This document outlines an academic development programme presented by the principal of an international school in Saudi Arabia. It discusses various aspects of developing and implementing the academic programme including selecting textbooks, following syllabi, creating schedules for academic activities and assessments, monitoring classroom teaching, assigning and correcting homework, administering tests and exams, and developing question banks. The goal is to ensure a systematic, organized approach to teaching and learning through careful planning and coordination of all academic elements.

1. Academic DevelopmentAcademic Development
ProgrammeProgramme

2. AA
PresentationPresentation
byby

3. M. S. RAHMANM. S. RAHMAN
PrincipalPrincipal
International Indian SchoolInternational Indian School
Jeddah, Saudi ArabiaJeddah, Saudi Arabia

4. BooksBooks
 Text-Books-SelectionText-Books-Selection
-NCERT/CBSE-From Class VI to Class XII.-NCERT/CBSE-From Class VI to Class XII.
-NCERT/CBSE and Other Publishers-From-NCERT/CBSE and Other Publishers-From
Classes KG-Class V.Classes KG-Class V.
 The sample copies of the books to be invited from publishers inThe sample copies of the books to be invited from publishers in
the beginning of the Session and the same to be given to the expertthe beginning of the Session and the same to be given to the expert
teachers of the Block and Class concerned for their review andteachers of the Block and Class concerned for their review and
comments through HM/AC/VP.comments through HM/AC/VP.
 Core Committee of HMs, ACs, VPs, COE under the supervision ofCore Committee of HMs, ACs, VPs, COE under the supervision of
Principal would decide upon the list of Books based upon thePrincipal would decide upon the list of Books based upon the
comments of the subject teachers.comments of the subject teachers.
 The same list of books to be compiled for approval in theThe same list of books to be compiled for approval in the
Principals’ Conference and subsequently to be approved by thePrincipals’ Conference and subsequently to be approved by the
Management Committee.Management Committee.
 Subletting the book supply is the fine arrangement. Contract onSubletting the book supply is the fine arrangement. Contract on
our terms and condition.our terms and condition.

5. SyllabusSyllabus
 CBSE Syllabus.CBSE Syllabus.
 Compulsory Arabic, Islamic Studies andCompulsory Arabic, Islamic Studies and
Saudi Arabian Culture followed as per theSaudi Arabian Culture followed as per the
MOE guidelines.MOE guidelines.
 Copies of the Syllabus (relevant) to beCopies of the Syllabus (relevant) to be
provided to each of the students especiallyprovided to each of the students especially
from Classes IX-XII.from Classes IX-XII.
 A copy to be also kept in the Library forA copy to be also kept in the Library for
reference.reference.
 Sensitive portions in Social Sciences andSensitive portions in Social Sciences and
Hindi to be removed and only Gulf EditionHindi to be removed and only Gulf Edition
to be followed.to be followed.

6. Schedule of AcademicSchedule of Academic
ActivitiesActivities
 Classroom Teaching, Observation and monitoringClassroom Teaching, Observation and monitoring
Schedule.Schedule.
 Number of Academic Days (180 instructionalNumber of Academic Days (180 instructional
days+26 examination days =206), vacationdays+26 examination days =206), vacation
schedule.schedule.
 Tests Schedule and Examination Schedule.Tests Schedule and Examination Schedule.
 Special Coaching for Slow learners and LowSpecial Coaching for Slow learners and Low
achievers.achievers.
 Student enrichment programme.Student enrichment programme.
 Revision scheduleRevision schedule  Structured revision andStructured revision and
testing.testing.

7. Split-up of SyllabusSplit-up of Syllabus
 Responsibility of the Subject Committee headedResponsibility of the Subject Committee headed
by HMs, ACs, VPs.by HMs, ACs, VPs.
 Discuss and chalk out in the Block meetings andDiscuss and chalk out in the Block meetings and
parallel subject committee meetings before theparallel subject committee meetings before the
onset of the session.onset of the session.
 Copies of the split-up syllabus (theory andCopies of the split-up syllabus (theory and
practical), to be made available to students.practical), to be made available to students.
 A copy should be retained with HMs, AcademicA copy should be retained with HMs, Academic
Coordinator, Vice-Principal.Coordinator, Vice-Principal.
 Split-up plan as per the availability of theSplit-up plan as per the availability of the
Academic days in the calendar.Academic days in the calendar.
 Incorporation of revision schedule beforeIncorporation of revision schedule before
examination.examination.

8. Teachers’ DiaryTeachers’ Diary
 Provide it to the teacher at the onset ofProvide it to the teacher at the onset of
the session.the session.
 Train the teachers so as to how to writeTrain the teachers so as to how to write
teacher’s Diary properly andteacher’s Diary properly and
systematically.systematically.
 Help organise the teacher and hisHelp organise the teacher and his
teaching.teaching.
 Teacher plans his teaching.Teacher plans his teaching.
 It is systematic approach towardsIt is systematic approach towards
teaching-learning.teaching-learning.

