department;
b) Six members, of whom at least three shall be women, from the following
areas, from amongst person of eminence, ability, integrity, standing and
experience in-
(i) Education-to be nominated by the School Education Department of
the State Government;
(ii) Child Health care and child development- to be nominated by the
Woman and Child Development and Social Welfare Department of
the State Government;

28
(iii) Juvenile justice or care of neglected or marginalized children with
disabilities –to be nominated by the Woman and Child
Development and Social Welfare Department of the State
government;
(iv) Elimination of child Labour or working with children in distress-to
be nominated by the Labour Department of the State Government;
(v) Child psychology or Sociology-to be nominated by the Health and
Family Welfare Department.
(vi) Legal Profession –to be nominated by the Ld. Advocate General,
Government of West Bengal.
The chairman will be nominated and shall of the office for the 2 years or at the
attainment of 65 years of the age. The state govt. provides the resource support for
the authority.
School Certificate
1. The unaffiliated unrecognized schools are to get a certificate of
recommendations. For this purpose the schools has to apply in this
prescribed proforma and pay the fees.
2. The application is to be submitted to the D.I of schools secondary/ primary
education as applicable through official websites.
3. The concerned D.I. (s) with in a 45 working days from the received of an
application hold hearing verify the documents.
4. Incase of online application the hearing of the state level will be done
5. Following fees will be submitted through treasury challan.
Sl No. Category of school Amount (in Rs.)
1
For Primary school in rural Areas Rs. 3,000/-
2
For Primary school in Urban Areas Rs. 5,000/-
3
For Upper primary in rural areas Rs. 7,000/-
4
For Upper Primary in Urban Areas Rs. 10,000/-
All the fees and necessary document shall be filled within 15 days from the
date of application; otherwise the application will be rejected.
There will be a district level inspection team to conduct the inspection and submit
the report (proper proforma).
Sl
No.
Name of the Representative No. of
Representative
1 The District Inspector of Schools (SE)/(PE) of the
concerned District or his nominated representative
(convener)
1
2 Nominee of the West Bengal Board of the Secondary
Education
1
3 Nominee of the chairman, District Primary School
Council of the concerned District
1
4 Nominee of the Madrasah Board 1
Total Representative 4

29
State Level Committee
The state level committee for recognition or affiliation of schools
constituted by state govt. for granting a no objection certificate in respect of
recognition or affiliation. This committee will consider the report of the district
level committee for grant of no objection certificate. The following will be the
constitution of the committee-
Sl.
No.
Name of the members of the state level committee Designation
1 Director of School Education Chairperson
2 Joint secretary, School Education Department, looking
after secondary education or any other officer not below
the rank of Joint Secretary duly authorized by the secretary
, School education Department
Member
3 Secretary, West Bengal Board of Primary education Member
4 Secretary West Bengal Board of Secondary Education Member
5 Chairperson, Rabindra Mukta Vidyalaya Member
6 State project Director, Sarva Siksha Mission or his
representative not below the rank of Additional State
Project Director
Member
7 One Deputy Director of School Education, West Bengal to
be duly nominated by the director of School Education
Member
8 Secretary Madrasah Board or his representative Member
9 Representative of the board outside west Bengal under
which the school seeks affiliation, if required
Member
The state level committee will meet once a month to consider the
application. If needed the school may be 15 days time to complain with any
deficiency on satisfaction the committee shall recommend to the board located in
the west Bengal and outside no objection certificate. In case the applicant schools
failed to comply will be rejected the issue of no objection certificate.
Every school seeking recognition under the section 18 shall, in addition to the
requirements of the Board to which it is to be recognized or seeks to be affiliated
to, abide by the following conditions:-
(a) that the applicant school shall be run either by a society registered under
the Societies Registration Act 1860, or by a public trust constituted under
any law for the time being in force, or by such a company within the
meaning of the Companies Act,1956 whose Memorandum and Articles of
Association do not allow it to make profit;
(b) that the applicant school is not run for profit to any individual, group of
individuals or any other persons;
(c) that the applicant school conforms to, seeks to and has a curriculum to
implement the values enshrined in the Constitution of India and promotes
respect for the National Anthem, National Flag and National Emblem and
National Integration;

