Comprehensive School Health Teacher's Activity Manual
Revised
Revised
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Comprehensive School Health Teacher’s Activity Manual
VOL. I
CENTRAL BOARD OF SECONDARY EDUCATION
Revised School Health Manual, Vol-I
PRICE : Rs. 170/-
EDITION : December, 2010
© CBSE, India
COPIES : 5000
No part of this publication may be reproduced , stored in a
retrieval system or transmitted, in any form or by any means,
electronic, mechanical photocopying, recording or otherwise
without the prior permission of the publisher.
PUBLISHED BY
:
The Secretary, Central Board of Secondary Education, Shiksha
Kendra, 2, Community Centre, Preet Vihar, Delhi - 110092.
DESIGN, LAYOUT &
ILLUSTRATIONS BY
:
Multi Graphics, 5745/81, Reghar Pura, Karol Bagh, New Delhi - 110005
Phone : 25783846
PRINTED BY
:
Preface
Childhood and the age of adolescence are perhaps the most momentous
periods in an individual’s journey of life. They are characterized by creative
bursts of energy, immense curiosity about the self and the world, sudden
changes in the physical, emotional and social dimensions and expanded
need for communication. They are also periods of grappling with an identity
crisis, feelings of isolation, anxiety, alienation and confusion. Each
individual is unique with inherent positive attributes and latent potential
and it is the responsibility of the school to provide opportunities for young
talent to blossom and flourish.
The biggest killer in the world today is not war, disease or natural calamity. It
is life style related diseases. Health is an important component of the
concerns regarding adolescent issues. Obesity, lack of physical activity and
exercise, mental and emotional stress are major concerns. The experiences
gained as children often stay with us throughout life. Therefore there is a
need to create health oriented school climate so that appropriate ambience
is created which is sensitive to the health needs of school going children and
helps to promote their well being.
The new millennium schools must provide a setting where in education and
health programmes come together to create a health promoting
environment which in turn promotes learning. It must constantly strengthen
its capacity as a healthy setting for learning and preparing for life. Such
schools use its full organization potential to promote health among
students, staff, families and community members.
Schools need to provide a safe healthy environment which includes safe,
clean water and sufficient sanitation facilities, freedom from abuse and
violence, a climate of care, trust and respect, social support and mental
health promotion.
The school can work in the areas of Food and Nutrition, Knowing Your Body,
Personal, Environmental Hygiene and Sanitation. Behaviour and Life Skills,
Physical Fitness and Being Responsible and Safe. The Manual provides
guidelines to all stakeholders including managers, principals, teachers and
students. There are activities designed for different levels in the different
volumes of the Manual. The first part of the Manual recommends setting up
of a Health ans Wellness Club to further carry on these enrichment activities
within the school. The ultimate objective of the Manual is to involve the
school going child in making healthy life style choices.
The Board has strengthened the School Based Assessment and Continuous
and Comprehensive Evaluation in 2009-2010. As part of Comprehensive
assessment of co-scholastic aspects, the grades obtained in Health and
Physical Education will be reflected in the Report Card as well as Certificate
of School Based Assessment. Learners can choose any two activities from the
options provided.
The Comprehensive School Health Manuals are an outcome of the
collaborative effort of CBSE along with the guidance provided by WHO India.
The Manuals would not have been possible but for the effort and support
provided by the material production team. I would also like to thank Dr.
Sadhana Parashar, Head (Innovation & Research) and Mr. Pramod Kumar T.K.,
Asst. Education Officer, CBSE for coordinating and editing the Manual. There
are four volumes in the package. The First volume is Introductory and the
other three consist of graded activities for each level : Primary, Upper
Primary and Secondary as well as Senior Secondary.
Any further suggestions for improving the Manuals are always welcome.
Vineet Joshi
CHAIRMAN
Acknowledgements
Acknowledgements
Advisors:
Sh. Vineet Joshi (IAS)
Dr. Cherian Varghese
Dr. Jitendra Nagpal
Dr. Manoj K. Johar
Material Production:
Dr. Indu Khetrapal
Ms. Usha Ram
Mrs. Kalpana Kapoor
Mrs. Neeta Rastogi
Dr. Divya Prasad
Chairman, CBSE, Delhi.
WHO, India, New Delhi.
Expressions India Vimhans, New Delhi.
Academy for International Career & Education, New Delhi.
Principal, Salwan Public School, Gurgaon, Haryana.
Principal, Laxman Public School, Hauz Khas, New Delhi.
Principal, Delhi Public School Ghaziabad Vasundhara, Ghaziabad.
Principal, Sadhu Vaswani International School,
Shanti Niketan, New Delhi.
Psychologist, Vimhans, New Delhi.
Contributors:
Dr. Lalit Modak
Head Mistress, Jr. School, DPSG Vasundhara, Ghaziabad.
Ms. Mousmi Mahopatra
PGT (Chemistry), DPSG Vasundhara, Ghaziabad.
Mrs. Seema Banerjee
Head of Social Work, Laxman Public School, Hauz Khas, New Delhi.
Ms. Dimple Vij, Counsellor Laxman Public School, Hauz Khas, New Delhi.
Ms. Neha Sharma
Headmistress, Amity International School, Vasundhara.
Dr. Manjari Tripathi
Associate Professor, Dept. of Neurology, AIIMS, New Delhi.
Dr. Sanjeev Bhoi
Assistant Professor, Dept. of Emergency Medicine, AIIMS, New Delhi.
Jago Teens (NGO)
Stray Relief and Animal Welfare (STRAW)
Cover Page-Courtesy :
Dr. Indu Khetrapal
Principal, Salwan Public School, Gurgaon.
