KENDRIYA VIDYALAYA SANGATHAN ZONAL INSTITUE OF EDUCATION AND
TRAINING MYSORE
Special Training Programme in Elementary Education
Context:
National Council for Teacher Education NCTE has perceived the need for
orienting Teachers with higher qualification, working as PRTs to be trained in the
fundamentals of elementary education and has given the Syllabus Outline and
Guidelines for the Organization of the Programme in the Training Institutes
across the country. For KVs, the ZIETs have been sent the proposal and directed to
develop Training Modules based on this outline and transact the same.
KVS ZIET Mysore has taken up this Training and has invited Teachers who have
joined the Organization w.e.f 2009 or later from the four Regions in this Zone. In
keeping with this, teachers, numbering about 20 , from the four regions have
been invited for generating Modules in the four scholastic areas and the coscholastic areas for a 3 day Material Production Workshop from 12th to 14th
Aug.2013.
OBJECTIVES OF THE WORKSHOP:
1. Prepare a training Module in each of the scholastic areas of English, Hindi,
Maths and EVS and co-scholastic areas of Music, Art, WE & PE
2. Prepare each Module in four –five sub units for :
 Objective statements and framework
 Pedagogy and Basic competencies/ skills/concepts/ themes/content
 Methods and Approaches to Curriculum Transaction ( Theory)
 Practical parameters of Curriculum transaction for each method
 Methods of Assessment and Evaluation
3. Prepare a set of objective type questions with key for self -assessment for
each module. The questions should test understanding rather than rote
memory.
4. Prepare a list of suggested practice activities for each module
TENTATIVE TIME TABLE FOR THE THREE DAY MATERIAL PRODUCTION WORKSHOP
12TH -14TH AUG.2013
13TH AUG.2013
12TH AUG. 2013
INAUGURATION 9.30 -10 AM
DAY
TIME
SCHEDULE
10-11.30 AM
Orientation ,Group Formation and Task Definition
11.30-11.45 AM Tea Break
11.45-1PM
Draft / Framework / Template of the Modules – Presentation and
review
1 PM -2 PM
Lunch Break
2- 5.30 PM
Group Work on Sub Units 1 & 2
9 AM-9.15 AM
9.15 -10.30 AM
10.30-1 PM
1 PM -2 PM
2- 5.30 PM
14TH AUG. 2013
9 AM-9.15 AM
9.15 -10.30 AM
10.30-1 PM
1 PM -2 PM
2- 3.30 PM
3.30 PM
onwards
PRAYER & REVIEW ( by English and Maths Groups)
Presentation Of Group Work – Sub Units 1 &2 & Review
Group Work on Sub Units 3 & 4/ 5
Lunch Break
Group Work on Sub Units 3 & 4/5
PRAYER & REVIEW ( By Hindi and EVS Groups)
Presentation Of group Work – Sub Units 3 & 4/5
Consolidation of the Sub Units with assessment
Lunch Break
List of Practice Activities with Parameters for each Module
Valediction and Tea
RESOURCES FOR REFERENCE:
 Source Book of Assessment of English, Hindi, Maths and EVS
 Copies of Elementary Syllabus guidelines specific to the scholastic / coScholastic areas
 Textbooks of Classes I –V
 NCF 05 Position papers for Teaching of Languages, Science, Social Science,
Mathematics, WE, ART, Music, PE
3. Pedagogy of Elementary School Curriculum-I ( English )
 Rationale- An elementary teacher maybe required to teach English in primary classes as a
second language. Therefore it is necessary to acquire the required proficiency for its
teaching.