30
(d) that the applicant school buildings or other structures or the grounds are
used only for the purposes of education and skill development;
(e) that the premises of the applicant school is open to inspection by any
officer authorized by the State Government or local authority;
(f) that the applicant school shall furnish such reports and information as may
be required by the Board or by any other authority under the State
Government time to time as and when required and shall comply with
such instruction of the State Government or the local authority as may be
issued to secure the continued fulfillments of the condition of recognitions
of the schools or for the removal of deficiencies.
(g) That the applicant school shall –
(i) be located in a relatively noise free and pollution free area, having
adequate supply of drinking water and electricity.
(ii) have a building usable in all weathers and the plan of the building
sanctioned by the Gram Pradhan of the Gram Panchayat, in case of rural
area and by the chairman of the Municipality or Mayor of the Municipal
Corporation, in case of urban area.
(iii) have a playground for the students;
(iv) have a barrier- free access as mentioned in the Schedule of the Act;
(v) have classrooms of an area minimum 400 sq. ft (25 ft×16 ft.) each
which is confortable and suitable for imparting lesson and of not less than
the number of class units;
(vi) have good quality of separate lavatory for students and teachers and
good quality of separate lavatory for girl’s students, if it is a co-education
school;
(vii) have a girls’ common room. If it is a girls or co-education school;
(viii) have a teachers’ room
(ix) have adequate furniture so that students do not have seat more than
three in bench.
(x) have a library with sufficient number of books (not less than 500)
on literature and other subjects but excluding text books or notes
thereon
(xi) have students’ admission procedure and fees structure duly
published by the School Management Committee;
(xii) have arrangement for periodical medical check up of students and
records thereof;
(xiii) Comply with the rules and regulation, and satisfy the minimum
qualification norms set by the National Commission for Teacher
Education to the teachers’ requirement for the satisfaction of the
recognizing authority.
(xiv) have required at teachers as per the staff pattern and the
qualification specified by the State Government or board with
which it is affiliated, which ever each higher,
(xv) have a daily published service rules and leave rules for the
teaching and non-teaching staff;
(xvi) follow the provision relating to disciplinary proceedings in the
manner as made it director by the board.

31
(xvii) have determined the pay structure of teaching and non-teaching
staff in such a manner as may be directed by the State
Government.
(xviii) have provisions for contributory provident funds and gratuity of
teaching and non-teaching staff
(xix) have a fees structure for the students which can not enhanced
without the prior permission of the State Government.
(xx) have a building separate staircase for entrance and emergency exist
then have sufficient fire safety equipments and have trained person
among the staff for using fire safety equipments; and
(xxi) Pay respect to the Indian Constitution and observe the National
Anthem, National Flag and National Emblem and National
Integration.
(16) An applicant school may make an appeal to the state govt. against the
decision of the state level committee within 2 weeks from the date of such
decision and the State Government shall convey its decision upon considering the
grievance of the applicant within three months thereof.
(17) All school granted a certificate of recognition by a way of ‘No Objection
Certificate’ shall display a copy such certificate at a conspicuous place in the
school all the time.
(18) In case of existing school, the District Inspector of Schools concerned may,
in consultation with the Right to Education Protection Authority, request the
local, municipal authority to provide the applicant school with infrastructural
support including relaxation of Building Rules , if necessary and earmarking a
public park or playground to be used by the student of the applicant school during
specified ours for sports and other outdoor activities in order to enable the
applicant school to comply with requirements of the act.
(19) Every recognized school under the act, shall display in its notice board the
following information-
(a) no. of the students studying in the said school on the last day of previous
month;
(b) no. of teachers in the school;
(c) curricular activities undertaken by the school;
(d) facilities available in the said school;
(e) details of no. of days on which Mid-Day Meal is provided and the no. of
children to whom such midday meal is provided in the school, where the school is
required to provide such Mid-Day Meal in accordance with law further time being
in force.
(f) composition of the School Managing Committee
(g) neighbourhood to which school belong; and
(h) Board to which the school is affiliated;
(20) A recognized school under the Act or an existing school already recognized
by the appropriate Board shall ensure that none of the teachers of the School