Art and Layout:
Mr. Amitav Bose
Photography Club, DPSG Vasundhara, Ghaziabad.
Editing:
Dr. Sadhana Parashar
Mrs. Kalpana Kapoor
Mr. Mukesh Kohli
Co-ordination:
Mr. Pramod Kumar T.K.
Ms. Harjot Kaur
Dr. Sneha Singh
Head (Innovation & Research), CBSE, Delhi.
Principal, Delhi Public School Ghaziabad, Vasundhara, Ghaziabad.
Reader, Department of Physical Education, Ram Lal Anand College,
University of Delhi.
Asst.Education Officer, CBSE, Delhi.
Consultant, AEP
Consultant, AEP
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THE CONSTITUTION OF INDIA
PREAMBLE
WE, THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a SOVEREIGN
SOCIALIST SECULAR DEMOCRATIC REPUBLIC and to secure to all its citizens :
1
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 the individual and the [unity and integrity of the Nation];
2
IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November, 1949, do HEREBY ADOPT,
ENACT AND GIVE TO OURSELVES THIS CONSTITUTION.
1.
2.
Subs, by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for "Sovereign Democratic Republic (w.e.f. 3.1.1977)
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
Chapter IV A
Fundamental Duties
ARTICLE 51A
Fundamental Duties - It shall be the duty of every citizen of India(a) to abide by the Constitution and respect its ideals and institutions, the National Flag and the National
Anthem;
(b) to cherish and follow the noble ideals which inspired our national struggle for freedom;
(c)
to uphold and protect the sovereignty, unity and integrity of India;
(d) to defend the country and render national service when called upon to do so;
(e) To promote harmony and the spirit of common brotherhood amongst all the people of India
transcending religious, linguistic and regional or sectional diversities; to renounce practices
derogatory to the dignity of women;
(f)
to value and preserve the rich heritage of our composite culture;
(g) to protect and improve the natural environment including forests, lakes, rivers, wild life and to have
compassion for living creatures;
(h) to develop the scientific temper, humanism and the spirit of inquiry and reform;
(i)
to safeguard public property and to abjure violence;
(j)
to strive towards excellence in all spheres of individual and collective activity so that the nation
constantly rises to higher levels of endeavour and achievement.
Content Page
About the Comprehensive School Health Manuals
1. Introduction to School Health
Page No.
i-iv
1-22
2. Improving School Performance through Health Promotion
23-28
3. Health Promotion in Schools
29-60
4. School Health & Wellness Clubs
61-72
5. Health Care In The School: Health Checkup, Health Card & First Aid
73-105
6. Guidelines for Facilitators / Teachers / Peer Educators
106-128
7. Assessment and Evaluation
129-135
8. Appendices
136-190
Appendix 1 — Websites
Appendix 2 — Health Promoting School Initiative- A Case Study
Appendix 3 — Plan of the Year - Medical
Appendix 4 — Student’s Medical Record
Appendix 5 — Experience Sharing by the Peer Trainer
Appendix 6 — Circulars
Appendix 7 — Global School and Survey
About The Comprehen sive School Hea lth Man ua ls
The Comprehensive School Health Manuals address a basic gap in schooling
that has crept in over the years. This is largely to do with the aspect of school
health which has somehow been relegated to sporadic health check-ups or in
some cases a few hours of health instruction in the curriculum. It is imperative
that something is done urgently to take up the issue of holistic health in school
going children which includes physical, mental, emotional and psychological
health. The School Health Policy and the Manual proposes to view health
holistically, utilize all the educational opportunities for health promotion
including formal and informal approaches in curricular pedagogy. Providing a
safe school environment, an activity oriented health education curriculum to
prevent health-related risk behavior, ensuring physical fitness activities and
sports, providing nutritious snacks in the school canteen, ensuring access to
primary health care services and integrated family and community activities
and a staff health promotion policy are some of the expectations that a school
should fulfill as was advised earlier in a circular issued to all the schools
regarding the setting up of Health and Wellness Clubs.
There are four Manuals in this package. The first Manual-Volume I is
addressed to all stakeholders concerned with school health.
A health promoting school strives to provide a healthy environment
conducive to students' health, education and school health services along with
school/community projects and outreach opportunities for physical education
and recreation, social support and mental health promotion.
School Health and Wellness Clubs can become the focal point of school
health promotion which would encompass the entire school environment and
become a school campus activity. A checklist for a Health Promoting School is
included so that schools can monitor their own School Health Plan. The
responsibilities of the Administrators, Principals, Teachers, Counsellors and
Community leaders have also been enlisted. Monitoring, Evaluation and
(i)
Sustainability of the Health Plan in each school is extremely essential. Fact
Sheets regarding a Health Promoting School, focusing resources on Effective
School Health and Improving School Performance through health promotion
are other areas of concern.
The other three Manuals are activity based manuals for teachers. Vol II is
Teachers Activity Manual which consists of activities for Primary Level
(Classes I-V), Vol III is Teacher's Manual for Upper Primary Level (Classes VIVIII) and Vol IV is Teachers' Manual for Secondary and Senior Secondary
Level (Classes IX-XII). The activities revolve around six different themes Knowing your Body, Food and Nutrition, Personal, Environmental Hygiene and
Sanitation Physical Fitness, Being Responsible and Safe and Behaviour and
Life Skills. The objective of the modules and activities is to focus on the
different aspects of growth and appropriate development of the child.
Kn owin g Your Bod y Activities will take the child from knowing
body parts and their functions to appreciation of the importance of each body
part. This will lead to heightened understanding of the need for correct
information regarding growing up processes which will help in creating a well
informed individual.