9. Lesson PlanLesson Plan
 Plan your lesson.Plan your lesson.
 Do not go to the Class without planningDo not go to the Class without planning
the lesson.the lesson.
 It helps organise the teacher and hisIt helps organise the teacher and his
teaching.teaching.
 Makes the teaching of the teacherMakes the teaching of the teacher
effective.effective.
 Should include at least salient features.Should include at least salient features.
 Tips of supportive information forTips of supportive information for
illustration.illustration.

10. Time-TableTime-Table
 It is the skeletal schedule of teachingIt is the skeletal schedule of teaching
activity.activity.
 Weekly, monthly and annually.Weekly, monthly and annually.
 Subject wise distribution of periods.Subject wise distribution of periods.
 Total number of periods per subject.Total number of periods per subject.
 Need-based adjustment and replacementNeed-based adjustment and replacement
of non-teaching periods with the teachingof non-teaching periods with the teaching
periods.periods.
 A copy of the time-table to be hanged inA copy of the time-table to be hanged in
each Classroom.each Classroom.
 To be provided to each and every student.To be provided to each and every student.

11. PeriodsPeriods
 Ensure Punctuality of teachers inEnsure Punctuality of teachers in
reporting and leaving thereporting and leaving the
Classrooms.Classrooms.
 Arrangement of periods.Arrangement of periods.
 Arrangement period should beArrangement period should be
gainfully engaged.gainfully engaged.
 Gainfully engage the students.Gainfully engage the students.
 Ensure there is no weaning ofEnsure there is no weaning of
Classroom teaching.Classroom teaching.

12. UnitsUnits
 Work out number of units.Work out number of units.
 Unit wise Weightage/MarksUnit wise Weightage/Marks
distribution unit wise.distribution unit wise.
 Maintaining links and sequence ofMaintaining links and sequence of
units in teaching the units.units in teaching the units.
 Sequencing the units as per difficultySequencing the units as per difficulty
level.level.
 Conducting tests after the coverage ofConducting tests after the coverage of
units.units.

13. ChaptersChapters
 Number of Chapters.Number of Chapters.
 List of Chapters.List of Chapters.
 Chapter-wise weightage.Chapter-wise weightage.
 Sequencing the Chapters as per theirSequencing the Chapters as per their
difficulty level.difficulty level.
 Easy Chapters.Easy Chapters.
 Difficult Chapters.Difficult Chapters.

14. Classroom TeachingClassroom Teaching
 Take care of the teaching technique andTake care of the teaching technique and
teaching methods and its suitability.teaching methods and its suitability.
 A teacher is himself a method.A teacher is himself a method.
 Follow ten commandments of teaching-Follow ten commandments of teaching-
learning.learning.
 Learning is to be focussed, emphasizedLearning is to be focussed, emphasized
and ensured.and ensured.
 Reorient teaching to ensure learning.Reorient teaching to ensure learning.
 Quality of teaching to beQuality of teaching to be
maintained/improved.maintained/improved.
 Towards effective teaching. Emphasis toTowards effective teaching. Emphasis to
be laid on enabling students forbe laid on enabling students for
constructionconstruction of knowledge,of knowledge, understandingunderstanding
of the concept andof the concept and illustrationillustration of theof the

15. Monitoring of ClassroomMonitoring of Classroom
TeachingTeaching
 ToolsTools
 Techniques.Techniques.
 Observation of Classroom teaching.Observation of Classroom teaching.
 Classroom teaching observation schedule.Classroom teaching observation schedule.
 Discussing deficiencies with subject teacher.Discussing deficiencies with subject teacher.
 Monitor the progress as per Split-up of Syllabus.Monitor the progress as per Split-up of Syllabus.
 Tally with teacher’s diary.Tally with teacher’s diary.
 Collect Students’ feed-back.Collect Students’ feed-back.
 Discuss the feedback tips with the subjectDiscuss the feedback tips with the subject
teacher.teacher.
 Make the subject teacher accountable for his/herMake the subject teacher accountable for his/her
teaching.teaching.

16. Class Observation ScheduleClass Observation Schedule
 The tool to be understood.The tool to be understood.
 Sit in the Class and observe the lesson.Sit in the Class and observe the lesson.
 Note the technical flaws.Note the technical flaws.
 Discuss with the teacher and let it beDiscuss with the teacher and let it be
acknowledged by the teacher.acknowledged by the teacher.
 Observe the method and its effectiveness.Observe the method and its effectiveness.
 Class observation byClass observation by
PPL/VP/HM/AC/HOD/Subject Expert.PPL/VP/HM/AC/HOD/Subject Expert.
 Random Observation/Observation withRandom Observation/Observation with
Prior notice.Prior notice.
 At least thrice in a year per teacher.At least thrice in a year per teacher.