32
provide private tuition to any students of the said school or of any other school
and shall provide in its service condition that breach of such restriction shall result
in termination of service.
(21) The school authority shall be responsible to submit on relevance information
on the school as required by the State Government from time to time.
(15) Withdrawal of recognition of Schools for purposes of section 18 (3) and
12 (3)- (1) Where the District Inspector of the Schools concerned, on his
own motion, or on any representation received from any person, has reasons to
believe, which belief and reasons are to be recorded in writing, that a school
recognized under Section 18(2) of the Act or these Rules or has failed to comply
with norms and standard prescribed in the schedule, or with any other
requirements or condition either under the Act or these Rules, it shall act in the
following manner-
(a) issue a notice to the school setting out the grievances or violations of the
conditions of grant of recognition of provisions of the Act or these Rules and
requiring it to show cause within four weeks from received of the notice as to why
the school’s recognition should not be withdrawn;
(b) if the school fails to provide a satisfactory reply within time, the District
Inspector of schools concerned, may constitute a Committee of Inquiry consisting
of 3 or 5 members comprising of such person as may be deemed fit and proper by
him and cause such Committee to conduct an inspection of the school and file a
report there after.
2. The Committee of Inquiry so constitute shall, within four weeks from the date
of his constitution, make due inquiry and within 15 days thereafter submit its
report to the concerned District Inspector of school.
3. The District Inspector of the Schools upon hearing all concerned may, by a
reasoned order-
(a) Recommended withdrawal of recognition of the concerned board to which the
school is affiliated through the Director of School Education, West Bengal.
(b) Required the school concerned to take such a steps as may be necessary to
comply with the provisions of the said Act.
4. the order of de-recognition, if any, shall be operative from the academic year
immediately following the year of the order and shall specify the neighborhood
school to which the children of de-recognized schools are to be admitted provided
that the parents or guardians of the affected children shall be at liberty to enroll
them any school of the category as described in item (iv) of clause (n) of section 2
of their choice. No school shall deny admission to the affective children on the
grounds of non-production of transfer certificate.
5. An appeal may be made within four weeks to the secretary, school education
department, Govt. of West Bengal, against any order made under sub-rule (3).
12. Publication of information – (1) a website shall be maintained by the Board
concerned with full details relating to all application, including the details of
applicant and the status of the application, and it shall be ensured that the

33
information is accessible to the general public. (2) Without prejudice to the
generality of clause (1), the board concerned shall published current data relating
to the following-
(a) name and addresses of all schools who have been granted a certificate of
recognition under sub section (2) of section 18, along with all information
furnished by such a school, either by way of disclosure or obtained upon inquiry,
including information regarding its compliance or otherwise with the norms and
standard prescribed in the schedule to the Act,
(b) name and addresses of all schools which have not been granted a certificate of
the recognition under sub section (2) of section 18, along with the reason(s) for
the rejection along with all information furnished by such a school, either by way
of disclosure or obtained upon inquiry, including information regarding
compliance or otherwise with the norms and standards prescribed in the schedule
to the Act,
(c) name and address of all schools which application for certificates of
recognition under subsection (2) of section 18. Is spending, along with all
information furnished by such a school, either by way of disclosure or obtained
open inquiry, including information regarding its compliance or otherwise with
the norms and standards prescribed in the Schedule to the Act,
(d) Name and address of all schools which recognition has been withdrawn under
sub section (3) of section 18 or sub section (3) of section 19, along with reason(s)
for such withdrawal and along with all information furnished by such schools,
either by way of disclosure or obtained upon inquiry, including information
regarding compliance or otherwise with the norms and standards prescribed in the
Schedule to the Act.
13. Composition and functions of the school Management Committee for
purposes of section 21.
- (1) A school other than a school specified in sub clause (iv) of clause (n) of
section 2, shall have a School Management Committee shall be reconstructed
every three years.
(2) The composition of the School Management committee for different
categories of schools from class I-IV under sub section (2) section 21 shall be as
per schedule.
(3) The School Management Shall meet once in every two months and the
decision of the committee shall be recorded properly and make available to the
public. The head teacher or teacher in charge duly authorized shall be convenor of
the committee.
14. Preparation of School Development Plan-
(1) Every School Management Committee shall prepare a school development
plan at least three months before the end of the academic year in which it is first
constituted under the Act and shall further prepare one every three years.