Food An d Nutrition Activities focus on the effect of the right
food and nutrition intake to generate positive energy and thus influence
learning capacity. Variation in geographical location alter or modify nutritional
intake. Food can effect energy levels, concentration and learning.
Persona l,
Activities
En viron m en ta l
Hygien e
an d
San ita tion
emphasize on the need to ensure that children follow clean and
regular habits regarding bath, bowel movement, sleep, oral hygiene, nails and
hair. Once personal hygiene becomes a part of the regular system the child will
look forward to having a cleaner environment. Sanitation activities have been
added in the Revised Manual.
(ii)
Physica l Fitn ess Activities will help children to maintain fitness,
strengthen cardiovascular and respiratory system, keep bones and muscles
strong, ease depression, manage pain and stress and above all make one feel
alive, vibrant and energetic.
Bein g Sa fe An d Respon sible Activities
help learners to
understand the consequences of risk taking behavior and create a safe
environment for themselves and others. This would lead to a better quality of
personal life and would enhance positive behaviour towards self and
environment. Security and an environment that is physically and emotionally
safe is the need of the hour and equipping a child to handle situations that are
age appropriate is the task of the school, family and community.
Beha viour An d Life Skills Section focuses on bringing about an
awareness and in-depth understanding of behavioural issues revolving around a
child which will certainly influence his or her academic performance and social
development. The module is an attempt to forge clarity for the teachers to
facilitate the child's learning progress. The objective of the activities is to
highlight self management and infuse skills within the child which will help him
or her emerge as an individual who will be well equipped to handle related issues.
The Manuals are holistic in their approach since they deal with not only
physical health but also mental, social, emotional and spiritual well being. Their
uniqueness lies in their participative and interactive approach. The activities
mentioned can be easily incorporated in the classroom transaction, keeping in
mind that hands on learning is internalized faster than conventional learning. It
is also recommended that teachers may modify or customize the activities
according to their social, cultural and demographic needs.
The CBSE had also undertaken a Global School Health Survey across
different types of schools in various parts of the country. This was to collect
data on health behaviours and protective factors that affect the immediate
(iii)
and long term health status of young children. The results from the survey will
help in policy formulation at the local and national level.
The activities for teachers in each Section are suggestive and it is
earnestly hoped that they will be implemented in the spirit of each section
through curriculum plus intervention strategies within the school. The
activities are learner centred and will help learners to empower themselves to
acquire knowledge for themselves in a classroom or out of the class setting.
The Board has strengthened the School Based Assessment and
Continuous and Comprehensive Evaluation in 2009-2010. As part of
Comprehensive assessment of co-scholastic aspects, the grades obtained in
Health and Physical Education will be reflected in the Report Card as well as
Certificate of School Based Assessment. Learners can choose any two
activities from the options provided. These include Sports/Indigenous Sports,
NCC/NSS, Scouting and Guiding, Swimming, Gymnastics, Yoga, First Aid,
Gardening / Shramdaan. Teacher may record observations about the student’s
participation over a period of time either in Anecdotal Records or a Portfolio.
All students must take up at least two activities to ensure maximum health
benefit in terms of physical fitness.
The future of young India is being shaped in the schools and it is
imperative that all of us take a proactive role in ensuring that healthy and
balanced young minds leave school and forge ahead confidently.
We wish teachers will find the Manuals useful and enrich them further
with their wisdom and experience. It is an investment that each teacher,
principal and parent must make to generate and augment creative and
protective capacity of young people in school. This will go a long way in creating a
sustainable, social, healthy and peaceful society.
Dr. SADHANA PARASHAR
HEAD (INNOVATION & RESEARCH)
(iv)
1. In troduction to School Hea lth
Ra tiona le
For most children, `going to school' is a historic milestone in their lives. It is a place that
plays one of the most important roles in their physical, mental and emotional
development. Schools are settings where children learn, where character is moulded,
where values are inculcated and where the future citizens of the world are groomed to
face life's challenges.
Schools are a strategic means of providing children with educational qualifications that
will enable them to find employment and status in life. Schools can be dynamic settings
for promoting health, for enabling children to grow and mature into healthy adults, yet
the potential of the school to enhance health is often underutilized. `School Health' has
largely remained confined to medical check-ups of children and / or some hours of health
instruction in the curriculum.
Today, schools present an extraordinary opportunity to help millions of young people
acquire health supportive knowledge, values, attitudes and behaviour patterns. The
students can serve as a means of promoting health of other children, their families and
community members. Health is a multidimensional concept and is shaped by biological,
physical, psychological, social, economic, cultural and political factors. There is a
growing recognition that the health and psychosocial well-being of children and youth is
of fundamental value and that the school setting can provide a strategic means of
improving children's health, self-esteem, Life Skills and behaviour.
There are various initiatives in school health at present, but most of them are topic based
and age group specific and often rely on the initiative of the individual school or an
agency. The comprehensiveness and sustainability in these initiatives are not clearly
laid out.
The need of the time is a Comprehensive School Health Policy integrated within the
educational system at the National and State levels. This will harmonize the effective
partnership of health and education sectors to facilitate the holistic approach to child
and adolescent development in schools.
1
His torica l Review
It has long been recognized that schools provide the most appropriate setting for both
health services and health education for children and young persons. Globally, `school
health' has been an important initiative for several decades, comprising largely of school
health services and school health education.
