Changes

===== School attendance and class organization =====

===== School attendance and class organization =====

# Develop a flexible timetable that will allow teachers to meet students in smaller cohorts on fewer days. For example, a third of students of a class cab attend on two specific days of the week and this will cover the entire set of students over the six day week.  

# Develop a flexible timetable that will allow teachers to meet students in smaller cohorts on fewer days. For example, a third of students of a class cab attend on two specific days of the week and this will cover the entire set of students over the six-day week.

# Schedule the classes for the cohorts in such a manner that there is a period of contact and then there is a period of no contact (so the two chosen days should have a gap of 2/3 days)

# Schedule the classes for the cohorts in such a manner that there is a period of contact and then there is a period of no contact (so the two chosen days should have a gap of 2/3 days)

# Initially have classes for only a few hours, but gradually increase the hours of school

# Initially have classes for only a few hours, but gradually increase the hours of school

# Learning activities, though designed in accordance with the syllabus, should not be restricted to transmitting content. Rather, they should be based on building skills necessary and relevant in the current context. These activities should combine self-learning and creation with collaborative learning (within the students’ own physical contexts as well as with the teacher), and allow possibilities for sharing between students and teachers. Small group lectures and one-on-one interactions with students for follow-up and guidance should be encouraged. This model can be used in a purely online format (currently at the time of lock-down) as well as be integrated with physical classes when schools reopen in a phased manner.

# Learning activities, though designed in accordance with the syllabus, should not be restricted to transmitting content. Rather, they should be based on building skills necessary and relevant in the current context. These activities should combine self-learning and creation with collaborative learning (within the students’ own physical contexts as well as with the teacher), and allow possibilities for sharing between students and teachers. Small group lectures and one-on-one interactions with students for follow-up and guidance should be encouraged. This model can be used in a purely online format (currently at the time of lock-down) as well as be integrated with physical classes when schools reopen in a phased manner.

# Design project-based work for the students that will allow them to explore, investigate processes, phenomena around them and also build skills of questioning, investigating, analysis and presentation. These can be linked to specific chapters from the textbook as well. The projects would allow the students to work individually, with people who they have access to as with the teachers.

# Design project-based work for the students that will allow them to explore, investigate processes, phenomena around them and also build skills of questioning, investigating, analysis and presentation. These can be linked to specific chapters from the textbook as well. The projects would allow the students to work individually, with people who they have access to as with the teachers.

# Develop lots of hands-on activities that can be completed with easily available and / or low cost materials that students can source. Identify and create appropriate resources – both digital and non-digital – that can be shared with students with the least demand of infrastructure. Specific examples of resources need to be developed based on the age of the topics and the age of the students. This is being seperately discussed for each subject

# Integrate “non-academic” activities into the learning program. This could include art, craft and music and wherever possible these can be completed with the support of volunteers from the community.

 

# Develop lots of hands-on activities that can be completed with easily available and / or low-cost materials that students can source. Identify and create appropriate resources – both digital and non-digital – that can be shared with students with the least demand of infrastructure. Specific examples of resources need to be developed based on the age of the topics and the age of the students. This is being separately discussed for each subject

# Integrate “non-academic” activities into the learning program. This could include art, craft and music. Wherever possible these can be completed with the support of volunteers from the community.  

 

Project-based learning will allow the students to work individually, with people who they have access to as well as with the teachers. Teacher interaction can be in the form of videos as well as small group interactions through online forums. This can be continued in a modified manner when schools reopen in a staggered phased manner and in combination with digital methods. Teacher agency and autonomy are essential for this. Reinforcing foundational literacy and numeracy will be essential, especially in cases where students have migrated and hence facing discontinuities in language and manner of instruction.

=== School support system ===

=== School support system ===