34
(2) A school development plan shall be three year plan and may comprise of three
annual sub-plans. The plan should be drawn up in a participatory mode involving
all stakeholders including students, parents/guardians etc.
(3) A school development plan shall, inter alia, contain the following
information:-
(a) Location, land details, connectivity and any other interesting detail of the
school including its history alumni, good practices of the school and its students
etc.
(b) Details of class wise enrolment of each year including those of children with
special needs and child of special focus grouped and enrollment made under
clause (c) of subsection (1) of section 12 if applicable.
(c) three year projection of requirements of additional teachers, including Head
Teachers, for Classes I-IV.
(d) three year projection of requirements of additional infrastructure, including
that of child friendly and barrier free building, infrastructure for smooth
implementation of the Cooked Mid-Day Meal Programme if applicable, water
sanitation facilities and other amenities, furniture and equipment including
Teaching Learning Equipment, library books, sports and games equipment and
play material calculated with reference to the existing norms and standards;
(e) minimum number of working days and instructional hours in an academic
year;
(f) minimum number of working hours per week for the teachers;
(g) school safety plan for different hazards and vulnerabilities;
(h) strategies for innovative activities to be taken up for improvement of both
academic and non academic performance of the children in the school.
(4) Every School Development Plan shall be signed by the President and the
Secretary of the School Management Committee and shall be submitted to the
concerned District Inspector of Schools before the end of the financial year.
15. Salary and allowances and conditions of service of teachers for purpose of
sub-section (3) of section 23.- The salary and allowances and conditions of
service of tecahers of Govt. and Govt- aided schools, shall be as per the
notifications issued from time to time by the state govt.
16. Duties to be performed by teachers for the purpose of clause (f) of sub-
section (1) of section 24- (1) in performance of the functions specified in sub-
section (1) of section 24 and in order to fulfill the requirements of clause (h) of
sub-section (2) of section29, the teacher shall maintain a file containing Pupil
Cumulative Records for every child which will be basis for the awarding the
completion certificate specified in sub-section (2) of section 30.
(2) In addition to the functions specified in clauses (a) to (e) of sub-section (1) of
sub-section 24, a teacher may perform the following duties assigned to him or her,
without interfering with regular teaching;-

35
(a) inform the parents and the School Management Committee of a child who, in
the opinion of the teacher, may need special care and attention.
(b) participation in training programmes.
(c) participation in curriculum formulation, and development of syllabi, training
modules and text book development.
17. Manner of redressing grievances of teachers under subsection (3) of
section 24.- (1) Any grievance by a teacher of any school or a body of teachers
shall be first addressed in writing to the school Management Committee of the
concerned school, and the School Management Committee shall address such
grievance by passing a respond decision within 4 (four) weeks of such complaint.
(2) Where the School Management Committee fails to address the grievance or
where the teacher is dissatisfied with the decision, appeal may be made to the
West Bengal Administrative (Adjudication of school disputes) Commission.
18. Form and manner of awarding of certificate for completion of elementary
education for the purposes of section 30.- (1) every child shall be issued a
certificate of completion of elementary education at the end of the academic year
in class VIII in the form mentioned in schedule II and the certificate shall be
issued by the concerned school authority which is to be duly authenticated by the
secretary of the affiliated Board of the school. (2) Such certificate shall be issued
by the school concerned and shall be signed by the Head Master/Head of the
Institution of the school concerned and one assistant teacher within three months
of the completion of the academic year.
19. Allowances and other terms and conditions of appointment of the
members of the state advisory council under sub-section (3) of section 34.- (1)
The eminent persons or officials attached to the field of education particularly in
the field of elementary education or having special knowledge in scientific or
technical education, shall be nominated by the state govt. as the members of the
State Advisory Council.
(2) The Salary or any allowances payable to, or any other terms or conditions of
service of any members shall not, after his appointment, as such, be varied to his
disadvantage. The order in this respect shall be issued by school education
department from time to time with the occurrence of the finance department,
Government of West Bengal.

