This document provides information about a textbook in English for Class 1 published by the National Council of Educational Research and Training (NCERT) in India. It discusses the copyright of the book, details multiple reprints and editions, lists the publication team, and describes NCERT's role in developing and publishing the textbook.
The poem is about an ice cream man who goes around the neighborhood selling ice cream on a hot summer day. Children feel joyful at the sight of the ice cream man arriving in his little cart with different flavors of ice cream like vanilla, chocolate, and strawberry. They cluster around his cart like honeybees around a flower bed to buy the cold and sweet treat.
This textbook contains 14 chapters that teach mathematics concepts for Class 4. It includes chapters on building with bricks, measuring long and short lengths, fractions such as halves and quarters, tables and sharing quantities, and creating patterns with shapes. The textbook aims to make math learning engaging and link it to students' lives outside the classroom. It provides activities, questions, and projects for students to explore different math topics in an interactive way.
This document is the front matter of an English textbook for Class 4 in India. It includes information such as the copyright, publication details, foreword, preface, table of contents, acknowledgements, and details of the textbook development committee.
The summary provides high-level information about the document in 3 sentences:
This is the front section of an English textbook for 4th grade students in India that includes standard publication information such as copyright and distribution details. It also features introductions from education authorities discussing the aims and approach of the textbook. The textbook covers a range of stories, poems and other materials to teach English to students in 6 units over 165 pages.
The document provides information about an English textbook for Class III titled "Marigold". It includes details such as the publisher, year of publication, copyright information, price, and publication team. It also acknowledges contributions from authors, institutions, and organizations towards developing the textbook.
This document provides information about the supplementary reader textbook. It includes details such as the publication year, number of reprints, copyright information, production team members, and offices of publication. The foreword discusses the objectives of linking children's learning in school to their life outside of school as recommended by the National Curriculum Framework. It also mentions encouraging creative and collaborative learning experiences for students. The note for teachers provides an overview of the structure and themes covered in the stories included in the textbook. It aims to promote independent reading, discussion, and enjoyment. The acknowledgements recognize experts who provided reviews and suggestions to strengthen the manuscript.
This document provides information about an environmental studies textbook for Class IV published by the National Council of Educational Research and Training (NCERT) in India. The textbook covers six themes: family and friends, food, water, shelter, travel, and things we make and do. It aims to integrate topics rather than separate them into distinct science and social science sections. The textbook emphasizes hands-on learning, group work, and relating classroom lessons to students' lives outside of school. It uses a variety of formats like stories, poems, puzzles and illustrations to engage students in an active learning process. The textbook development process considered issues of diversity and inclusion to represent students from different regions, backgrounds and cultures across India.
1. An old man planted a carrot seed that grew very big. He tried to pull it out but could not. He called his wife to help but they still could not pull it out.
2. They called the granddaughter to help but they were still unsuccessful. The granddaughter then called the dog for help but they were unable to pull out the carrot.
3. The dog then called the cat. They and all the previous helpers pulled together but could not move the carrot. The cat then called the mouse to help. With all of them pulling together, they finally pulled out the large carrot.
This document provides publication details for a textbook on mathematics for class 5, including publication team members, copyright information, offices of publication, and acknowledgements. It was first published in 2008 and has since had several reprints. The textbook aims to discourage rote learning and encourage a child-centered approach as outlined in India's National Policy on Education. Illustrations are provided by Srivi Kalyan and Nancy Raj, and the document acknowledges additional contributions from organizations that supported the textbook development.
The poem is about an ice cream man who goes around the neighborhood selling ice cream on a hot summer day. Children feel joyful at the sight of the ice cream man arriving in his little cart with different flavors of ice cream like vanilla, chocolate, and strawberry. They cluster around his cart like honeybees around a flower bed to buy the cold and sweet treat.
This textbook contains 14 chapters that teach mathematics concepts for Class 4. It includes chapters on building with bricks, measuring long and short lengths, fractions such as halves and quarters, tables and sharing quantities, and creating patterns with shapes. The textbook aims to make math learning engaging and link it to students' lives outside the classroom. It provides activities, questions, and projects for students to explore different math topics in an interactive way.
This document is the front matter of an English textbook for Class 4 in India. It includes information such as the copyright, publication details, foreword, preface, table of contents, acknowledgements, and details of the textbook development committee.
The summary provides high-level information about the document in 3 sentences:
This is the front section of an English textbook for 4th grade students in India that includes standard publication information such as copyright and distribution details. It also features introductions from education authorities discussing the aims and approach of the textbook. The textbook covers a range of stories, poems and other materials to teach English to students in 6 units over 165 pages.
The document provides information about an English textbook for Class III titled "Marigold". It includes details such as the publisher, year of publication, copyright information, price, and publication team. It also acknowledges contributions from authors, institutions, and organizations towards developing the textbook.
