I. MAIN SCHEDULE OF ACTIVITIES
1. Academic year starts
for 2016-17: 21.03.2016
2. Summer vacation: 24.04.2016 to
12.06.2016
3. Reopening of the
schools: 13.06.2016
4. Syllabus
distribution: The syllabus for all subjects is distributed from 21.03.2016 to
23.04.2016 and 12.06.2016 to 28.02.2017 [The syllabus was demarcated for SA1 and SA2 examinations].
23.04.2016 and 12.06.2016 to 28.02.2017 [The syllabus was demarcated for SA1 and SA2 examinations].
Examinations schedule:
|
Exams
|
Dates
|
No. of working days and dates for declaring
results
|
|
FA1
|
· before 30th July, 2016 – The
performance must be recorded in the registers and cumulative records
· period 21.03.2016 to
30.07.2016.
|
62 working days
|
|
FA2
|
· before 22nd September, 2016 – The
performance must be recorded in the registers and cumulative records.
· period 01.08.2016 to
22.09.2016.
|
41 working days
|
|
SA1
|
23.09.2016 to 29.09.2016
|
after 101 working days
· answer scripts to children and
declaring results 17.10.2016.
· recording results upto
20.10.2016
· parents meeting on 21.10.2016
|
|
FA3
|
· before 30th November, 2016 – The
performance must be recorded in the registers and cumulative records.
· period 15.10.2016 to
30.11.2016.
|
48 working days
|
|
FA4
|
· before 30th January, 2017– The
performance must be recorded in the registers and cumulative records.
· period 01.12.2016 to 31.01.2017
for class X.
· period 01.12.2016 to 28.02.2017
for class VI to IX.
|
after 44 working days (for class X)
after 66 working days (for class VI to IX)
|
|
SA2
|
07.03.2017 to 15.03.2017
|
after 109 working days
· answer scripts to children and
declaring results 21.03.2017.
· recording results upto
21.03.2017.
· parents meeting on 21.03.2017.
|
|
Pre-final for class X
|
22.02.2017 to 06.03.2017
|
-
|
Term Holidays
· 30.09.2016 to
14.10.2016: First term holidays- 15 days [Dasera]
· 24.12.2016 to
30.12.2016: Christmas holidays- 7 days [for Christian minority schools]
· 11.01.2017 to
17.01.2017: Second term holidays- 7 days [Sankranthi. Other than Christian
minority schools]
· 24.04.2017 to
11.06.2017: Summer vacation
· 12.06.2017 : School
reopening
New syllabus for the academic year
2017-18: 21.03.2017 to
23.04.2017
TRAINING PROGRAMMES TO IN-SERVICE
TEACHERS
(A) Primary teachers:
1.
6-day programme on English language teaching learning
process @ 3 days on classroom transaction for classes I and II 3-days for
classes III to V. This includes CCE.
2.
5-day training programme in the subjects of First Language
(Telugu/ Urdu) and Mathematics. This includes CCE.
3.
4-day training programme on Co-curricular activities @1
day per each of four co-curricular areas.
4.
A teacher gets training in two subject areas i.e. English
and Maths or English and Telugu.
5.
A 2-day common training programme on strategies/ material
for developing basic skills of literacy and numeracy among children who are
backward in studies.
(A) Upper Primary and High Schools: 5-day training
programme in all the subjects on following areas.
1.
Content enrichment and clarification of doubts.
2.
Classroom teaching learning process.
3.
Assessment (CCE)- Focus on Formative and Summative
Assessment and preparing question papers duly following the blueprint.
4.
Co-curricular activities
5.
A 2-day common training programme on
strategies/ material for developing basic skills of literacy and numeracy among
children who are backward in studies.
6.
A 5-day training programme on ICT skills to
integrate with curriculum teaching will be taken up to all the teachers in a
phased manner starting with Maths and Science teachers during 2016-17.
(A) Training to teachers working in English
Medium schools (Success Schools): Separate training shall be organized
for the teachers teaching English medium sections in High Schools. This will be
on English language communication and subject.
(B) Training will be on
demand and based on needs of the teachers: The trainings are
being organized in a non serious way. Certain teachers are not interested to
attend the training programme and says that they don’t need training
programmes. Therefore, willingness of the teachers to undergo training may be
collected through MEOs and Dy.EOs. All the teachers will be informed about the
contents of the training programme, venue, particulars of the RPs, training
amounts etc. and requested for their willingness. Those who wants training
alone can be invited for the training.
(C) Resource Persons for
undertaking trainings: State Level Master Trainers (SRGs) shall be
developed @20 per subject. Further, District Level Resource Groups in each
subject @30 are being identified. In case of Primary Schools, Mandal Level RPs
i.e. MRPs @2 per subject shall be identified. Capacity building of the Resource
Persons shall be taken up through Master Trainers/ DRPs. The DEOs,
Dy.EOs and DIET Principals shall identify DRPs and MRPs.
(D) Training venues: DIETs and Division
Level training venues (DRCs) may be identified for the training of High School
teachers. In case of Primary Schools, MRCs will be strengthened with all
facilities i.e. LCD Projectors, TV, ROTs etc. DIETs also will be developed as
best Training cum Resource Centres.