17. Home Work AssignmentHome Work Assignment
 ContentContent
 QuantumQuantum
 ScheduleSchedule
 FrequencyFrequency
 TechniqueTechnique
 ToolsTools
 MethodsMethods
 MeansMeans
 Corrective MeasuresCorrective Measures..

18. Correction of HomeworkCorrection of Homework
 Frequency.Frequency.
 Volume of work.Volume of work.
 Maintain index.Maintain index.
 To be done meticulously.To be done meticulously.
 It should not be a mere tick work.It should not be a mere tick work.
 Write comments.Write comments.
 Watch improvements.Watch improvements.
 Take care of the common mistakesTake care of the common mistakes
committed by the students.committed by the students.
 Go for corrective measures.Go for corrective measures.

19. Class WorkClass Work
 Systematic and sequential.Systematic and sequential.
 Supportive to better understanding andSupportive to better understanding and
learning of the content.learning of the content.
 Help in memorisation.Help in memorisation.
 Writing makes understanding moreWriting makes understanding more
enduring and stable.enduring and stable.
 Taking class notes useful for recall of theTaking class notes useful for recall of the
content during examination.content during examination.
 Volume of class work should not beVolume of class work should not be
cumbersome and should notcumbersome and should not
impede/obstruct learning.impede/obstruct learning.

20. Classroom Teaching-LearningClassroom Teaching-Learning
 Should be organised and systematic.Should be organised and systematic.
 Emphasis should be on learning.Emphasis should be on learning.
 Understanding aspect should be well taken care of.Understanding aspect should be well taken care of.
 Quality of teaching-learning is important and to beQuality of teaching-learning is important and to be
maintained.maintained.
 Monitoring of Classroom teaching and learning by ClassMonitoring of Classroom teaching and learning by Class
observation by HM/VP/PPL.observation by HM/VP/PPL.
 Punctuality on the part of the teacher is also important.Punctuality on the part of the teacher is also important.
 Teacher must enable the student to penetrate and delveTeacher must enable the student to penetrate and delve
deep in the subject, construction of knowledge.deep in the subject, construction of knowledge.
 Subject Command of the teacher, teaching skills andSubject Command of the teacher, teaching skills and
communication skills of the teacher is important.communication skills of the teacher is important.
 Students facing learning difficulty should be helped by theStudents facing learning difficulty should be helped by the
teacher to get them over their learning difficulty.teacher to get them over their learning difficulty.
 Name of the difficult chapters to be noted through closeName of the difficult chapters to be noted through close
interaction with the students and to see that thoseinteraction with the students and to see that those
chapters/portions are repeated/revised by the subjectchapters/portions are repeated/revised by the subject
teachers.teachers.
 Competency-based/activity based teaching in Primary andCompetency-based/activity based teaching in Primary and
middle classes and test-tailored teaching in IX-XII.middle classes and test-tailored teaching in IX-XII.

21. TestsTests
 Teaching and testing goes together.Teaching and testing goes together.
 We go for comprehensive evaluation.We go for comprehensive evaluation.
 Tests should not be stressful.Tests should not be stressful.
 Open book testing should also be tried toOpen book testing should also be tried to
facilitate and concentrate on learning.facilitate and concentrate on learning.
 Adopt fine blend of oral and written testing.Adopt fine blend of oral and written testing.
 Should be a part of teaching-learning process andShould be a part of teaching-learning process and
to be programmed that way.to be programmed that way.
 Test should be rhythmic (class test, weekly testTest should be rhythmic (class test, weekly test
and monthly test) but with or without schedule.and monthly test) but with or without schedule.
 Let every Thursday/Monday be the test.Let every Thursday/Monday be the test.
 It guides the course of teaching.It guides the course of teaching.
 It is a part of evaluation and assessment process.It is a part of evaluation and assessment process.

22. ExaminationsExaminations Part of assessment and evaluation process.Part of assessment and evaluation process.
 It is a full scale testingIt is a full scale testing
 Should not emphasise rote learning and selective study.Should not emphasise rote learning and selective study.
 It should be comprehensive and broad-based in terms of coverage ofIt should be comprehensive and broad-based in terms of coverage of
contents.contents.
 Difficulty level of the questions should be taken care of.Difficulty level of the questions should be taken care of.
 Students are to be exposed of examination fundas and art and science ofStudents are to be exposed of examination fundas and art and science of
writing examination.writing examination.
 Should test the knowledge, understanding, application and analyticalShould test the knowledge, understanding, application and analytical
aspect of the subject.aspect of the subject.
 Revision and practice is important.Revision and practice is important.
 Take out the anxiety/fear from students about writing examination byTake out the anxiety/fear from students about writing examination by
giving reading time to encourage students to give their naturalgiving reading time to encourage students to give their natural
performance. This would mitigate examination phobia and stress.performance. This would mitigate examination phobia and stress.
 Exam oriented approach in teaching-learning in IX-XII.Exam oriented approach in teaching-learning in IX-XII.
 Students are to be trained as to how to write accurate answer.Students are to be trained as to how to write accurate answer.
 The questions and their answers are to be discussed in the Class afterThe questions and their answers are to be discussed in the Class after
every examination by the subject teacher to help comprehend the studentsevery examination by the subject teacher to help comprehend the students
who could not attempt the questions.who could not attempt the questions.
 Time-table and schedule to be known to the parents and students at theTime-table and schedule to be known to the parents and students at the
beginning of the Session.beginning of the Session.
 CCE in Classes KG-VIII. No failure policy in Classes KG-V. Classes IX &CCE in Classes KG-VIII. No failure policy in Classes KG-V. Classes IX &
XI Gulf Sahodaya, Classes X & XII CBSE.XI Gulf Sahodaya, Classes X & XII CBSE.