This document provides information about the supplementary reader textbook. It includes details such as the publication year, number of reprints, copyright information, production team members, and offices of publication. The foreword discusses the objectives of linking children's learning in school to their life outside of school as recommended by the National Curriculum Framework. It also mentions encouraging creative and collaborative learning experiences for students. The note for teachers provides an overview of the structure and themes covered in the stories included in the textbook. It aims to promote independent reading, discussion, and enjoyment. The acknowledgements recognize experts who provided reviews and suggestions to strengthen the manuscript.
This document provides information about an environmental studies textbook for Class IV published by the National Council of Educational Research and Training (NCERT) in India. The textbook covers six themes: family and friends, food, water, shelter, travel, and things we make and do. It aims to integrate topics rather than separate them into distinct science and social science sections. The textbook emphasizes hands-on learning, group work, and relating classroom lessons to students' lives outside of school. It uses a variety of formats like stories, poems, puzzles and illustrations to engage students in an active learning process. The textbook development process considered issues of diversity and inclusion to represent students from different regions, backgrounds and cultures across India.
1. An old man planted a carrot seed that grew very big. He tried to pull it out but could not. He called his wife to help but they still could not pull it out.
2. They called the granddaughter to help but they were still unsuccessful. The granddaughter then called the dog for help but they were unable to pull out the carrot.
3. The dog then called the cat. They and all the previous helpers pulled together but could not move the carrot. The cat then called the mouse to help. With all of them pulling together, they finally pulled out the large carrot.
This document provides publication details for a textbook on mathematics for class 5, including publication team members, copyright information, offices of publication, and acknowledgements. It was first published in 2008 and has since had several reprints. The textbook aims to discourage rote learning and encourage a child-centered approach as outlined in India's National Policy on Education. Illustrations are provided by Srivi Kalyan and Nancy Raj, and the document acknowledges additional contributions from organizations that supported the textbook development.
This document provides an introduction and overview for a textbook on Environmental Studies for Class III. It discusses the challenges in developing a national-level textbook that addresses diverse students across India. It emphasizes integrating topics rather than separating them into distinct subjects. It also stresses the importance of reflecting India's multicultural diversity and making all students feel represented. The introduction explains that the textbook aims to encourage active learning over passive reception of information. It provides guidance for teachers on using the textbook and evaluating students in a continuous and comprehensive manner.
1. The textbook focuses on developing language skills by using the mother tongue initially. The teacher's encouragement and motivation are important for learning.
2. Activities should be exciting and stimulating for children. Mistakes should not be corrected but the focus should be on the learning process.
3. When introducing texts, the teacher should read aloud clearly with correct pauses. Children should then read aloud and repeat to practice language skills. Visual aids should be used.
Here are 3 examples of things that cannot be divided into two similar mirror halves:
1. A person - No two sides of a person are exactly identical mirrors of each other.
2. A book - The front and back covers of a book are usually different so it cannot be divided into mirror halves.
3. Scissors - The two blades of a pair of scissors are usually of different shapes and sizes.
The painter's trick works for objects that can be divided into two identical mirror halves by a line. Examples include a circle, square, triangle, face of a coin etc. It does not work for objects that are asymmetric or have distinct left and right sides like a person, book or scissors. The children
This document provides an overview and rationale for the Environmental Studies textbook for Class V. It discusses the child-centered approach taken in developing the textbook. The textbook integrates concepts from science, social science, and environment education around six themes. The themes are Family and Friends, Food, Water, Shelter, Travel, and Things We Make and Do. Each theme explores key questions and issues through real-life stories and experiences. The goal is to provide opportunities for children to learn through exploration, asking questions, and hands-on activities rather than rote learning. Teachers are encouraged to use the textbook as a teaching-learning resource to help children construct knowledge.
The newsletter provides updates on events at the school over the past quarter. It discusses upcoming exams and wishes students the best of luck. It also summarizes various school activities, competitions, visits, and celebrations that took place, including annual day, science lab awards, orientation for new parents, and workshops for teachers. Several students are recognized for their achievements in national and international competitions. The school is praised for being ranked among the top 500 schools in the country.
This newsletter summarizes events and achievements from Modern Public School over the July-September 2015 quarter. It includes highlights from cultural performances, an editorial discussing competitive spirit and never settling for less than your best. It also lists awards won by students in quiz competitions, exhibitions, athletics and more. Modern Public School has been recognized for its innovation and ranked highly in an education survey. The newsletter celebrates the school's continued progress and growth.
This document is the newsletter of Vision of Modernites school from April-June 2015. It summarizes the various activities that took place during this period including competitions, celebrations, workshops and events. Some of the key events mentioned are Earth Day celebrations, Mother's Day, Shakespeare day assembly, investiture ceremony and workshops on career guidance, education pedagogy and environmental conservation. The principal's message encourages students to work hard and imagine reaching their full potential.