(E) ICT labs: Two labs per District
with 30 computers each will be developed in each District i.e. one at the DIET
and the other at the divisional headquarters to start with.
(F) ICT infrastructure in
High Schools: The existing computer labs in all the High Schools under
Government management will be made functional. Further, a smart classroom will
be developed with LCD (K-YAN), TV and with ROT facility. Further, computer labs
will be used for curriculum learning. The e-resources on various curricular
subjects shall be uploaded into the school server so that the students and
teachers shall use the resources through router like Wi-Fi services. The
existing
e-resources available with SIET, SCERT and SSA have been evaluated and effective programmes have been selected for providing to the schools under various school subjects.
e-resources available with SIET, SCERT and SSA have been evaluated and effective programmes have been selected for providing to the schools under various school subjects.
(G) Schedule for conducting training
programmes: The capacity building of Resource Persons at various levels shall be
conducted during summer vacation and actual teacher trainings may be conducted
after reopening of the schools i.e. July, 2016.
Rationalization of
Schools and Teachers
Following is the data on distribution
of schools across enrollment slabs.
|
Sl.
No. |
Type of
school
|
Schools
|
Zero
|
1-10
|
11-20
|
21-30
|
31-40
|
41-50
|
51-60
|
61-70
|
71-80
|
81-90
|
91-100
|
>100
|
|
1
|
Primary
Schools
|
18139
|
398
|
980
|
2333
|
3747
|
2718
|
1283
|
719
|
1302
|
699
|
362
|
731
|
2867
|
|
2
|
Upper
Primary Schools
|
3244
|
4
|
10
|
39
|
119
|
190
|
247
|
258
|
285
|
277
|
293
|
248
|
1274
|
|
3
|
High
Schools
|
4583
|
3
|
2
|
4
|
7
|
26
|
29
|
72
|
83
|
155
|
186
|
203
|
3813
|
The School Education statistics i.e.
DISE 2015-16 shows that the schools are functioning with low strength and
uneconomic in terms of providing teachers and manage the curriculum
implementation effectively. This leads to provision of two (2) teachers mostly
for each Primary School who are responsible to teach all the subjects. If one
teacher is on leave, the remaining teacher manages the children and attend Mid
Day Meals etc. without focusing on curriculum.
· Single teacher
Primary Schools and clubbing of schools within the same compound and
habitations: A decision may be taken to club the schools functioning in the same
campus or in the same habitation within 1 KM radius duly following the
enrolment norms. this facilitates for providing more number of teachers i.e. at
least three (3) teachers in Primary School i.e. 1 teacher completely
responsible for teaching Telugu/ Urdu and the second teacher teaches English
for classes I to V and third teacher teaches Mathematics from classes I to V.
This facilitates capacity building of subject teachers in their subject and
held responsible for the outcomes rather than teaching different subjects to
different classes.
· Merging of UP Schools
with nearby High Schools
o The structure of schools: At present the
schools are operating in three ways i.e. Primary Schools, Upper Primary Schools
and High Schools.
o In the case of UP Schools sufficient
staff structure is not available i.e. there no teacher in each subject for
teaching. One School Assistant for Maths and Science and another for Social and
English. In this case, the Science teacher cannot teach Maths and similarly the
Social teacher cannot teach English. Further, the minimum working periods are
not being taught by the teachers. The UP sections are not viable and justice is
not being done to children. In case of High Schools, there is a teacher for
every subject. Therefore, quality can be ensured in High Schools but not in
Upper Primary Schools.
o Therefore, it is proposed to have two
types of schools i.e. Primary and High Schools and do away with Upper Primary
Schools. There is a 3 KMs distance norm for UP Schools. However, High Schools
are available in most of the habitations within 3 KMs. In case wherever there
is no High School within the radius of 5 KMs, the existing Upper Primary
Schools may be upgraded to High Schools. All the UP Schools may be merged
nearby High Schools.
o Certain High Schools are working with
strength of 40 or 50 children and below 75 and such schools are being
functional within the area of 1 or 2 KMs. The actual norm for High School is 5
KMs i.e. a High School within the radius of 5 KMs.
This need to be discussed and a
decision may be taken on the rationalization of schools by clubbing the low
strength uneconomic schools and establish a good school with all facilities at
Gram Panchayat/ Cluster Level with good ambience, library, compound wall, ICT
facilities with five (5) teachers and one Headmaster.
Distribution of work load – Subject-wise allotment of periods per week
for classes VI to X – Assignment of teaching of class VII Maths subject to the
Maths teacher instead of Physical Science teacher.