In 1960, the Government of India set up a Committee on School Health (Renuka Ray
Committee) which recommended that “Health education should be included as part of
general education in the primary, middle and secondary schools.” The report of the
Renuka Ray Committee (1961) provided guidelines and recommendations for both the
content and the appropriate transaction of health education at various stages of
schooling. In the wake of the National Policy on Education (1986, Revised 1992) and
the National Health Policy 1983, steps were initiated to look at school health education
in a more comprehensive manner. The National Health Policy, 2002 envisages giving
priority to school health programmes which aim at preventive-health education,
providing regular health check-ups, and promotion of health-seeking behaviour among
children. The policy suggests that school health programmes can gainfully adopt
specially designed modules in order to disseminate information relating to `health' and
`family life'. This is expected to be the most cost-effective intervention as it improves
the level of awareness, not only of the extended family, but the future generation as well.
The noteworthy initiatives under this 2002 policy were setting up a well-dispersed
network of comprehensive primary health care services linked with extension and health
education. It is widely accepted that school students are the most impressionable
targets for imparting information relating to the basic principles of preventive health
care. The policy attempted to target this group to improve the general level of awareness
with regard to `health promoting' behaviour. The girl child in the rural belt needs to be
targeted right from school level. The policy recognized that the overall well-being of the
citizen depended on the synergistic functioning of the various sectors in the society. The
health status of the citizens would, inter alia, be dependent on adequate nutrition, safe
drinking water, basic sanitation, a clean environment and primary education, especially
for the girl child.
The National Curricular Framework 2005 by NCERT has categorically stated that health is
a critical input for the overall development of the child and it influences significantly
enrolment, retention and completion of school. It advocates a holistic definition of
health within which physical education and yoga contribute to the physical, social,
emotional and mental development of a child. Undernutrition and communicable
diseases are the major health problems faced by majority of children in this country from
2
pre-primary through to the higher secondary school stage. Thus there is a need to address
this aspect at all levels of schooling with special attention to vulnerable social groups and
girl children. It has proposed that the mid-day meal programme and medical check ups
be made a part of the curriculum and education about health be provided which address
the age specific concerns at different stages of development.
In troduction to a Comprehen sive School Hea lth Program
The idea of a Comprehensive School Health programme, conceived in the 1940's, included
the following major components viz. medical care, hygienic school environment and
nutritious school lunch and health and Physical Education. These components are
important for the overall development of the child and hence need to be included as a
part of the curriculum. The more recent addition to the curriculum is yoga. The entire
group must be taken together as a comprehensive health and Physical Education
curriculum, rather than the fragmentary approach current in schools today. As a core
part of the curriculum, time allocated for games and for yoga must not be cut down or
taken away under any circumstances.
Given the interdisciplinary nature of health, there are many opportunities for cross
curricular learning and integration. Activities such as the National Service Scheme,
Bharat Scouts and Guides and the National Cadet Corps, are some such areas. The
Sciences provide opportunities to learn about physiology, health and disease and the
inter-dependence between various living organisms and the physical habitat. Social
Science could provide insights into communities, health as well as understanding the
spread, control and cure of infectious diseases, from socio-economic and global
perspectives. This subject lends itself to applied learning and innovative approaches can
be adopted for transacting the curriculum. The importance of this subject to the overall
development needs to be reinforced at the policy level with the health department,
administrators, other subject teachers in schools, the health department, parents and
children. Recognizing health and Physical Education as core and compulsory, ensuring
that adequate equipment for sports and yoga instructors are available, and that doctors
and medical personnel visit schools regularly, are some of the steps that can be taken.
Further this subject could be offered as an elective at the +2 level.
The `need based approach' could guide the dimensions of physical, psycho-social and
mental aspects that need to be included at different levels at schooling. A basic
understanding of the concern is necessary, but a more important dimension is that of
experience and development of health or skills and physique through practical
engagements with play, exercises, sports and practices of personal and community
hygiene. Collective and individual responsibilities for health and community living need
to be emphasized. Several national health programmes like the Reproductive and Child
3
Health, HIV AIDS, tuberculosis and Mental Health have been targeting children as a focus
with prevention in view. These demands on children need to be integrated into existing
curricular activities rather than adding on.
Yoga could be introduced from the primary level onwards in informal ways, but formal
introduction of Asanas and Dhyana should begin only from class VI onwards. Even health
and hygiene education must rely on the practical and experiential dimensions of
children's lives. There can be more emphasis on the inclusion of sports and games from
the local area. Indigenous knowledge in this area must be reflected at the local level.
Policies make a difference. Appropriate and effective school health policies can have an
impact on health behaviors, short-term health outputs, learning/academic achievement
and social development. There is a need to develop a uniform, effective code of practice
for school administrators and educators undertaking health promotion in schools.
Comprehen sive School Hea lth Policy
The WHO defines a health promoting school as one that is constantly strengthening
its capacity as a healthy setting for living, learning and working. It focuses on
creating health and presenting important causes of death, disease and disability by
helping school children, staff, family and community to care for themselves, take
informed decisions over circumstances that affect their health and create
conditions that are conducive to health.
School health education is comprehensive and meaningful when it;
•
views health holistically, addressing the inter-relatedness of health problems and the
factors that influence health within the context of the human and material
environment and other conditions of life.
•
utilizes all educational opportunities for health: formal and informal, standard and
innovative approaches in curriculum and pedagogy.
•
strives to harmonize health messages from various sources that influence students,
including messages from the media, advertising, the community, health and
development systems, family and peers and the school.
•
empowers children and youth, as well as their families to act for healthy living and to
promote conditions supportive of health.
Who is the School Hea lth Policy for?
This policy is for the Central Board of Secondary Education and its affiliated schools and
educational organizations. The policy will provide useful information to the community
4
sector and other organizations that also have an interest in engaging in school based
health initiatives.
Wha t Does This School Hea lth Policy Aim To Do?
The policy aims to:
•
provide an effective guide for school administrators/educators to assist them in
developing Health Promoting Schools.