The document provides a summary of activities at Modern Public School. It discusses events like Republic Day celebrations, dance competitions, art competitions, and presentations on various topics that were held for different classes. The purpose was to encourage creativity, teamwork, leadership, and learning about important concepts and values through fun activities.
UNESCO toolkit on implementing education programsSaloni Singhal
This document provides an overview of a toolkit for creating inclusive, learning-friendly environments. The toolkit contains six booklets that provide tools and activities for teachers to make their classrooms more inclusive of students with diverse backgrounds and abilities. The overview explains that the toolkit can be used by teachers, administrators, and others involved in formal or informal education. It aims to teach users about creating inclusive environments, involving families and communities, identifying barriers to inclusion, managing diverse classrooms, assessing student learning, and promoting student health and safety. The toolkit is designed for both individual and collaborative use to help schools become more child-centered and accommodating of all students.
The document provides a summary of classroom and school activities from the Principals' report to the Board of Trustees. It discusses the results of a spelling competition, a performance by the Pasifika group, a technology challenge, cross country events, mini wheels activities at lunchtime, an upcoming middle school production, Book Week celebrations, an overnight stay and hangi prepared by the enrichment class, leadership opportunities for students, and fundraising efforts. It also provides highlights from Room 10 including their learning about culture, writing development, art activities, and physical education.
Principal presentation parentsmeetp1(2016)-04july2015noorishamirsyad
This document provides information for parents about preparing their children for primary education at Madrasah Irsyad Zuhri Al Islamiah. It outlines the schedule and programs for a preparation event on July 4, 2015 that includes registration, an opening address, and prep workbook sessions in Arabic language, English, Malay, and mathematics. The document discusses objectives of the prep books and bridging programs, recommendations for home practice, and the importance of parental support in helping children succeed academically and develop a growth mindset. It also shares projections about expected pass rates and implications for a rigorous primary curriculum.
60 years of netarhat : Lessons for Inclusive Quality Schoolingprofprabhatranjan
Netarhat Residential School is a unique school set up in 1954. As it completes its 60 years, Delhi Netarhat Old Boys Association(NOBA) organized J N Dar Memorial Function on Aug 2 at India International Center in Delhi. This is the presentation made by Shri Vijoy Prakash to introduce the underlying concept of Netarhat Education System.
Bright Sparks, South Mumbai’s premier activity centre for children, offers a unique range of classes for kids aged 3 to 14 years including chess, Spanish, spoken English, art, creative writing, science, keyboard and general knowledge. These classes provide children with essential skills and knowledge in a relaxed, fun and friendly after-school environment. For more details, call 09820346210
This document provides information for a Head Start program for parents of students entering Primary 1 at Madrasah Irsyad School. It includes an agenda for the day with presentations on developing a winning mindset and easing anxiety around the school transition. It also addresses common parental concerns and offers reassurance that the school takes feedback seriously and wants to work with parents and teachers to support each child's needs. The document emphasizes developing a positive mindset, communicating support for the child, focusing on their potential, and seeing their education as an act of worship for Allah's sake.
This document is the textbook "Understanding Society" for Class XI published by the National Council of Educational Research and Training (NCERT) in 2015-16.
It begins with a foreword emphasizing the need to link children's learning in school to their lives outside of school. It then lists the textbook development committee and acknowledges their contributions. The contents page provides an overview of the 5 chapters in the book, which are intended to help students understand concepts related to social structure, social change, environment and society, as well as introduce influential Western and Indian sociologists. Fundamental duties from the Indian constitution are also included.
This document provides information about the textbook "Social Science: Social and Political Life-II" for Class VII for the academic year 2021-22. It includes details such as the publisher (National Council of Educational Research and Training), year of first publication and subsequent reprints, price, production details and publication team members. It also contains a foreword highlighting the approach of the textbook in linking lessons to students' lives outside school and discouraging rote learning. An acknowledgements section thanks various individuals and institutions who contributed to the development of the textbook.
This document provides information about a science textbook for class 7 published by the National Council of Educational Research and Training (NCERT) in India. Some key details include:
- The textbook was first published in January 2007 and has since had several reprints and revisions.
- It is meant to help implement the principles of the National Curriculum Framework (NCF) 2005, which recommends linking children's learning to their lives outside of school.
- The textbook contains activities for hands-on learning to make science more engaging and discourage rote memorization. It also aims to reduce curricular burden on students.
Social science---resource-and-development-(geography)---class-8nitishsahu17
Here are a few renewable resources and how their stock can be affected:
Water - Overuse of groundwater through excessive pumping can deplete aquifers and reduce the stock of groundwater available. Construction of dams on rivers can also affect downstream availability of water.