23. Question BankQuestion Bank
 Question bank is to be prepared chapter-Question bank is to be prepared chapter-
wise/unit-wise in each subject.wise/unit-wise in each subject.
 Questions should be Knowledge (K),Questions should be Knowledge (K),
Understanding (U), Application (A), Skill (S),Understanding (U), Application (A), Skill (S),
Application (A) based.Application (A) based.
 Question can be VVSA(very very short answerQuestion can be VVSA(very very short answer
type) , VSA (very short answer type), SA (shorttype) , VSA (very short answer type), SA (short
answer type), LA (long answer type).answer type), LA (long answer type).
 Question bank can be uploaded in the schoolQuestion bank can be uploaded in the school
website.website.
 Question bank can be downloaded and to beQuestion bank can be downloaded and to be
supplied to the students.supplied to the students.
 Last three years’ question of the Board to beLast three years’ question of the Board to be
made available to the students.made available to the students.

24. Study MaterialStudy Material
 Subject-wise study material to be prepared andSubject-wise study material to be prepared and
the same to be provided to the student after thethe same to be provided to the student after the
completion of syllabus in board classes.completion of syllabus in board classes.
 Study material is also useful in lower classes.Study material is also useful in lower classes.
 It helps in streamlining the study of the subjectIt helps in streamlining the study of the subject
and preparation for the examination.and preparation for the examination.
 It is handy for studies and make learning easy.It is handy for studies and make learning easy.
 Should be prepared keeping in view the patternShould be prepared keeping in view the pattern
of board examination.of board examination.
 To be printed in booklet form and the same to beTo be printed in booklet form and the same to be
served to students.served to students.
 Care should be taken that this should not lead toCare should be taken that this should not lead to
weaning the study of text-books.weaning the study of text-books.

25. Lesson NotesLesson Notes Lesson notes are to be prepared necessarily inLesson notes are to be prepared necessarily in
lower classes.lower classes.
 In higher classes it is to be prepared and servedIn higher classes it is to be prepared and served
to the students as per the need of the subject.to the students as per the need of the subject.
However, spoon feeding to be avoided. TheHowever, spoon feeding to be avoided. The
teacher has to ensure that lesson notes areteacher has to ensure that lesson notes are
complementary and supplementary to text-bookcomplementary and supplementary to text-book
reading.reading.
 It helps the teacher to make his teachingIt helps the teacher to make his teaching
structured.structured.
 It keeps the teacher organised in his teaching-It keeps the teacher organised in his teaching-
learning.learning.
 It should facilitate, augment, expedite andIt should facilitate, augment, expedite and
accelerate learning the subject.accelerate learning the subject.
 At least covers salient features of the content. ItAt least covers salient features of the content. It
can be comprehensive if needed with a scope ofcan be comprehensive if needed with a scope of
illustration.illustration.

26. WorksheetsWorksheets
 It is a necessity in KG and Primary classes.It is a necessity in KG and Primary classes.
 It should be planned and systematic.It should be planned and systematic.
 Content to be organised.Content to be organised.
 It saves time, checks wastage of actual classroomIt saves time, checks wastage of actual classroom
teaching time, make use of classroom timeteaching time, make use of classroom time
effectively.effectively.
 It facilitates, augments, expedite and acceleratesIt facilitates, augments, expedite and accelerates
learning.learning.
 List of worksheet to be prepared subject-wise andList of worksheet to be prepared subject-wise and
properly documented.properly documented.
 It should be learning friendly and learnerIt should be learning friendly and learner
friendly.friendly.