 Objectives of Language learning- understand the need and importance of teaching English
at the elementary level
Develop different language skills among learners
Use effectively various approaches to teaching of English as second language
Analyse issues of Language teaching
Understand and utilize appropriate language evaluation strategies
 English Language Teaching- need and importance of English in India
Aims and objectives of teaching English as first and second language at the elementary Level
Issues related to ELT- Place of mother tongue and grammar in teaching of English as second
language, multilingualism as a resource to language learning
 Developing Language Skills
Listening an Speaking Skills- Listening and Speaking as first step in language proficiency
Articulation of sounds, stress, rhythm and intonation
Intensive and Extensive listening, Learners’ difficulties in listening
Activities for Speaking, Problems with Speaking activities, testing listening and Speaking
Activities
Reading Skills- Silent and loud reading, intensive and extensive reading, skimming, scanning,
reading and comprehension, activities for reading, testing learners reading ability and
reading with comprehension
Writing Skills- writing patterns, curves, strokes and joining English letters
Vocabulary Building, guided free and creative writing
The Writing Process: dealing with common errors both spelling and grammar
Evaluation of Writing Tasks
 Methods and Approaches to Curriculum transaction( Theoretical basis)
Grammar and translation method, Direct method, Structural Approach, Communicative Approach,
Story-telling, Role-Play, Dramatization
Instructional Materials and Resources textbooks, dictionary, language lab, construction and use of
low cost materials such as models, chart, flash cards, language games etc
Methods and Approaches to Curriculum Transaction ( transactional parameters )Introducing a
lesson, Presentation of content, feedback, post –lesson reflections
Classroom interactions: questioning, group work, individualization Steps to teaching Rhyme/ Poetry
/ prose, One Act Play Making adaptations in curriculum for children with disability

Methods of Assessment and Evaluation- Elicitation techniques used in testing English
language skills, questions and answers, T/F, MCQs, gap filling and completion, Matching and
dictation,
CCE in English
Pedagogy of Elementary School Curriculum-I
( Hindi )
-सभी
प्रशििानार्थी
पर्
भाषिक
कौिलों
ू व
प्रस्तावना

सके
तर्था
उपयोग
प्रार्थशिक स्र्थर
कर
कायवकलाप

सके
आयोजित
पर ह द
ं ी भािा
एर्ं
षर्शभन्न
शिक्षण
े तु
भाषिक कौिलों
उपयक्
ु त
के
का
संर्र्वन
कर
प्रषर्धर्यों
का
शिक्षण
षर्कास
कर सके I
े तु
आर्श्यक
उद्ध्येश्य एवं अपेक्षाएं - प्रशिक्षु इस योग्य ों िायेंगे कक र्े -
औपचाररक भािा अधर्गि और अनौपचाररक भािा अिवन के बीच सम्बन्र् को सिझ सकेंगे
बच्चों की बातचीत को भािायी कौिल ( सुनना , बोलना ) शसखाने के सार्न के रूप िें प चान सकेंगे
I
कक्षा की ब ु भाषिक प्रक्रुत् ू को संसार्न के रूप िें प्रयोग िें ला सकेंगे I
प्रारं शभक स्तर पर शसखाई िाने र्ाली ह द
ं ी भािा और षर्ियर्स्तु को शसखाने की षर्धर्यों के
कुिल प्रयोग कर सकेंगे I
बच्चों की भाषिक दक्षता को षर्कशसत करने के शलए भािण , पररचयाव , संर्ाद , र्ाचन , र्ाद-षर्र्ाद ,
कषर्ता पाठ आहद कायवकलापों को आयोजित कर सकेंगे I
भािा अधर्गि िें कहठऩाई ि सूस करने र्ाले बच्चों की भािा सम्बन्र्ी सिस्यार्ों का ननराकरण कर
सकेंगे I
भािा और षर्ियर्स्तु के आकलन र् िूलयांकन करने की योग्यता षर्कशसत करें गे

षर्ियर्स्तु
इकाई 1 ह द
ं ी भािा र्णव , िब्द एर्ं र्ाक्य षर्चार
(i) र्णव षर्चार - स्र्र , व्यंिन , अनस्
ु र्र और औनाशसक भेद तर्था प्रयोग, षर्सगव/र्णव षर्च्छे द
(ii)िब्द षर्चार
िब्द भंडार :पयावय ,षर्लोि,र्ाक्यांि के शलए एक िब्द श्रुनतसग शभन्नार्थवक
िब्द ननिावण : उपसगव, प्रत्यय , संधर् ,सिास
िब्द आदी I
स्रोत की दृजटि से : तत्सि, तद्भभर् , दे िि,षर्दे िी संकर
(iii)र्ाक्य षर्चार
सरक, संयक्
ु त और शिश्र र्ाक्य
र्ाक्य पररर्तवन
अर्थव के आर्ार
इकाई 2 भािायी
पर र्ाक्य भेद
कौिलों का षर्कास
सन
ु ना - अर्थव, ि त्र् ,श्रर्ण षर्कास की षर्धर्यााँ
बोलना -अर्थव, ि त्र् , अच्छा
बोलने के गण
ु - दोि , बोलने के षर्कास की षर्धर्यााँ
पढ़ना - अर्थव ,ि त्र्, पढने के गण
ु - दोि, अच्छे
पठन की षर्धर्यााँ
ललखना -अर्थव ,ि त्र्, सन्
- दोि, अच्छे भािा प्रयोग की षर्धर्यााँ
ु दर लेखन के गण
ु
उक्त सभी कौिलों के षर्कास के
आर्ार
ननम्नशलखखत
ोंगे :
प्रश्नोत्तर ,कषर्ता र्ाचन (पठन) षर्र्ाद , पररचय दे ना , अर्ाि ,र्ाद-षर्र्ाद , पररचय दे ना, सार्थी का
पररचय दे ना , र्ातावलाप ,क ानी (सुनना ,सुनाना ) आिुभािण ,श्रत