Forests - Uncontrolled or unsustainable logging can reduce forest cover and biodiversity over time.
Soil - Unsustainable agricultural practices like monocropping and lack of soil conservation measures like crop rotation, addition of organic matter etc. can degrade the quality and fertility of soil over time.
Fisheries - Overfishing can reduce fish populations below sustainable levels.
Air - Emission of pollutants in excessive amounts can deteriorate local and
This document provides information about the textbook "Mathematics Textbook for Class XI 2022-23". It lists the edition number and reprint details. It mentions the price, copyright and publishing details. It also provides details about the National Council of Educational Research and Training (NCERT) including contact information of various offices. Finally, it lists the names of the textbook development committee members and acknowledges their contributions.
This document provides information about the Mathematics textbook for Class VIII published by the National Council of Educational Research and Training (NCERT) in India. It lists the publication details including 15 reprints between 2008-2021. It provides information about copyright and rights reserved. The document also lists the publication team responsible for producing the textbook and provides their contact information. It concludes with acknowledging the support received from NCERT in developing the textbook.
This document provides details about the Mathematics textbook for Class VIII published by the National Council of Educational Research and Training (NCERT) in India. It includes information about previous editions and reprints of the textbook. The document also outlines the publication details, copyright information, and contact details of the NCERT offices responsible for publishing the textbook.
This document provides an introduction and overview for a textbook on Environmental Studies for Class III. It discusses the challenges in developing a national-level textbook that addresses diverse students across India. It emphasizes integrating topics rather than separating them into distinct subjects. It also stresses the importance of reflecting India's multicultural diversity and making all students feel represented. The introduction explains that the textbook aims to encourage active learning over passive reception of information. It provides guidance for teachers on using the textbook and evaluating students in a continuous and comprehensive manner.
1. The textbook focuses on developing language skills by using the mother tongue initially. The teacher's encouragement and motivation are important for learning.
2. Activities should be exciting and stimulating for children. Mistakes should not be corrected but the focus should be on the learning process.
3. When introducing texts, the teacher should read aloud clearly with correct pauses. Children should then read aloud and repeat to practice language skills. Visual aids should be used.
Here are 3 examples of things that cannot be divided into two similar mirror halves:
1. A person - No two sides of a person are exactly identical mirrors of each other.
2. A book - The front and back covers of a book are usually different so it cannot be divided into mirror halves.
3. Scissors - The two blades of a pair of scissors are usually of different shapes and sizes.
The painter's trick works for objects that can be divided into two identical mirror halves by a line. Examples include a circle, square, triangle, face of a coin etc. It does not work for objects that are asymmetric or have distinct left and right sides like a person, book or scissors. The children
This document provides an overview and rationale for the Environmental Studies textbook for Class V. It discusses the child-centered approach taken in developing the textbook. The textbook integrates concepts from science, social science, and environment education around six themes. The themes are Family and Friends, Food, Water, Shelter, Travel, and Things We Make and Do. Each theme explores key questions and issues through real-life stories and experiences. The goal is to provide opportunities for children to learn through exploration, asking questions, and hands-on activities rather than rote learning. Teachers are encouraged to use the textbook as a teaching-learning resource to help children construct knowledge.
The newsletter provides updates on events at the school over the past quarter. It discusses upcoming exams and wishes students the best of luck. It also summarizes various school activities, competitions, visits, and celebrations that took place, including annual day, science lab awards, orientation for new parents, and workshops for teachers. Several students are recognized for their achievements in national and international competitions. The school is praised for being ranked among the top 500 schools in the country.
This newsletter summarizes events and achievements from Modern Public School over the July-September 2015 quarter. It includes highlights from cultural performances, an editorial discussing competitive spirit and never settling for less than your best. It also lists awards won by students in quiz competitions, exhibitions, athletics and more. Modern Public School has been recognized for its innovation and ranked highly in an education survey. The newsletter celebrates the school's continued progress and growth.
This document is the newsletter of Vision of Modernites school from April-June 2015. It summarizes the various activities that took place during this period including competitions, celebrations, workshops and events. Some of the key events mentioned are Earth Day celebrations, Mother's Day, Shakespeare day assembly, investiture ceremony and workshops on career guidance, education pedagogy and environmental conservation. The principal's message encourages students to work hard and imagine reaching their full potential.
The document provides a summary of activities at Modern Public School. It discusses events like Republic Day celebrations, dance competitions, art competitions, and presentations on various topics that were held for different classes. The purpose was to encourage creativity, teamwork, leadership, and learning about important concepts and values through fun activities.