It is proposed that the School
Assistants of Physical Science shall take up Mathematics classes for class VI
along with Physical Science subject for classes VIII, IX and X. The Maths
School Assistants shall take up Mathematics subject for classes VII, VIII, IX
and X. The computer classes shall be taken by Physical Science School
Assistant. The Headmaster must plan for implementation of co-curricular
activities by assigning the subjects to the teachers keeping in view of work
load. Head Master must see that equal allocation of periods combinedly for both
curricular and co-curricular areas. The Headmaster shall develop time table for
the school showing curricular and co-curricular areas along with teachers
responsible to teach the subjects and display in the Headmaster room and staff
room. In case if second teacher is allotted for Mathematics for single section
schools, the Mathematics classes for classes VI and VII may be allocated to
second Mathematics School Assistant. The Headmaster must take up 8 periods per
week i.e. one complete subject for any one class i.e. VI to X and one or two
periods for co-curricular activities. As a result Headmaster taking one subject
for one class, if number of periods for a teacher is reduced, he/ she may be
allocated with other co-curricular periods to balance the work load. If
teachers come forward to take co-curricular activities like Value Education
& Life Skills, Art & Cultural Education etc., the same may be allocated
to them. Otherwise the periods for the subjects and co-curricular activities
shall be allocated as per the suggested sheet on work load distribution
enclosed herewith (The class-wise allocation of periods for subjects
and work load distribution is enclosed).
2. Subject-wise and
Teacher-wise Work Distribution (Allotment of subject & no.of periods)
|
Class
|
Tel
|
Hin
|
Eng
|
Mat
|
Science
|
Lab for
Phy. & Bio. Sciences
|
Soc.
|
W.E & Comp.
|
Art & Cult. Edn.
|
Health & Physical
Edn.
|
Value Edn. & Life Skills
|
Library
periods (Tel+Hin+Eng
@1 each)
|
Total
|
|
|
Phy. Sci.
|
Bio.
Sci.
|
|||||||||||||
|
VI
|
6
|
4
|
6
|
6
|
6
|
1
|
6
|
2
|
2
|
3
|
3
|
3
|
48
|
|
|
VII
|
6
|
4
|
6
|
6
|
6
|
1
|
6
|
2
|
2
|
3
|
3
|
3
|
48
|
|
|
VIII
|
6
|
4
|
6
|
8
|
5
|
4
|
1
|
6
|
2
|
2
|
3
|
1
|
0
|
48
|
|
IX
|
6
|
4
|
6
|
8
|
5
|
4
|
1
|
6
|
2
|
2
|
3
|
1
|
0
|
48
|
|
X
|
6
|
4
|
6
|
8
|
5
|
4
|
1
|
6
|
2
|
2
|
3
|
1
|
0
|
48
|
|
Total
|
30
|
20
|
30
|
36
|
15
|
24
|
5
|
30
|
10
|
10
|
15
|
9
|
6
|
240
|
3. Teachers work load subject-wise
|
HM
|
8 periods (one full subject for
6 periods + 2 co-curricular periods) |
Maths
|
30 (VII to X subject periods)
|
||
|
Telugu
|
30+1=31; (30 periods for subject i.e. VI to X + 1
period for Value Edn. for class X)
|
Phy.Sci.
|
22+10=32 periods
(15 periods for subjects of Phy. Science for classes VIII to X
& 6 periods for Mathematics for class VI + 1 period for lab +
10 periods for Work & Comp. Edn. for classes VI to X.)
|
||
|
Hindi
|
20+8=28 (20 periods for subject i.e. VI to X + 8
periods for Value Edn. for class VI to IX)
|
Bio.Sci.
|
28 periods
(12 periods for subjects of Bio. Science for classes VIII to X +
14 periods for General Science for classes VI & VII +
2 periods for lab) |
||
|
English
|
30 (VI to X subject periods)
|
Social Studies
|
30 (VII to X subject periods)
|
||
|
PET
|
25 (15 periods for Physical & Health Edn. + 10 periods for Art
& Cultural Edn.)
|
||||
|
Note: 1. Headmaster must take one complete subject for a
class based in his subject. As a result of this, the number of periods for
the subject teacher may be reduced and co-curricular periods like Value
Education/ Art Education may be given to that extent. If Headmaster, handles
about 6/ 7 periods for a subject to a class, the remaining 1 or 2 periods may
be allocated to co-curricular activities.
2. If Physical Education Teacher is not available, the periods
pertaining to Health & Physical Education and Art & Cultural
Education periods may be allocated to other teachers equally.
3. Health & Physical Education includes both theory and games. With
regard to theory, the aspects of health, hygiene, nutrition etc. may be
discussed during forenoon session. Games, sports and massdrill may be taken
up in the afternoon session.
4. The library and laboratory periods are important and part of
formative assessment. They must be conducted and concerned records may be
developed. Headmaster must facilitate for this by strengthening library and
labs. The Science teacher shall plan and conduct experiments at least one
period per week in the lab. In case if lab room is not available, he/ she has
to conduct the experiment in the classroom.
5. In case special library room is not available in the schools, the language teachers must get the books from almirahs and distribute to the children during the period and return the same after the period. One or two students shall be made in-charge for this. This supports reading and reflection item under Formative Assessment. Three such periods are available for classes VI and VII per week @1 period for each of Telugu, Hindi and English. Language teachers must utilize this period.
6. Four (4) periods
were allocated towards lab activities for both Physical and Biological
Science @2 per each in a month (1st and 3rdweek Physical
Science; 2nd and 4th week for Biological Science).
|
|||||