ु लेख ,सि
ृ नात्िक लेखन
इकाई 3 - ह द
ं ी भािा का साह जत्यक र् प्रायोधगक पक्ष





4.Pedagogy of Elementary School Curriculum-II ( Mathematics)
Objectives- status /issues related to T-L of elementary Mathematics
Status, Issues and Pedagogy of Mathematics- Role of Mathematics in daily life, Problems of
Teaching Mathematics at the elementary Stages, Motivation and strategies for creating
interest in Mathematics, basics of mathematics, posing and solving meaningful problems,
use of concrete experiences and educational technology
Numbers and Four Primary Operations- cardinal, ordinal numbers, four operationsaggregation structure and augmentation structure, subtraction as inverse of addition,
multiplication as repeated addition and division as inverse of addition, factors and multiples
of numbers, patterns in numbers, approximation and estimation, applications and pedagogy
of numbers and four operations in daily life,
Measurement-scope of measurement, measurement in general, metric units of various
kinds of measurements and relationship among them, solving everyday life problems
involving different kinds of measures, pedagogy and measurement
Shapes and Spatial Relationships-points, lines, planes, Line segment, ray, angles, triangles,
polygons, making designs with basic shapes, making of models with solid shapes, pedagogy
of shapes and spatial relationships
Assessment in Mathematics-Approaches to assessing children in learning outcomes in
Mathematics, CCE in Mathematics
Practice
Assignments for recognizing mathematics in immediate environment
Reflecting cross linkages to revisit concepts and link them spirally and in loops
Relating new concepts to the previously learnt both in and out of school
Application of mathematical concepts in new situations
TLP to develop skills such as problem solving, seeing and extending problems, collecting,
arranging, presenting and interpreting data
Learner centred strategies, preparation and use of a variety of TLMs
Procedures, strategies for and importance of mental Mathematics
5. Pedagogy of Elementary School Curriculum-III ( Environmental Studies, Science, Social Studies))
Rationale- Study of EVS provides opportunities to the child to understand his/her
environment
Child perceives its environment in a holistic manner and therefore the teachers must prepare
themselves to approach each aspect of EVS in an integrated manner – physical, social and
natural/environmental concerns
Objectives composite perspective of EVs, gain insight into child’s idea about EVS,
Integrated with languages and mathematics at Classi & Class II Level and a separate subject in
Classes 3-5,
Assess students’ learning through different tools
Develop own tools for assessing students’ learning
Concept of EVS
Curricular area at primary level
Integrated perspectives from Science, Social Sciences and Environmental Education
EVS TLP
Critical pedagogy
TLP Activities- Story Telling, Painting, Dance, Theatre, Music, Crat, Discussion, group Work,
Field Visits ,Projects and Investigations, Experimentation
Developing Process Skills in Science
Preparing varieties of TLMs
Integrating EVS with other subjects
Using indoor and out-door spaces as a Resource, Resource Pool of Materials, Identifying and
utilizing Community Resources
Assessing TLP in EVS
Different ways of Assessment, CCE , Preparing tools suitable for teaching learning process in
the local context
PRACTICE- Demo Lesson through the activities and principles listed
Identify the Process skills for given activities
Generate diverse assessment Tools
Demonstrate TLP specific to the local context
 Science Module- Rationale- Exposure to fundamental themes in Science to teachers who may
have studied science only till class X. Objectives-nature of integrated science, significance of
science, use self-learning and activity based methods, assess learning attainment in Science
Science in Elementary School Curriculum-nature and scope of integrated science, aims and
objectives, basic principles of curriculum construction of science at the upper primary level,
appraisal of a science textbook ( primary/upper primary) in terms of the above
TLP in Science- Inquiry/Discover Approach to promote, inquiry, creativity, constructivism and
problem solving skills, use of graphic organizers-concept maps, charts, tables, flow charts.