•
ensure that school health programmes are based on formally assessed and evidence
based practice.
•
advocate the value of a comprehensive and planned approach to school health
through education sector.
•
encourage partnerships for school health promotion with key stakeholders, viz
students, parents, health professionals, teachers and counselors.
The overall objective of the Policy is to equip the educational sector to develop Health
Promoting Schools.
Compon en ts of the Policy
The eight components of the Comprehensive School Health Policy are:
1.
A school environment that is safe; that is physically, socially, and psychologically
healthy; and that promotes health-enhancing behaviors;
2.
A sequential Health Education curriculum taught daily in every grade,
pre-kindergarten through twelfth, that is designed to motivate and help students
maintain and improve their health, prevent disease, and avoid health-related risk
behaviors and that is taught by well-prepared and well-supported teachers;
3.
A sequential Physical Education curriculum taught daily in every grade,
pre-kindergarten through twelfth, that involves moderate to vigorous physical
activity; that teaches knowledge, motor skills, and positive attitudes; that
promotes activities and sports that all students enjoy and can pursue throughout
their lives; that is taught by well-prepared and well-supported staff; and that is
co-ordinated with the comprehensive school health education curriculum;
4.
A nutrition services program that includes a food service program and employs wellprepared staff who efficiently serve appealing choices of nutritious foods; a
sequential program of nutrition instruction that is integrated within the
comprehensive school health education curriculum and co-ordinated with the food
service program; and a school environment that encourages students to make
healthy food choices;
5
5.
A School Health Services Program that is designed to ensure access or referral to
primary health care services; foster appropriate use of health care services; prevent
and control communicable disease and other health problems; provide emergency
care for illness or injury; and is provided for by well-qualified and well-supported
health professionals;
6.
A Counseling, Psychological, and Social Services Program that is designed to ensure
access or referral to assessments, interventions, and other services for student's
mental, emotional, and social health and whose services are provided for by wellqualified and well-supported professionals;
7.
Integrated Family and Community Involvement activities that are designed to
engage families as active participants in their children's education; that support the
ability of families to support children's school achievement; and that encourage
collaboration with community resources and services to respond more effectively to
the health-related needs of students; and
8.
A Staff Health Promotion Policy that provides opportunities for school staff to
improve their health status through activities such as health assessments, health
education and health-related fitness activities.
How to Imp lem en t The Policy?
Key Messa ges for Plan of Action
A. Form interfaces / Action Groups
Strategy for action
at national, state,
district and
B. Review current situation for School
Health Promotion
C. Plan and Implement School Health Policy
community level
D. Monitor and evaluate activities
E. Share experiences / lessons with others
The school administration should provide the lead for health promotion as a major
initiative and should include all the stakeholders including parents, teachers, students
and the community.
6
The Global School Health Survey aims at providing the profile of the students as Baseline
in the following areas;
• Respondent demographic
• Dietary behaviours
• Hygiene
• Personal health
• Clean drinking water
• Physical activity
• Protective factors
• HIV Infection or AIDS Awareness
• Tobacco use and smoking
• Alcohol and Drugs
• Sleep patterns
• Leisure Activities
The Central Board of Secondary Education was involved with a Comprehensive School
Health Programme and collaborated with WHO on a Global School Health Survey.
A total of 75 schools under various categories were selected under this scheme by WHO
on a random sampling basis.
The Survey was conducted in 2007-2008 through a questionnaire which had various
components related to physical growth, drinking and eating habits, personal health,
safety concerns, feelings and emotions, substance abuse, physical fitness and personal
experience.
The school administration is advised to take up various initiatives as per the Health
Promotion Manual specifically designed for the three major age groups, classes 1-5, 6-8
and 9-12. The checklist can be used to understand the current status and to guide the
activities. A School Health and Wellness Club can be formed and can become the focal
point of school health promotion. In addition to specific class room based activities and
revising school health curriculum, the health promotion programme should encompass
the entire school environment and should become a school campus activity. The health
promotion programmes should inspire and motivate the teachers, students and parents
and should be conceived in a participatory manner. The school should also strive to
provide healthy living habits through a conducive environment. The health promotion
initiatives can be assessed and based on a scoring system and the school can be declared
as a Health Promoting School.
Once the school achieves the status of a Health Promoting School, it should strive to
maintain and excel in its initiatives and should become a model for other schools.
71
Check lis t for Situa tion Ana lysis of School Hea lth
What
l
is the status of health education activities in the classroom, school and
community?
Does
l
the school have a clear policy on health promotion, jointly prepared by staff
and parents?
Is health taught effectively across the curriculum?
l
In particular, are the following topics covered
environment health
v
personal health
v
safety and accident prevention
v
drug abuse
v
physical education
v
emotional health
v
Are the health topics taught at school based on the needs in the community?
l
Are teaching methods learner-centred using the environment as well as the school?
l
Are
l
educational materials including visual aids and books available and are they
based on health topics?
Are the water and sanitation facilities adequate, clean and well maintained?
l
Is there
l
at least one teacher in the school trained to give first aid, detect simple
health problems and refer children to health services?
Is there an effective and committed school health committee?
l
Are parents involved in health promotion activities in the school?
l
Are there well developed links with the community and local health workers?
l
Do
l
policy makers within health, education and other services provide support to
school health promotion?
Respon sibilities of The School
Responsibilities of Administrators / Principals:
The Administrators/School principals shall be responsible for:
Preparing a Comprehensive School Health Plan using eight elements of the
•
co-ordinated School Health Program with input from students and their families;
8
Ensuring that the various components of the School Health Program are integrated
•
within the basic operations of the school, are efficiently managed, reinforce one
another, and present consistent messages for student learning;
Developing procedures to ensure compliance with School Health Policies;
•
Supervising implementation of School Health Policies and procedures;
•
Negotiating provisions for mutually beneficial collaborative arrangements with other
•
agencies, organizations, and businesses in the community; and
Reporting on program implementation, results, and means for improvement (to
•
whom and how) regularly.