36
SECTION-B
CURRICULUM IN SCHOOL SUBJECTS
This sections deals with curriculum in different school subjects such as English,
Social Science, Science and Mathematics as per the section-29 of RTE Act, 2009.
It presents the process of making and transacting curriculum in conformity with
values enshrined in the Constitution, all round development of the child, building
up child’s knowledge, potentiality and talents and development of physical and
mental abilities to fullest extent. All these are discussed by taking example from
textbooks and presented in transactional mode, which will be useful for training
in-service teachers as well as teaching to students.
B-1: ENGLISH
B.1.1: Curriculum for Conformity with Values Enshrined in the Constitution
Introduction:
Syllabi and text books for school education have been restructured as per the
recommendations of the National Curriculum Framework (NCF)-2005 and the
provisions of the Right of Children to Free and Compulsory Education (RTE Act
-2009). So there has been a paradigm shift in the contents and processes of school
curriculum. Teachers must understand these shifts and their implications for the
classrooms. In fact, the teaching-learning process in a classroom can only bring
about significant result as per the expectations of NCF-2005 and the RTE Act-
2009. As expected, the revised text books must have reflected the aforesaid
recommendations and provisions. This module is an attempt to go into the
textbooks to find out the reflections of the provisions of the NCF-2005 and the
RTE Act and how best the curriculum planners and the practicing teachers can
respond to the emerging demands. This would help to make the text-books and
their contents more responsive to the NCF-2005 and the RTE Act, 2009.
Objectives:
On completion of this Module, you shall-
 Locate the constitutional values inbuilt into the text
 Be able to relate additional values related to life
 Create avenues for all round development of child through
texts
 Provide scope and design activities for expression of a child’s
potentialities
 Plan curricular inputs for fullest development of a child’s
physical and mental abilities
Example from Textbook in Transaction Model
The following areas have been identified for intensive discussion in order to
understand the scope and in-depth implication of values in conformity with NCF
2005 and RTE Act 2009. Each area is being dealt separately though all the areas
are interlinked. Attempt has been made to go into the text taking each thrust area
and examine the existing scope therein.

37
Focused Theme Strategy Discussion Consolidation
A good education
system is a value –
based process.
What remains at
the end of
education are a set
of values that
control and guide a
person’s thought
and action. So,
every subject is
learnt and taught
with some values
to be achieved at
the end.
(R.P makes a brief
presentation )
(Divides the participants
into small groups. Each
group is asked to report
on one aspect)
The R.P initiates
discussion with the help
of questions.
1. Which are the values
that have been enshrined
in the Constitution?
2. What are the values
that have been
recommended in NPE-
86?
3. What are the
provisions of value
education in NCF 2005?
4. What are the concerns
in respect of value
education in CCE?
Each group
presents
R.P takes the lead
in discussion to
consolidate
Q.3
-Nationalism
-Love & Sympathy
-Empathy &
Concern
-Punctuality
-Sincerity
-Cleanliness
Q.4 Identification
of values
Sequencing of
values
Assessment of
values
Q.1 – liberty,
Equality,
Fraternity,
Justice, Respect
for
Sovereignty,
respect for
individuals, all
faiths, sects,
Co-operation,
collective
thinking.
Q.2-
Understanding
freedom
struggle,Patrioti
sm,Secularism,
Tolerance,Prote
ction of
environment,
Conservation of
resources,
Small family
norm,
Scientific
Temper etc.