Venn diagrams, Use of ICT and hands on Activities, Role of Science Kit.
Enrichment of Curricular Content- Food, world of living and moving things, people and ideas,
natural resources, how things work, natural phenomena
Assessment in Science- CCE, assessment through written and practical assignments,
essentials of a good question paper in Science, preparing various tool and techniques for
assessment
PRACTICE-Review of a unit in the EVS textbook for scientific principles, Framing a sample
question paper based on principle science T-L,
compiling a list tools and techniques with references to specific learning units, Demo lesson
integrating the principles and activities TLP.
Demonstrate the use of community and environmental resources
 SOCIAL STUDIES
Rationale- knowledge and understanding of human relationships and changes taking place in the
society
Objectives
Concept, Objectives, Scope of Course in Social Studies
Enrichment of Curricular Content
Map Reading- what is a Map? Types of Maps- Physical, Political, thematic, components- Distance,
symbols, sketch and diagram
Assessment in Social Studies- approaches to assessment specific to Social Studies, CCE
PRACTICE –Demo lesson of themes in Social Studies in an Integrated manner- historic, political
and economic perspectives
Practical Activities- Preparing a guide map of one’s locality
Visit to a archaeological site and preparation of a report
Making/drawing symbols in maps, collection of pictures relating to diversity of India,
mapping local resources like river, canal, ponds, agricultural crops, horticulture and floriculture
in the area
Documenting contributions of women in the freedom struggle
Collecting pictures of tribals who fought against the British in India’s freedom Movement
6. Art Education, health Education, Physical Education and Work Education

Module for Art Education
Retain and develop the unique cultural diversity and identity and rich heritage while developing
children as creative and productive human beings.
Objectives- explain basics of different Art forms comprising Art Education
Reflect on contribution of Art in the holistic development of the child
Enhance artistic and aesthetic sensibility in the learners
Develop skills in integrating art forms in divers curricular areas at the Primary level
Explain the salient features of our rich Cultural heritage
Appreciation Of Arts ( Theory)
Meaning and Concept of Arts
Identification of different performing art forms and artists; dance, music, musical instruments,
theatre, puppetry ( based on a set of slides selected for the purpose)
Understanding Child Art- creative expression Experience, free expression, stages of artistic
development
Knowledge of Indian Crafts and Traditions
Knowledge of Indian contemporary Arts and Artists, Visual Art ( based on a set of slides selected
for the purpose)
Indian Festivals and their artistic significance
Visual Arts and Crafts ( Practical)
Experimentation with different methods and materials of visual arts such as pastel colours,
poster colours, water colours pen and ink, rangoli materials, clay, natural materials etc
Exploration and Experimentation with different methods of Visual Arts- painting, block printing,
collage making, clay modeling, paper cutting and folding
Evaluation of creative expression in Visual Arts with a focus on individual expression, originality
and creativity
Performing Arts: Dance, Music , Theatre and Puppetry
( Practical)
Listening / viewing and exploring regional art forms of music, dance, theatre and puppetry
Participation and performance in any one of the regional art forms keeping in mind the
integrated approach
Planning a stage setting for a performance by the student teachers Evaluation of creative
expression in Performing Arts with a focus on individual expression., originality and Creativity
PRACTICE
Participate in and practice different art forms
Visit places of art/see performances /art and craft fairs/ local crafts bazaar
Invite artists and artisans from the community for demonstrations and interaction
Trainees to maintain diary on art interactions, interpret works of art, commercials, events
etc
Set up a Resource Centre at the Institute comprising of books, CDs, films, software, props,
art works display of books and journals
 Module on Health and Physical Education
Rationale- Integral part of child’s growth and Development
Objectives- Plan, organize and conduct activities and practices relating to children’s health , sports