Respon sibilities of the School Hea lth Co-ordina tor /
Teachers / Coun sellor
Each school shall appoint/designate a school health co-ordinator to assist in the
implementation and co-ordination of school health policies and
programs by:
Ensuring that the instruction and services provided through various components of the
•
School Health Programme are mutually reinforcing and present consistent messages;
Facilitating collaboration among School Health Programme personnel and between
•
them and other school staff;
Assisting the administrator/school principal and other administrative staff with the
•
integration, management, and supervision of the School Health Program;
Providing or arranging for necessary technical assistance;
•
Identifying necessary resources;
•
Facilitating collaboration between the school and other agencies and organizations in
•
the community who have an interest in the health and well-being of children and their
families; and
Conducting evaluation activities that assess the implementation and results of the
•
School Health Program, as well as assisting with reporting evaluation results.
9
Mon itorin g An d Eva lua tion
Obtaining baseline data on the health of the children, the quality of school health
services, the environment of the school and health knowledge, skills and practices of
students are essential for evaluating the effectiveness of a planned intervention.
The nature and quality of School Health Education Programmes should be evaluated by
the extent to which they achieve:
a)
Instruction intended to motivate health maintenance and promote wellness and
not merely the prevention of disease or disability.
b)
Activities designed to develop decision-making competencies related to health
and health behaviour.
c)
A planned, sequential pre-school to end-of-school curriculum based on student
needs and current and emerging health concepts and societal issues.
The content and terminology of the training curriculum for both students and
teachers need to be made region-specific and resource-sensitive. Attractive and
interesting communication methods should be used.
Strategies in Schools to promote healthy habits :
To be effective, strategies need to be individualized, made context specific,
sensitive, within a broad framework using modern day marketing techniques and
strategies.
!
The mobilization of local resources
!
Ownership of the programme by the school
!
Training of teachers and health workers
!
Participation by parents and the community
!
The shared involvement of Government and NGOs from health education and other
community services
The main resource comes from teachers, children and parents. There is no school,
however poor, that lacks the resource of children.
10
Promotin g School Hea lth
A Hea lth Promotin g School :
Fosters health and learning with all the measures at its disposal.
l
Engages health and education officials, teachers, all students, parents, health
providers and community leaders in efforts to make the school a healthy place.
l
Strives to provide a healthy environment, school health education and school health
services along with school/community projects and outreach, health promotion
programmes for staff, nutrition and food safety programmes, opportunities for
physical education and recreation, and programmes for counselling, social support
and mental health promotion.
l
Implements policies and practices that respect an individual 's well being and dignity,
provide multiple opportunities for success and acknowledge good efforts and
intentions as well as personal achievements.
l
Strives to improve the health of school personnel, families and community members
as well as pupils; and works with community leaders to help them understand how the
community contributes to or undermines health and education.
l
A Hea lth Promotin g School focuses on :
Caring for oneself and others
l
Making healthy decisions and taking control over life's circumstances
l
Creating conditions that are conducive to health (through policies, services, physical
/ social conditions)
l
Building capacities for peace, shelter, education, food, income, a stable ecosystem,
equity, social justice and sustainable development.
l
Preventing leading causes of death, disease and disability: tobacco use,
HIV/AIDS/STDs, sedentary lifestyle, drugs and alcohol, violence and injuries,
unhealthy nutrition.
l
Influencing health-related behaviours: knowledge, beliefs, skills, attitudes, values
and support.
l
11
Why should we becom e a Hea lth Promotin g School ?
The Health Promoting School's framework or model provides the most effective way that
schools can promote health and well being for all members of the school communities:
students, teachers, parents and the local communities around it. It's a global movement
with a local focus.
The model recognises the importance of the participation and consultation of all
stakeholders in a school community. Priority is given to the specific health issues and
needs of the school. There is an inbuilt reflection and evaluation process to effectively
review and align programs within the setting of the school.
A Health Promoting School encourages planning and co-ordinated action and use of
resources rather than a reactive response to crises. It involves curriculum planning,
whole school organisational alignment and partnerships with people and agencies to
support programs and projects.
When can we ca ll oursel ves a Hea lth Promotin g School ?
A Health Promoting School is on a continuous and deepening journey. When a school has
formed a representative committee, surveyed the school communities to clarify the
needs and established an implementation plan with a time line for action, then it could be
said to be a Health Promoting School.
One off projects can initiate the process of becoming a Health Promoting School but one
off project does not make a school health promoting.
One or two people in a school community may get things started but forming a
committee, setting up structures for communication and procedures, writing policies and
implementing them are important parts of the process towards becoming a Health
Promoting School. Internal partnerships become crucial for integrating the health
promoting school framework into school culture. Even if the enthusiastic energy of one or
two goes then the framework for health promotion is better able to continue and be taken
up by others.
Why a re pa rtn erships so importan t in Hea lth Promotin g Schools ?
12
The important feature of Health Promoting School is shared responsibility: the whole
school needs to work in a collaborative way to implement projects and programs. Internal
partnerships become crucial again. Teachers, Parents and students need to
communicate, reach across and support the school. Health agencies can provide support
for school program where it is required, delivering their support in relevant and
effective ways.