UNESCO toolkit on implementing education programsSaloni Singhal
This document provides an overview of a toolkit for creating inclusive, learning-friendly environments. The toolkit contains six booklets that provide tools and activities for teachers to make their classrooms more inclusive of students with diverse backgrounds and abilities. The overview explains that the toolkit can be used by teachers, administrators, and others involved in formal or informal education. It aims to teach users about creating inclusive environments, involving families and communities, identifying barriers to inclusion, managing diverse classrooms, assessing student learning, and promoting student health and safety. The toolkit is designed for both individual and collaborative use to help schools become more child-centered and accommodating of all students.
The document provides a summary of classroom and school activities from the Principals' report to the Board of Trustees. It discusses the results of a spelling competition, a performance by the Pasifika group, a technology challenge, cross country events, mini wheels activities at lunchtime, an upcoming middle school production, Book Week celebrations, an overnight stay and hangi prepared by the enrichment class, leadership opportunities for students, and fundraising efforts. It also provides highlights from Room 10 including their learning about culture, writing development, art activities, and physical education.
Principal presentation parentsmeetp1(2016)-04july2015noorishamirsyad
This document provides information for parents about preparing their children for primary education at Madrasah Irsyad Zuhri Al Islamiah. It outlines the schedule and programs for a preparation event on July 4, 2015 that includes registration, an opening address, and prep workbook sessions in Arabic language, English, Malay, and mathematics. The document discusses objectives of the prep books and bridging programs, recommendations for home practice, and the importance of parental support in helping children succeed academically and develop a growth mindset. It also shares projections about expected pass rates and implications for a rigorous primary curriculum.
60 years of netarhat : Lessons for Inclusive Quality Schoolingprofprabhatranjan
Netarhat Residential School is a unique school set up in 1954. As it completes its 60 years, Delhi Netarhat Old Boys Association(NOBA) organized J N Dar Memorial Function on Aug 2 at India International Center in Delhi. This is the presentation made by Shri Vijoy Prakash to introduce the underlying concept of Netarhat Education System.
Bright Sparks, South Mumbai’s premier activity centre for children, offers a unique range of classes for kids aged 3 to 14 years including chess, Spanish, spoken English, art, creative writing, science, keyboard and general knowledge. These classes provide children with essential skills and knowledge in a relaxed, fun and friendly after-school environment. For more details, call 09820346210
This document provides information for a Head Start program for parents of students entering Primary 1 at Madrasah Irsyad School. It includes an agenda for the day with presentations on developing a winning mindset and easing anxiety around the school transition. It also addresses common parental concerns and offers reassurance that the school takes feedback seriously and wants to work with parents and teachers to support each child's needs. The document emphasizes developing a positive mindset, communicating support for the child, focusing on their potential, and seeing their education as an act of worship for Allah's sake.
This document is the textbook "Understanding Society" for Class XI published by the National Council of Educational Research and Training (NCERT) in 2015-16.
It begins with a foreword emphasizing the need to link children's learning in school to their lives outside of school. It then lists the textbook development committee and acknowledges their contributions. The contents page provides an overview of the 5 chapters in the book, which are intended to help students understand concepts related to social structure, social change, environment and society, as well as introduce influential Western and Indian sociologists. Fundamental duties from the Indian constitution are also included.
This document provides information about the textbook "Social Science: Social and Political Life-II" for Class VII for the academic year 2021-22. It includes details such as the publisher (National Council of Educational Research and Training), year of first publication and subsequent reprints, price, production details and publication team members. It also contains a foreword highlighting the approach of the textbook in linking lessons to students' lives outside school and discouraging rote learning. An acknowledgements section thanks various individuals and institutions who contributed to the development of the textbook.
This document provides information about a science textbook for class 7 published by the National Council of Educational Research and Training (NCERT) in India. Some key details include:
- The textbook was first published in January 2007 and has since had several reprints and revisions.
- It is meant to help implement the principles of the National Curriculum Framework (NCF) 2005, which recommends linking children's learning to their lives outside of school.
- The textbook contains activities for hands-on learning to make science more engaging and discourage rote memorization. It also aims to reduce curricular burden on students.
Social science---resource-and-development-(geography)---class-8nitishsahu17
Here are a few renewable resources and how their stock can be affected:
Water - Overuse of groundwater through excessive pumping can deplete aquifers and reduce the stock of groundwater available. Construction of dams on rivers can also affect downstream availability of water.
Forests - Uncontrolled or unsustainable logging can reduce forest cover and biodiversity over time.
Soil - Unsustainable agricultural practices like monocropping and lack of soil conservation measures like crop rotation, addition of organic matter etc. can degrade the quality and fertility of soil over time.
Fisheries - Overfishing can reduce fish populations below sustainable levels.