and games
Practice, demonstrate and supervise skills involved in health practices
Prepare and select suitable teaching strategies and aids for effective curriculum transaction of
health and physical education
Observe deviations among children from normal health and provide first aid for minor ailments and
refer other cases to parents and health workers
Health Education- Concept of Health and importance of being healthy
Health needs of a growing child
Importance of personal cleanliness and care of different parts of the body
Environmental cleanliness
Record of height and weight, use of growth chart
Immunization its importance and schedule
Safe drinking water , sanitary facilities, Healthy school environment- heat, light and ventilation
Nutritional requirement of child, eating habits, malnutrition, its effects and remedial measures
Identification of locally available foods and their nutritive value
Organising Recreational Activities, Sports and Games
Imitations of animals and birds, free play- simple tag games, chain tag , cat and rat
Rhythmic- simple dancing steps, clapping with rhythm, side steps
Tumbling- rolling forward and backward, cart wheel, camel roll
Volleyball, kabaddi, kho-kho and indigenous games
Jumps and throws
Importance of rest, sleep and postures, gains of good postures, general postural deformities and
remedial measures
Yoga Education
Yoga, its meaning, definitions and misconceptions, brief introduction to yoga and Yogic practices,
Ashtanga Yoga, Yoga Practices for children to promote positive health
PRACTICE
Practical demonstrations of activities listed keeping in mind the framework of the overall
development of the child and interdisciplinary nature of physical education
 Module on Work Education
Rationale- Necessary part of school curriculum integrated with all aspects of elementary education
Objectives- Using WE to facilitate learning of concepts of mathematics, science, social studies ,
languages
Generate proper environment for the organization of work education activities ,plan and organize
WE activities in the school, explain the importance of positive attitude towards work
WE- Concept and Scope
Work activities relating to Science, Mathematics, Social Studies and Languages and using them as a
tool to teach the same.
Local Crafts- identification, interviews with local craftsmen, preparation of reports about them
Designing and Organizing School Based Work Activities
School Cleanliness, Gardening, Clay Work, Paper Craft, Puppetry, Toys Making, Repair of electrical
and electronic gadgets
PRACTICE
WE Activities based on local contexts.Observe the work process of local craftsmen and industries
Demos showing integration of We in the curricular TLP- demos may include, puppetry, clay work,
field visits, Project work, observation
7.
School Internship
Rationale- Hands on experience in teaching and related activities., not just in the classroom,
also outside and in the community
Objectives- transact TLP on constructivist principles hinging on Observation and reflection
Analyse and appraise curriculum transaction of peers
Organize activities like school assembly, celebrations, PTA, Games, CCA
Review textbooks and other related TLMs used
Prepare TLMs and teaching aids
Plan and Conduct Action Research
Prepare a case Study of a child
Practical Activities During Internship
Peer Observation of lessons and feedback
Teaching selected units from all subjects of the Primary and Upper Primary
Preparation of TLMs, teaching Aids, designing innovative games, stories, one Act Plays, poems,
critique of lessons
Sharing experiences with fellow trainees in daily review and Planning Meetings
Data Collection through observation, interviews, Discussions, as a part of research in the form of a
case study of a child
Investigating problems faced by teachers and working out problem solving strategies
Organizing remedial teaching
Maintaining Reflective diaries on daily experiences
Teaching in multi-grade and mixed ability contexts
Organising PTA meetings and dissemination of general information, reporting on student progress
Preparation of Assessment Tools and conducting assessment in different situations
Record Keeping and Book Review
Organizing Child Theatre
PRACTICE
Demonstration of one each activity from areas of Curriculum transaction, Peer Interaction,
Research Method, Creative Products / performances, Activity customized for child’s needs, Selfdirection and Leadership Qualities, Assessment, Life Skills