There are numerous community health issues that loom large: mental health, increasing
weight and physical inactivity, sun protection and risks of skin cancer, drug and alcohol
abuse, bullying and violence etc. A planned and co-ordinated approach to tackling any of
these is crucial. Resources need to be better designed and utilised, funds must be
targeted and spent effectively. Projects and programs need to be co-ordinated, linked or
joined together. An issue can galvanise a team into action but instead of being in a
reactive mode, a planned and co-ordinated approach is far better. You could say that the
Health Promoting School approach is an organisational tool.
How can we en coura ge pa ren ts/gua rdian s to get in vol ved in our
School Hea lth Programm es ?
Being a Health Promoting School is a great way to involve parents with the school
community. Requests for support for tailored programs that fit with a bigger plan or goal
can be drawn for parents. Whereas some may not come to a meeting, they may be happy
to help set up a vegetable patch or talk to adolescents. Parents/ guardians do like to be
consulted and participate in a vision of the school community when the health and well
being of their children is concerned. The activities such as writing a policy or volunteering
on a project can provide an opportunity for parent participation.
Communication through newsletters, noticeboards and displays, information at PTM’s
(Parents Teacher Meetings) and conferences can help keep parents/guardians in touch.
How can we in vol ve s tuden ts in shapin g our School Hea lth
Programm es ?
Student Representative Council and Student Health Committees are excellent teams who
can help survey students about their health concerns and needs. Teachers,
parents/guardians and students may have very different ideas about what is the most
important health issue to address and the way that health activities are implemented.
Consultation and the resulting discussions create the best foundation for student
engagement, ownership of the process and student participation in the health issues
relevant to their lives.
Which organ isa tion s in the loca l commun ity can help with our
hea lth programm es an d p lan ?
Through the links to local health promotion sites you can find contacts to a wide range of
13
organisations and agencies that support School Health Programs. You can tap resources
available within the community.
How can we get fun din g to support n ew idea s an d in itia tives?
Depending on your project, funding through partnerships with community organisations
and businesses can be a source of support. Staying in touch with information through the
networks can keep you abreast of current funding opportunities.
Imp lem en ta tion of School Hea lth Programm es
The three main areas of a Health Promoting School are :
The Curriculum
l
The School Ethos (Physical and Social Environment)
l
School-based health programmes can be Environment-Centred or Child-Centred.
l
1.
En viron m en t-Cen tred Approaches
In this approach, the aim is to improve the educational climate of the school and to
provide opportunities for child to utilize the School Health Programme. The positive
mental health atmosphere includes the amount of time spent in school, the structuring of
playground activities, the physical infrastructure of the school and the classroom
decoration.
Wha t kin d of programm es can the school con duct?
a Programmes/workshops can be organized to enhance the ability of administrators,
teachers and support staff to deal with specific areas of emotional or behavioural
disturbances that they encounter.
b Programmes for improving teachers' capacity to understand how to make use of other
agencies providing mental health services for children.
c
National campaigns to reduce the incidents of certain mental health damaging
behaviours e.g., bullying, ragging, corporal punishment etc.
d Improvement in the school's social environment can be brought about by encouraging
parent participation through parent programmes in support of school activities.
e A multidisciplinary mental health team can be established in the school to provide
14
consultation in the management
of student behaviour problems.
f
The mental health team can
include representatives from
the governing body, teachers,
support staff and parents. The
governing body can identify
problems and opportunities
within the school.
g
The school mental health team
can monitor and evaluate
the outcome and provide
feedback so that appropriate
modifications can be made to
the programme.
h School can be the centre for
community enhancement
projects including programmes
to improve physical and
emotional health. They can serve as training centres for parenting skills where
parents learn more about child development and parent effectiveness skills and
receive support to enhance feelings of self worth and competence.
Such a programme provides a co-ordinated, collaborative effort to improve
communication, understanding and respect between staff, students and parents. This
provides a sense of direction and ownership of the programme.
2. Child
- Cen tred Approach
Child-centred approach includes individual mental health consultations and specific
problem-focused interventions as well as more general classroom programmes to
improve coping skills, social support and esteem.
Wha t kin d of programm es can the school con duct ?
a
A particular child who exhibits difficult behaviour can be referred to the school
counsellor or mental health professionals.
b
The counselor is involved in giving recommendations to the parents, the teachers and
in some cases referral for treatment outside the school.
c
Maladjustment can be prevented by locating children at-risk and involving them in an
15
intensive goal-directed intervention that should include close contact with special
educators, nodal teachers, counsellors and peer mentors.
d
The use of parents as teacher's aides can be a helpful learning experience for the
parents, the teacher and the child. Working in the classroom provides parents with
perspective of their child as they observe other children and talk with other parents
and the teacher.
e
Early intervention programmes with high risk behaviours such as aggressiveness,
smoking, excessive shyness, worsening of interpersonal relationships, poor school
attendance, declining academic performances, irritable and fluctuating moods and
changes in peer groups can prevent serious consequences.
f
School can also use screening tools for identification of psycho-social problems and
mental disorders. This can help the schools in determining if children have (or are at
risk of having ) significant mental health problems. Although, there is a danger of
labelling and stigma nevertheless the instruments can be very useful in planning
management strategies.
g
School based Health Centres located within the school have an important role in
supporting better health care for children and adolescents. The mental health
services in these school-based health clinics can provide screening, counselling for
common adolescent concerns, information about substance abuse, HIV / AIDS,
reproductive health, depression, stress, anxiety, etc. Because these clinics are
located within the daily environment of the children mostly youth, they offer
particular benefit to young people who might not otherwise receive assistance.
Steps In Settin g Up School Hea lth Programm e
Step 1: Es tablishm en t of a Team
Planning for a Comprehensive School Mental Health Programme begins with the
collaboration of school personnel, family members, community members, health
professionals and students who come together to create an environment that is
productive, positive and supportive.