27. Examination PreparatoryExamination Preparatory
ProgrammeProgramme
 Test tailored teaching in Board classes.Test tailored teaching in Board classes.
 Subject-wise Class test.Subject-wise Class test.
 Academic Coordinator/VP to monitor its implementation and to do followAcademic Coordinator/VP to monitor its implementation and to do follow
up with the subject teachers.up with the subject teachers.
 Five sets of Question paper to be prepared in each subject.Five sets of Question paper to be prepared in each subject.
 The syllabus to be divided in five portions, each covering 20% of theThe syllabus to be divided in five portions, each covering 20% of the
content.content.
 11stst
Paper-1Paper-1stst
20%, 220%, 2ndnd
Paper first 40% (20%+20%), 3Paper first 40% (20%+20%), 3rdrd
Paper 40% (consistingPaper 40% (consisting
of 2of 2ndnd
and 3and 3rdrd
20%), 420%), 4thth
Paper (consisting of 3Paper (consisting of 3rdrd
and 4and 4thth
20%), 520%), 5thth
PaperPaper
(consisting of 4(consisting of 4thth
and 5and 5thth
20%).20%).
OROR
 4 papers 25% each and the 54 papers 25% each and the 5thth
one whole syllabus.one whole syllabus.
 60% before the onset of summer vacation. 160% before the onset of summer vacation. 1stst
set by the end of May, 2set by the end of May, 2ndnd
setset
to be given to the students on the day of last paper of 1to be given to the students on the day of last paper of 1stst
Term, 3Term, 3rdrd
set onset on
the day of result distribution of 1the day of result distribution of 1stst
term with an instruction that both theterm with an instruction that both the
papers should be returned on the reopening day after Summer-cum-papers should be returned on the reopening day after Summer-cum-
Ramadan-cum-Eid holidays. 4Ramadan-cum-Eid holidays. 4thth
set with the onset of Haj holidays and theset with the onset of Haj holidays and the
55thth
set after Haj holidays.set after Haj holidays.
 Collection schedule: 1Collection schedule: 1stst
set-June 1set-June 1stst
Week, 2Week, 2ndnd
and 3and 3rdrd
sets after summersets after summer
holidays, 4holidays, 4thth
set after Haj holidays and 5set after Haj holidays and 5thth
set one week before pre-final.set one week before pre-final.
 Subject teachers to implement in toto and go for follow up.Subject teachers to implement in toto and go for follow up.
 The answers of un-attempted question to be discussed in the class by theThe answers of un-attempted question to be discussed in the class by the
subject teacher.subject teacher.

28. Academic EnrichmentAcademic Enrichment
ProgrammeProgramme
 Meant for above average students.Meant for above average students.
 To cater to the qualitative results.To cater to the qualitative results.
 Providing enriched and illustrative material inProviding enriched and illustrative material in
the subject.the subject.
 HOTS to be developed and emphasised.HOTS to be developed and emphasised.
 To enable and guide the student to score sent perTo enable and guide the student to score sent per
cent marks.cent marks.
 Train the students to take up challengingTrain the students to take up challenging
courses/discipline in centres of academiccourses/discipline in centres of academic
excellence like IITs, IIMs, other prime institutesexcellence like IITs, IIMs, other prime institutes
of national and international fame.of national and international fame.
 To groom students for Civil Services, challengingTo groom students for Civil Services, challenging
courses.courses.
 Career guidance, career mela and counsellingCareer guidance, career mela and counselling
sessions to be emphasised and arranged.sessions to be emphasised and arranged.

29. Slow Learners andSlow Learners and
Low AchieversLow Achievers
 To be identified soon after the 1To be identified soon after the 1stst
Term Examination by the subjectTerm Examination by the subject
Teachers.Teachers.
 IX-XII Blocks.IX-XII Blocks.
 HODs to be involved.HODs to be involved.
 Compilation of the list by Academic Coordinator with the help ofCompilation of the list by Academic Coordinator with the help of
HODs and subject teachers.HODs and subject teachers.
 Subject teachers to be made accountable to remove the learningSubject teachers to be made accountable to remove the learning
disability and deficiency in the subject.disability and deficiency in the subject.
 Strategy to be chalked out in the very beginning i.e., soon after theStrategy to be chalked out in the very beginning i.e., soon after the
11stst
Term Exam.Term Exam.
 Selective reading consisting of easy portions of the syllabus can beSelective reading consisting of easy portions of the syllabus can be
suggested to such students after 2suggested to such students after 2ndnd
Term Examination.Term Examination.
 Special intensive coaching to be arranged during HajjSpecial intensive coaching to be arranged during Hajj
holidays, tailor-made study material, serving worksheets,holidays, tailor-made study material, serving worksheets,
personalised monitoring of the performance of students by thepersonalised monitoring of the performance of students by the
subject teachers.subject teachers.

30. Remedial CoachingRemedial Coaching
 Identification of weak areas in the subject.Identification of weak areas in the subject.
 Use diagnostic tools(performance index ofUse diagnostic tools(performance index of
students) for identification of weak areas in thestudents) for identification of weak areas in the
subject.subject.
 Assess the learning difficulty and learningAssess the learning difficulty and learning
disability of the students in the subject.disability of the students in the subject.
 Remedial coaching to be conducted duringRemedial coaching to be conducted during
vacation or before the beginning of the Classes(invacation or before the beginning of the Classes(in
the morning).the morning).
 Remedial coaching should be need-based.Remedial coaching should be need-based.
 Individual care and attention by the teacher isIndividual care and attention by the teacher is
must.must.
 Choose the chapters for remediation.Choose the chapters for remediation.
 Subjecting and exposing the easy portions of theSubjecting and exposing the easy portions of the
syllabus to low achievers and slow learners.syllabus to low achievers and slow learners.