38
Focused
Theme
Strategy Discussion Consolidation
Class V
(BUTTERF
LY)
TOPIC-
Ls.3-
Phulmani’s
India(pg.31
This topic will be taken as a
sample for value analysis and it
would be a guided Group
Activity.
R.P divides the participants
into small groups.(each group
consisting 4-5 members)
For each group poses a
question/problem and
asks each group to locate
values. (5 mins.)
Group 1: i) Which paintings
have been mentioned in the
first part?
ii) Which religions have been
reflected in the sculptures of
Ellora?
iii) What value is implied
while all religions are
combined?
Group 2: i) Which dance
forms are mentioned?
ii) What are the social
implications of such dances?
iii) How do the dances benefit
us?
iv) How do dance and music
create harmony?
v) Does it indicate unity in
Diversity?
Group 3: i) What is folk
theatre?
ii) What are its various names?
iii) What are the Social
implications of jatra/ folk
theatre?
iv) How is mythology related
R.P leads
discussion by
facilitating
interaction of
the other
groups-seeks
their opinion.
The following
points were
consolidated:
Group 1: i)Ellora-
fresco paintings.
ii) Hinduism-
Buddhism- Jainism.
iii) Tolerance,
respect for all
religions,
Secularism
Group 2:
i)Bhangra, Bihu,
Dandiya, Chhau,
Bharatnatyam etc.
ii) Congregation of
people, appreciation
iii) physical fitness ,
mental alertness.
iv) By helping us to
be together and
forgetting our class,
creed and colour.
v)Yes, because
dance and music
bind us together and
help us uphold the
social values
leaving social
barriers.
Group 3: i) Folk
theatre is a kind of
‘jatra’ which is
performed under
different names.
ii) Tamasha,
Noutanki, Jatra

39
to folk theatre? iii) Community
gathering, sharing
together, purgation
of emotion.
iv) Knowledge of
mythology,
understanding life,
people, and society.
Moral lessons.
Lets Sum up:
 A sound education ends in inculcation of appropriate values. So,
Classroom Teaching-learning process has to bring out the values in-
built in the text .
 Each subject is a rich reservoir of different values that shape the
individual’s thought, attitude and action.
 Teacher being a value transmitter has to be aware of the values
underlying the texts and prior to transaction must make a text analysis
to identify and locate values.
 The values dealt with in the texts are mostly social , cultural,
intellectual, emotional , environmental, ethical, spiritual and aesthetic.
 Value identification shall facilitate appropriate treatment while
transacting the text.
B.1.2: Curriculum for All -Round Development of the Child
Introduction:
Education is often understood as a process that affects a child’s body, mind and
spirit. In other words, education should ideally aim at physical growth, mental
development and spiritual awareness. While planning curriculum, it is taken care
that all information and activities in curriculum cater to an all round development
of a child. All round development refers to sound physical growth, intellectual
development, emotional development, cultural awareness, concern for the nation,
aesthetic outlook and so on. In a word, education develops a cultivated personality
where all the dimensions are taken care of. The scope for such development must
be there in curriculum and then only education becomes a man-making process.
Objectives:
On completion of this module, you shall:
 Understand the significance of curriculum as an instrument for all round
development of a child.
 Identify the scope in the curriculum/textbook facilitating the development
of various dimensions of personality.

40
 Able to select the appropriate content and its relation to the dimensions of
a child’s personality.
Resource Person (RP)/Teacher (Tr) proposes an activity during the transaction of
the lesson. This activity shall help to go into the text and find out various
components that would cater to the development of different dimensions of the
personality.
Focused
Theme/topic
Class V
Textbook-
BUTTERFLY
Lesson 4:
Memory In
Marble
Group activity during
the transaction of the
lesson.
R.P/Tr. engages the
participants/learners in
the activity with the help
of questions. Each group
is given a task.
Group 1-
How did Khurram fall
in love with Arjumand
Banu Begum?
(Comment on her family
background, her
profession and opinion
on Khurram’s choice.)
Group 2-
How intense was the
relationship between
Shahjahan and Mumtaz
Mahal?
How did Shahjahan pay
a tribute to his departed
wife?
Group 3-
Why the Taj Mahal is
called the most beautiful
monument?
Each group
presents its
views and all
the groups
interact
offering more
suggestions
R.P/Tr. leads
and
coordinates
the discussion
for
consolidation.
There is no
consideration of caste
or class in love. Love
is a powerful emotion
Love has different
forms- love for fellow
being ,love for
animals, plants,
nature, works of art
and architecture.
(Emotional
development)
Intense love for wife,
idea of building a
memorial to pay a
tribute.
Huge expenditure
And pursuing desire
over a long period of
time
(Concern & sacrifice
for the sake of love)
Brought marble from
the different parts of
the world, beautiful
work of art, standing
as a spectacular
monument on the bank
of Yamuna,
A dazzling wok of
beauty with
inscriptions on its