Air - Emission of pollutants in excessive amounts can deteriorate local and
This document provides information about the textbook "Mathematics Textbook for Class XI 2022-23". It lists the edition number and reprint details. It mentions the price, copyright and publishing details. It also provides details about the National Council of Educational Research and Training (NCERT) including contact information of various offices. Finally, it lists the names of the textbook development committee members and acknowledges their contributions.
This document provides information about the Mathematics textbook for Class VIII published by the National Council of Educational Research and Training (NCERT) in India. It lists the publication details including 15 reprints between 2008-2021. It provides information about copyright and rights reserved. The document also lists the publication team responsible for producing the textbook and provides their contact information. It concludes with acknowledging the support received from NCERT in developing the textbook.
This document provides details about the Mathematics textbook for Class VIII published by the National Council of Educational Research and Training (NCERT) in India. It includes information about previous editions and reprints of the textbook. The document also outlines the publication details, copyright information, and contact details of the NCERT offices responsible for publishing the textbook.
Enterprising ladakh life & livelihood skills handbook jul06Mumbaikar Le
This document provides a teacher's handbook for introducing activity-based learning and life/livelihood skills into the school curriculum for classes 6-7 in Ladakh. It was produced as part of the Enterprising Ladakh project funded by the European Commission to address unemployment in Ladakh. The handbook guides teachers on activity-based learning and includes examples of classroom activities focused on developing core life and livelihood skills in students. It aims to equip young people with skills for the modern world of work.
This document provides information about a science textbook for Class VIII. It includes details such as the title, publication year, price, copyright information, and contact details of the publisher. It also provides a foreword explaining the approach and philosophy behind developing the textbook in line with the National Curriculum Framework. The preface provides an overview of the process undertaken to develop the textbook and its key features such as activities, exercises and extended learning sections. It encourages teachers and parents to use the textbook to promote active and experiential learning in children.
This document provides an introduction and overview of the textbook for Class XI Accountancy. It includes a foreword describing the objectives and approach of the textbook. It then lists the textbook development committee and acknowledges their contributions. Finally, it provides a detailed table of contents outlining the chapters and topics covered in the textbook.
This document provides information about the Science Textbook for Class X published by the National Council of Educational Research and Training (NCERT) in India. It includes details such as the publication year, reprints, price, copyright, production team members, and offices of the publication division. The preface provides an overview of the textbook, which covers selected topics across various themes in an integrated manner rather than separate disciplines. It aims to link the content to students' daily lives and encourage active, hands-on learning. The textbook development process involved contributions from many scientists, teachers and experts to create a simplified yet rigorous resource to help students understand key scientific concepts.
The document provides information about the Beehive textbook for Class 9 in Andhra Pradesh, India. It includes details such as the publisher being the Government of Andhra Pradesh, the copyright belonging to NCERT, and lists the textbook development committee members. It also contains a foreword describing the curriculum reforms aimed at enhancing learning outcomes and developing foundational skills.
This document summarizes a study on good practices in Sri Lankan schools that promote peace. The study examined four schools and analyzed practices related to creating peaceful classrooms, school climates, communities, and societies. Key findings included:
1) The schools implemented various good practices such as establishing "peace trees", integrating subjects to develop students holistically, and displaying messages of peace and harmony.
2) Students perceived the practices as helping develop respect, conflict resolution skills, and environmental protection attitudes.
3) The practices helped students learn peace concepts such as reconciliation, respecting diversity, and sustainable development.
4) The schools faced challenges including lack of space and resources, but overcame many through creativity and community
This document provides an overview of the textbook "Basics in Education" which is intended for B.Ed. courses in India. It includes details such as the publisher, price, and publication team. The foreword discusses the need for the textbook to help student teachers understand key education concepts and analyze different perspectives. It encourages engaging with the self-instructional material critically. The textbook development team and acknowledgments are also listed.
This chapter discusses the concept and meaning of education. It begins by looking at the etymological meaning of education and explores both narrow and broader definitions. It then examines perspectives on education from Indian thinkers as well as Western views. The chapter analyzes education as both a natural and social process, and as an intentional versus unintentional activity. It explores what education comprises and discusses whether education only occurs in educational institutions. The chapter helps establish a foundational understanding of education for students in a teacher education program.
This document provides a summary of the National Curriculum Framework 2005 document. It discusses the process by which the framework was created, including consultations with experts, teachers, and the public. It outlines the broad aims of education identified in the framework, such as developing independent thought and sensitivity. It proposes five guiding principles for curriculum development, including connecting knowledge to life outside school and moving beyond rote memorization. It also recommends reconceptualizing curricular areas like language, mathematics, science, and social sciences to make education more relevant and reduce student stress.