31. Structured Revision andStructured Revision and
TestingTesting
 To be undertaken after the completion of theTo be undertaken after the completion of the
syllabus.syllabus.
 Revision should be in phases and stages.Revision should be in phases and stages.
 The students and the teacher have priorThe students and the teacher have prior
information that which chapter is going to beinformation that which chapter is going to be
revised on a particular day. Teacher has to prerevised on a particular day. Teacher has to pre
inform the students about the topic to be takeninform the students about the topic to be taken
in the next class at least a day advance.in the next class at least a day advance.
 Plan the revision schedule meticulously.Plan the revision schedule meticulously.
 Revision and testing should go together.Revision and testing should go together.

32. Meeting with the Parents of LowMeeting with the Parents of Low
Achievers and Slow LearnersAchievers and Slow Learners
 Slow learners and low achievers are to be identified by theSlow learners and low achievers are to be identified by the
subject teachers at the early part of the Session.subject teachers at the early part of the Session.
 Criteria for identification should be-Criteria for identification should be-
-Performance in the last examination.-Performance in the last examination.
-Analysis of performance index.-Analysis of performance index.
-Identification of weak areas in the-Identification of weak areas in the
subject.subject.
-Learning difficulty.-Learning difficulty.
-Learning deficiency.-Learning deficiency.
-Learning disability.-Learning disability.
 Seeking the help and cooperation from parents inSeeking the help and cooperation from parents in
maintaining and creating congenial study atmosphere atmaintaining and creating congenial study atmosphere at
home.home.
 Meeting with the parents after each term.Meeting with the parents after each term.
 Special Coaching and remediation.Special Coaching and remediation.

33. Academic MeetingsAcademic Meetings
 Once in a month.Once in a month.
 Constitutes Academic Members of MC,Constitutes Academic Members of MC,
HMs, ACs, VPs, COE, Principal.HMs, ACs, VPs, COE, Principal.
 Convenor-Principal.Convenor-Principal.
 Minutes to be recorded by VP-BS.Minutes to be recorded by VP-BS.
 Implementation and follow up of theImplementation and follow up of the
decisions by VPs under the strictdecisions by VPs under the strict
supervision of Principal.supervision of Principal.
 Review of Academic activities.Review of Academic activities.
 Academic planning, sorting academicAcademic planning, sorting academic
problems.problems.

34. Teachers’ TrainingTeachers’ Training
 In HouseIn House
 Within SchoolWithin School
 RegularRegular
 ScheduleSchedule
 Lean Time to be utilised for the purpose.Lean Time to be utilised for the purpose.
 PPL, VPs, HMs, HOD s, Expert TeachersPPL, VPs, HMs, HOD s, Expert Teachers
to be involved.to be involved.
 Resource Persons from outside are also toResource Persons from outside are also to
be invited.be invited.

35. Awareness ProgrammeAwareness Programme
 Mothers’ Awareness Programme.Mothers’ Awareness Programme.
 Teachers’ Awareness Programme.Teachers’ Awareness Programme.
 Students’ Awareness Programme.Students’ Awareness Programme.
 Parents’ Awareness Programme.Parents’ Awareness Programme.
 Adolescence Education.Adolescence Education.
 Students Counselling.Students Counselling.
 Career Guidance and Counselling.Career Guidance and Counselling.
 Health Awareness Programme.Health Awareness Programme.
 Awareness programme on Climate Change.Awareness programme on Climate Change.
 Anti-drug/ anti-alcoholism/anti-smoking.Anti-drug/ anti-alcoholism/anti-smoking.
 AIDS awareness programme.AIDS awareness programme.