41
How long did it take to
build the Taj Mahal?
Why is it considered one
of the seven wonders of
the world?
Group 4-
What are the other
important monuments in
India?
Where are they situated?
What is the history
behind each monument?
Group 5-
Why are the monuments
known as architectural
heritage of India?
What are the functions
of the archeological
department ?
What should be our
duties as the citizens
towards these
architectural heritage
building/monuments?
walls, sculptural
excellence
(Aesthetic aspect of
Personality)
Victoria Memorial,
red Fort,
Charminar,India
Gate Gateway of
India. Built for the
memory of individual
and historical
achievements.
(extension of
knowledge
dimension)
Rare works of art
,sculptural excellence,
preservation and
protection of
monuments .
Appreciation of
cultural heritage.
(Respect for cultural
heritage of India)
**while transacting
the text the inherent
ideas of , if properly
brought out can cater
to the various
dimensions of a
child’s personality.
The participants/learners
are asked to ask other
topics of the text book
for such analysis and
present report for
sharing among the
groups. This would also
facilitate understanding
the text.

42
Lets Sum Up:
 Education aims at all-round development of the child
 All-round development implies a balanced development of all
dimensions of personality
 Every topic contains scope for development of one or more aspects of
personality.
 Teachers have to interpret the text to bring out its underlined message
and transmit it to the students through various ways.
 Such transaction of the topic has direct implication for inculcation of
values.
B.1.3: Curriculum for Building up Child’s Knowledge, Potentiality and
Talent
Introduction:
Every child is born with some inborn capacities. There are individual differences
and all children cannot excel in the same direction and at the same direction. But
education must express each child to a variety of opportunities to provide them
scope for bringing out their potentialities. It is a fact that lack of exposure and
opportunities kill the talents of the children. Hence freedom of learning in the
transaction process is a key factor for bringing out the potentialities in the
children. While planning curriculum, care must be taken to keep the avenues open
for building up the child’s knowledge and help him realize the potentiality and
talent. However, more important is the transaction process where knowledge
building and development of potentiality and talent can actually take place.
Yet, the scope in curriculum provides a direction to the teacher. The
teacher should be able to go into the text and find out the scope of enriching
knowledge and nurturing the potentialities and talents of the children
Objectives:
On completion of this module, the you shall:
 Understand how education is a process of building knowledge and
unfolding a child’s potentiality and talent.
 Analyze and interpret the text to find out the scope for these.
 Pay attention to all the learners to help them realize their talents and
potentiality
 Able to tune the topics and design activities for promoting all these
R.P/ Tr. proposes an activity during the transaction of the lesson. This activity
shall help to go into the text and find out various components that would cater to
the development of different dimensions of the personality.

43
Focused
Theme
Class VII
BLOSSOMS
Lesson 12-
My Diary
Individual activity
after the text is
done.
The R.P/Tr.
proposes an activity
for the students
/participants to
maintain/prepare a
diary and provides
some guidelines.
After the task is
complete, the
participant/learners
exchange their
writings for
comments and
suggestions.
R.P/Tr. examines
some samples and
presents some good
work with
appreciation.
The topic has
been completed
in the class.
R.P/Tr. suggests
the following:
A week’s Diary
Under the
headings of daily
activity
mentioning time.
A diary on the
happenings on the
Annual Day of
the school in
proper sequence.
Diary on a picnic
and preparation
of the event.
A diary on the
Birthday party.
A diary on a
marriage
celebration at
home.
(R.P/Tr. instructs
to choose anyone
and prepare the
diary in proper
sequence with
brief description
of the activities.
The entries
should have
clarity,
straightforward
and precise)
Each
learner/participant
selects the area of
choice, generates
ideas, makes a
sequence and
writes.
They improve their
knowledge of diary
writing and exhibit
their potentiality for
generating ideas
and expression.
The
participants/learners
are proposed to do
activity on different
Through various
activities scope is
given to the
learners to express

Resource Material on the RTE Act 2009

Resource Material on the RTE Act 2009

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Resource Material on the RTE Act 2009