The newsletter provides updates on events and developments at the ISA International School. It informs parents and stakeholders about the introduction of the school's quarterly newsletter for the 2015-2016 academic year. The purpose is to keep the community informed about the school's progress and build trust. The newsletter highlights updates from different grades, including their units of study. It also provides information on an visit from experts in gifted education from Malaysia who met with faculty and students. Important upcoming dates are noted.
YBPS conducts a workshop on handling exam related anxiety.pdfyuvabharathischool
School is more than just learning academic subjects. It is also a place for personal growth and thinking beyond the classroom. A school in Coimbatore recently organized several activities to celebrate Diwali in an environmentally friendly way. Students made lanterns and decorations, performed cultural programs, and were encouraged to use firecrackers responsibly. The principal addressed the students and wished them a safe and joyous Diwali holiday.
The document provides an introduction to activity books created to support early childhood development. It discusses the importance of early childhood experiences and outlines the structure and content of the activity books. The activity books are thematically organized with activities focusing on developing foundational literacy and numeracy skills. They include songs, stories, games and art activities. The document emphasizes creating a fear-free environment and modifying activities to include all children.
Yuvabharathi Public School celebrated “YUVA BHARATHI VIZHA 2023"yuvabharathischool
Yuvabharathi Public School celebrated “YUVA BHARATHI
VIZHA 2023” to commemorate the birth anniversary of Mahakavi Bharathi, a renowned Tamil writer,
poet, journalist, Indian independence activist, and social reformer.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
3. The National Curriculum Framework, 2005, recommends that children’s life at
school must be linked to their life outside the school. This principle marks a
departure from the legacy of bookish learning which continues to shape our
system and causes a gap between the school, home and community. The
syllabi and textbooks developed on the basis of NCF signify an attempt to
implement this basic idea. They also attempt to discourage rote learning and
the maintenance of sharp boundaries between different subject areas. We hope
these measures will take us significantly further in the direction of a child-
centred system of education outlined in the National Policy on Education
(1986).
The success of this effort depends on the steps that school principals and
teachers will take to encourage children to reflect on their own learning and to
pursue imaginative activities and questions. We must recognise that given
space, time and freedom, children generate new knowledge by engaging with
the information passed on to them by adults. Treating the prescribed textbook
as the sole basis of examination is one of the key reasons why other resources
and sites of learning are ignored. Inculcating creativity and initiative is possible
if we perceive and treat children as participants in learning, not as receivers of a
fixed body of knowledge.
These aims imply considerable change in school routines and mode of
functioning. Flexibility in the daily time-table is as necessary as rigour in
implementing the annual calendar so that the required number of teaching
days are actually devoted to teaching. The methods used for teaching and
evaluation will also determine how effective this textbook proves for making
children’s life at school a happy experience, rather than a source of stress or
boredom. Syllabus designers have tried to address the problem of curricular
burden by restructuring and reorienting knowledge at different stages with
greater consideration for child psychology and the time available for teaching.
The textbook attempts to enhance this endeavour by giving higher priority and
space to opportunities for contemplation and wondering, discussion in small
groups, and activities requiring hands-on experience.
NCERT appreciates the hard work done by the textbook development
committee responsible for this book. We wish to thank the Chairperson of the
advisory group at primary level, Professor Anita Rampal and the Chief Advisor
for this book, Professor R. Lalitha Eapen (CIEFL, Hyderabad) for guiding the
work of this committee. Several teachers contributed to the development of this
textbook; we are grateful to their principals for making this possible. We are
indebted to the institutions and organisations which have generously
Foreword
4. permitted us to draw upon their resources, material and personnel. We are
especially grateful to the members of the National Monitoring Committee,
appointed by the Department of Secondary and Higher Education, Ministry of
Human Resource Development under the Chairpersonship of Professor Mrinal
Miri and Professor G.P. Deshpande, for their valuable time and contribution. As
an organisation committed to the systemic reform and continuous
improvement in the quality of its products, NCERT welcomes comments and
suggestions which will enable us to undertake further revision and refinement.
Director
National Council of Educational
Research and Training
20 December 2005
New Delhi
(iv)
5. Textbook Development Committee
CHAIRPERSON, ADVISORY COMMITTEE FOR TEXTBOOKS AT THE PRIMARY LEVEL
Anita Rampal, Professor, Central Institute of Education, Delhi University
CHIEF ADVISOR
R. Lalitha Eapen, Professor, English and Foreign Languages University
(EFLU), Hyderabad.
CHIEF COORDINATOR
Ram Janma Sharma, Former Professor and Head, Department of Education
in Languages, NCERT, New Delhi.
MEMBERS
Anju Khanna, Principal, The Circle, New Delhi.
Meenu Kumar, PGT, Rajkiya Pratibha Vikas Vidyalaya, Vasant Kunj, Delhi.
Nita Berry, Children’s Literature Specialist, New Delhi.