36. AdmissionsAdmissions
 Stick to our policy and Schedule.Stick to our policy and Schedule.
 Declare vacancy position. Registration to be done and priority list to beDeclare vacancy position. Registration to be done and priority list to be
prepared and pasted in the notice board.prepared and pasted in the notice board.
 Intake Should be broad-based.Intake Should be broad-based.
 Intake of new parents.Intake of new parents.
 Parents with first Child/Second Child to promoted.Parents with first Child/Second Child to promoted.
 Regular parents whose wards already studying should also be taken careRegular parents whose wards already studying should also be taken care
of and accommodated.of and accommodated.
 Admission Test and Quality induction of students(students with betterAdmission Test and Quality induction of students(students with better
results).results).
 Intake of Quality Students with quality parents preferred.Intake of Quality Students with quality parents preferred.
 Check of revenue loss/revenue generation should be at the back up of ourCheck of revenue loss/revenue generation should be at the back up of our
mind.mind.
 Vacancies positions class-wise and regular filling up of vacancies throughVacancies positions class-wise and regular filling up of vacancies through
fresh intake on arising of vacancies through T.C. issuing tracking System.fresh intake on arising of vacancies through T.C. issuing tracking System.
 Follow up of the Provisional Admissions (charging additional fee of SRFollow up of the Provisional Admissions (charging additional fee of SR
100/-) and insisting for timely submission of documents.100/-) and insisting for timely submission of documents.
 Countersigned T.C. is the pre-requisite for Children joining from India.Countersigned T.C. is the pre-requisite for Children joining from India.
 Be careful while admitting students (Classes IX-XII) from India comingBe careful while admitting students (Classes IX-XII) from India coming
from vernacular medium Schools/State Schools. It leads to languagefrom vernacular medium Schools/State Schools. It leads to language
deficiency in Child.deficiency in Child.

37. Annual MagazineAnnual Magazine
 Regular and timely Publication.Regular and timely Publication.
 Quality to be maintained.Quality to be maintained.
 No major departure in contentNo major departure in content
 Parents sensitivity to be well taken careParents sensitivity to be well taken care
of.of.
 Content to be Classified, coherent andContent to be Classified, coherent and
integrated.integrated.
 Design and lay out to be taken care of.Design and lay out to be taken care of.
 Advertisement should be restricted to 2-4Advertisement should be restricted to 2-4
from Educational Firms/Educationfrom Educational Firms/Education
related firms.related firms.

38. Communication With ParentsCommunication With Parents
 CircularsCirculars
 NewslettersNewsletters
 Appeal to Parents.Appeal to Parents.
 Noting in Students’ Diary.Noting in Students’ Diary.
 Regular Communication from ClassRegular Communication from Class
teacher.teacher.
 DescriptorsDescriptors
 Instruction to parentsInstruction to parents
 Posting the information in School website.Posting the information in School website.
 Through Press Communiqué.Through Press Communiqué.
 Telephone/E-mail.Telephone/E-mail.
 Through group messaging system (SMS).Through group messaging system (SMS).

39. Language DeficiencyLanguage Deficiency
 Students joining from vernacular medium andStudents joining from vernacular medium and
State Schools.State Schools.
 Deficiency in English languageDeficiency in English language
 Identification of ChildrenIdentification of Children
 Identification of deficiencies.Identification of deficiencies.
 ContentContent
 Study MaterialStudy Material
 Method and strategy of removal to be chalkedMethod and strategy of removal to be chalked
out.out.
 Implementation and Supervision.Implementation and Supervision.
 Feedback from teachers for future improvement.Feedback from teachers for future improvement.

40. Bridge CourseBridge Course
 In the subjects of Science, Mathematics andIn the subjects of Science, Mathematics and
English.English.
 In three Stages: UKGIn three Stages: UKG  I, VI, VVI, VIIIVI, VIIIIX.IX.
 Two Weeks in the very beginning of the Session.Two Weeks in the very beginning of the Session.
 Content should link the past learning with theContent should link the past learning with the
present one.present one.
 Study Material to be prepared and CirculatedStudy Material to be prepared and Circulated
among students.among students.
 The persons responsible for its preparation andThe persons responsible for its preparation and
implementation are: HM with subject teachers ofimplementation are: HM with subject teachers of
both the classes.both the classes.
 Follow up and Feedback by HM of the BlockFollow up and Feedback by HM of the Block
with the Subject teacher for future improvement.with the Subject teacher for future improvement.

41. Activity Based TeachingActivity Based Teaching
 Identification of ActivitiesIdentification of Activities
 Enlisting the activities.Enlisting the activities.
 Organising the activitiesOrganising the activities
 Conducting ActivitiesConducting Activities
 Illustrating ActivitiesIllustrating Activities
 Students’ participationStudents’ participation
 Teachers to play the role of facilitatorTeachers to play the role of facilitator
 Makes the T-L interesting and breaks theMakes the T-L interesting and breaks the
monotony in learning.monotony in learning.

42. Teaching CompetenciesTeaching Competencies
 LanguagesLanguages:: Reading (R), Writing (W),Reading (R), Writing (W),
Listening (L), Speaking (S), Spelling (Sp),Listening (L), Speaking (S), Spelling (Sp),
Handwriting (Hw).Handwriting (Hw).
 MathematicsMathematics:: Formation of numbersFormation of numbers
(FN), Understanding basic concepts (UBC),(FN), Understanding basic concepts (UBC),
Ability in computation (C), ProblemAbility in computation (C), Problem
Solving Ability (PSA).Solving Ability (PSA).
 Sciences (EVS)Sciences (EVS):: Observation (O),Observation (O),
Identification and Classification (IC),Identification and Classification (IC),
Discovery of facts (DF), Participating inDiscovery of facts (DF), Participating in
group activities (GA).group activities (GA).

43. Testing of CompetenciesTesting of Competencies
 The Basic Competencies Which are Tested areThe Basic Competencies Which are Tested are::
*K*Knowledge.nowledge.
*U*Understanding.nderstanding.
*S*Skill.kill.
*A*Application.pplication.
 In EVSIn EVS::
*Observation is knowledge.*Observation is knowledge.
*Identification and classification is understanding.*Identification and classification is understanding.
*Discovery of facts is skill.*Discovery of facts is skill.
*Group activity is application.*Group activity is application.
 In MathematicsIn Mathematics::
*Formation of numbers is knowledge.*Formation of numbers is knowledge.
*Understanding basic concepts is understanding.*Understanding basic concepts is understanding.
*Ability in computation is skill.*Ability in computation is skill.
*Day to day problem solving ability is application.*Day to day problem solving ability is application.
 In EnglishIn English::
*Testing of Writing-text-based question, Grammar-based question, free*Testing of Writing-text-based question, Grammar-based question, free
composition, word-meaning based question.composition, word-meaning based question.
*Testing spelling-jumbled words, crossword puzzles, showing pictures and*Testing spelling-jumbled words, crossword puzzles, showing pictures and
writing words.writing words.
*Testing handwriting - writing letters, words, sentences, passage.*Testing handwriting - writing letters, words, sentences, passage.

44. Quality CircleQuality Circle
 Expert TeachersExpert Teachers
 Setting up of Question PapersSetting up of Question Papers
 Resource Persons.Resource Persons.
 Teachers – To be involved inTeachers – To be involved in
preparation of Question Bank, Studypreparation of Question Bank, Study
Material, Special Coaching, BridgeMaterial, Special Coaching, Bridge
Course will also be the part ofCourse will also be the part of
Quality Circle.Quality Circle.
 Examination and Time-Table I/C.Examination and Time-Table I/C.

45. Teachers’ DevelopmentTeachers’ Development
ProgrammeProgramme
 Screening Test.Screening Test.
 Proficiency Test.Proficiency Test.
 Academic Inspection.Academic Inspection.
 Performance Index.Performance Index.
 Special Achievements/Training.Special Achievements/Training.
 Publication.Publication.
 Contribution.Contribution.
 Addition of Qualification.Addition of Qualification.

46. Meeting of the Core CommitteeMeeting of the Core Committee
Following Questions to be asked to COE, VPs,Following Questions to be asked to COE, VPs,
Academic Coordinators, HMs.Academic Coordinators, HMs.
 Review of the implementation of the instructionsReview of the implementation of the instructions
of the last meeting and the task accomplished.of the last meeting and the task accomplished.
 Which book you have read this month.Which book you have read this month.
 What innovation in teaching you have done inWhat innovation in teaching you have done in
your block?your block?
 What action research you have done in yourWhat action research you have done in your
block?block?
 Give an example of satisfying experience you haveGive an example of satisfying experience you have
encountered this month.encountered this month.
 Major complaint.Major complaint.
 Deficiency of teachers in the Block.Deficiency of teachers in the Block.
 Major Problem Solving case.Major Problem Solving case.

47. Meeting of the Core CommitteeMeeting of the Core Committee
 Weekly preferably every Thursday.Weekly preferably every Thursday.
 Purpose and Objective.Purpose and Objective.
 Review of the Week’s work.Review of the Week’s work.
 Discussion on the next week’s work.Discussion on the next week’s work.
 Instructions from the Principal.Instructions from the Principal.
 Any special task or assignment areAny special task or assignment are
discussed and assigned.discussed and assigned.
 Feedbacks from HMs, VPs, COE,Feedbacks from HMs, VPs, COE,
Academic Coordinators.Academic Coordinators.

48. Academic Committee MeetingAcademic Committee Meeting
 Once in fortnight later once in a month.Once in fortnight later once in a month.
 Academic agenda.Academic agenda.
 Discussions on Academic agenda.Discussions on Academic agenda.
 HMs, Academic Coordinators, VPs, COE,HMs, Academic Coordinators, VPs, COE,
Principal and Academic Committee Members ofPrincipal and Academic Committee Members of
MC attend the meeting.MC attend the meeting.
 Academic Improvement remain in the Focus.Academic Improvement remain in the Focus.
 Academic Programmes and its implementationAcademic Programmes and its implementation
discussed in the meeting.discussed in the meeting.
 Past activities are reviewed and future activitiesPast activities are reviewed and future activities
are planned along with modalities ofare planned along with modalities of
implementation and follow up.implementation and follow up.
 Wrong demands of teachers and parents andWrong demands of teachers and parents and
decisions are also discussed.decisions are also discussed.

49. Thank YouThank You
Very MuchVery Much