Rekha Johnson, Primary Teacher, Demonstration School, RIE, Ajmer.
Shobha Chanana, TGT, Kendriya Vidyalaya, Sagar, Madhya Pradesh.
MEMBER-COORDINATOR
Usha Dutta, Former Professor, Department of Education in Languages,
NCERT, New Delhi.
6. Acknowledgements
National Council of Educational Research and Training is most grateful to the
following for their valuable contributions in the development of this book –
R. Amritavalli, Professor, CIEFL, Hyderabad, M.L. Tickoo, Professor (Retd.),
CIEFL, Hyderabad and Sonika Kaushik, Primary Teacher, Sanskriti School,
New Delhi.
The Council also thanks the following authors, copyright holders for
permission to use poems and stories included in this book.
After a Bath by Aileen Fisher; The Bubble, the Straw and the Shoe by Alexei
Tolstoy from Russian Tales for Children, E.P. Dutton and Company Inc., New
York; One Little Kitten by Carolyn Graham; Lalu and Peelu by Vineeta Krishna,
Ratnasagar, 1994; Mother Hen and the Chicks, The Beacon Readers ‘At Old
Lobs’ by E.H. Grassam, Ginn and Company Ltd., London, 1951; Mittu and the
Yellow Mango by Chitra Narendran, Frank Educational Aids Pvt. Ltd., New
Delhi; Merry-Go-Round by Dorothy W. Baruch; Circle by Manorama Jafa,
Ratnasagar Pvt. Ltd.; Our Tree by Pranab and Smita Chakravarti, National
Book Trust, India, 2005; Sundari adapted from ‘Cleo’ by Ruth Dixon in ‘The
Children’s Treasury,’ compiled by Marjorie Barrows, Consolidated Book
Publishers, Chicago, 1947; The Tiger and the Mosquito by Mrinalini Srivastava,
translated by Alaka Shankar, Children’s Book Trust, New Delhi, 2003 and
Anandi’s Rainbow by Anup Ray, National Book Trust, India, 2004. We also
acknowledge Bharat Gyan Vigyan Samithi Picture Stories by Nikolai Radlov,
New Delhi 2004 for Giant Rat and Umbrella Nest; Central Institute of English
and Foreign Languages (CIEFL), Hyderabad for Beginning Reading Programme,
2000 and Come on Everybody, Let’s Sing by Lois Birken Shaw Fleming.
Special thanks are due to Shveta Uppal, Chief Editor, NCERT and
Vandana R. Singh, Consultant Editor for going through the manuscript and
suggesting relevant changes.
The Council also gratefully acknowledges the contributions of
Rituraj Sharma, DTP Operator; Keerti Lingwal, Proof Reader; Sunanda,
Copy Editor and Incharge Computer Station, Parash Ram Kaushik in shaping
this book. Last but not the least, the efforts of the Publication Department,
NCERT are highly appreciated.
7. C O N T E N T S
1–15Unit 1
A Happy Child
Three Little Pigs
16–28Unit 2
After a Bath
The Bubble, the Straw,
and the Shoe
29–41Unit 3
One Little Kitten
Lalu and Peelu
iii–ivForeword
8. Unit 6
If I Were an Apple
Our Tree
64–76
Unit 7
A Kite
Sundari
77–87
42–52Unit 4
Once I Saw a Little Bird
Mittu and the Yellow Mango
53–63Unit 5
Merry-Go-Round
Circle
(viii)
9. Unit 10
Flying-Man
The Tailor and
his Friend
110–120
Unit 9
Clouds
Anandi’s Rainbow
98–109
Unit 8
A Little Turtle
The Tiger and
the Mosquito
88–97
(ix)
Picture Dictionary 121–122
10. WE, THE PEOPLE OF INDIA, having
solemnly resolved to constitute India into a
1
[SOVEREIGN SOCIALIST SECULAR
DEMOCRATIC REPUBLIC] and to secure
to all its citizens :
JUSTICE, social, economic and
political;
LIBERTY of thought, expression, belief,
faith and worship;
EQUALITY of status and of opportunity
and to promote among them all;
FRATERNITY assuring the dignity of
2
the individual and the [unity and
integrity of the Nation];
IN OUR CONSTITUENT ASSEMBLY
this twenty-sixth day of November, 1949 do
HEREBY ADOPT, ENACT AND GIVE TO
OURSELVES THIS CONSTITUTION.
1. Subs. by the Constitution (Forty-second Amendment) Act, 1976, Sec.2,
for "Sovereign Democratic Republic" (w.e.f. 3.1.1977)
2. Subs. by the Constitution (Forty-second Amendment) Act, 1976, Sec.2,
for "Unity of the Nation" (w.e.f. 3.1.1977)
THE CONSTITUTION OF
INDIA
PREAMBLE