Step 2: Assessm en t of School an d Commun ity En viron m en t
Basic information regarding regional demographics, health risks and resources should be
available for the team to consider. When possible, an assessment focusing on community
strengths and available resources, as well as needs should be done to provide the
planning team with the information they need to develop objectives.
16
Step 3: Developm en t of a Plan
Once the need and potential for a mental health programme are assessed and most
suitable elements of the model framework are chosen after discussions with parents,
educators, student community members and mental health professionals, the next task
is to develop a specific plan of action including clearly stated objectives, assignment of
responsibilities, a time-line and a co-ordinating mechanism with an outside agency.
Step 4: Mon itorin g an d Eva lua tion
Obtaining baseline data on the physical and emotional health of children, the quality of
school health services, the environment of the school and the health knowledge, skills
and practices of students are all essential for evaluating the effectiveness of a planned
intervention.
One approach to measuring outcomes which may be particularly useful for school-based
health programmes utilizes goal attainment changes as the unit of measurement.
Initially the team of school professionals, students, parents and community members
meet with professionals, skilled in outcome research, to define how successful outcome
will be defined in a way that can be measured reliably. The evaluation process is then
planned, implemented and the outcome data analyzed and disseminated. The initial
planning team meets again and discusses whether or not the goals were met and makes
appropriate modifications.
Nutritious Snacks!
17
Hea lth In ter ven tion is Accep ted
an d Mos t Effective if :-
It is part of the general educational system.
l
Implemented through Health Care in the school.
l
Supported and developed by families and parent groups.
l
Brought in and through the support of school counsellors and / teachers who
recognize that poor social functioning interferes with learning.
l
Brought in through School management which recognizes that schools are a good
setting to foster overall health and wellness among school going children.
l
Can teen s Ca rry a Hea lth Respon sibility : Crea tive Can teen s
Canteens in the schools should not be treated as commercial outlets. The schools carry a
social responsibility towards inculcating healthy eating behaviors. They are used as
places to motivate children to consume healthy and hygienic food. When a child sees
other children consume foods with healthy components, their food choices get reinforced
and also transmitted to the family back home.
Qua lity con trol m ea sures to be obser ved in the school can teen:
18
!
Stringent hygiene regulations to be strictly implemented in the canteen and serving
area.
!
Quality of fats/oils used for cooking to be monitored. Foods containing fatty
acids to be banned or moderated.
!
Strict control to prevent carryover of the left over food (healthy foods have a
shorter shelf life-especially when the outside temperature is high).
!
Use of whole grains and pulses should be encouraged wherever possible.
!
Seasonal cheap and uncut fruits and locally available nuts/fruit seeds.
!
Ban on use of preservative, colours and additives in the food preparation.
!
Sale/serving of junk food like burgers, chowmein, chips, carbonated cold
drinks to be banned in schools and colleges.
!
Introduce freshly made vegetable pulao, idli-dosa, rajma-rice, dal-rice, milk, fresh
lime juice, juices etc. in the canteen menu.
!
Attractive pictorial stickers which communicate nutritional messages can be put in
sections which sell nutritious foods. Healthy attractive posters in the canteen can
reinforce the nutrition related messages.
A Hea lth Promotin g School
Health is the responsibility of all. The lesson and experiences gained as children stay with
us throughout life. So there is a need to develop a uniform effective code for school
administrators and educationists to promote health in schools. This will harmonize the
effective partnership of health and education sectors to facilitate a holistic approach to
children and adolescent development in schools.
Many of today’s and tomorrow’s leading causes of death and disease can be significantly
reduced by preventing behaviour that is initiated during youth, through education,
understanding and motivation and fostered by social and political conditions.
A Health Promoting School is a setting where education and health programmes create
a health promoting environment which in turn promotes learning. It constantly
strengthens its capacity as a healthy setting for learning and preparing for life.
A School fos terin g hea lth:
!
Fosters health and learning with all the measures at its disposal.
!
Engages health and education officials, teachers, teachers’ unions, parents, health
providers and community leaders in efforts to make schools a healthy place.
!
Strives to provide a healthy environment, school health education health services
along with school/community projects and outdoor promotion programmes for staff,
nutrition and food, safety opportunities for Physical Education and recreation and
programmes for counselling, social support and mental health promotion.
!
Implements policies and practices that respect an individual’s welfare, dignity,
provide multiple opportunities for success and acknowledge intentions as well as
personal achievements.
!
Strives to improve the health of school personnel, pupils as well as families and works
with community leaders to understand how the community contributes or undermines
education.
!
Cares for oneself and others.
!
Makes healthy decisions and takes control over life’s circumstances.
!
Creates conditions that are conducive to health.
19
Ba sic Check lis t for Hea lth Promotin g School
Assessment should be made of the prevailing conditions in the school before starting the
programme and also to review the progress made. The following checklist is a series of
questions that SHC could ask itself for both base line assessment and monitoring of HPS.
Do we encourage family and community involvement in schools?
1.
Is there a Parent Teacher Association?
2.
Does PTA address health issues?
3.
Does the school actively engage with the village education
committee / municipal education committee?
4.
Are there linkages with the local health services?
Do we provide a safe and healthy environment?
1.
Is clean drinking water available in school?
2.
Are there hand washing and toilet facilities in school?
3.
Are there separate toilet facilities for boys and girl?
(if co-ed school)
4.
Are toilets cleaned daily with disinfectant?
5.
Are there proper dustbins in the classrooms?
6.
Are there different coloured dustbins for different kinds of
waste disposal?
7.
Is there a mid-day meal scheme currently in operation?
8.
Is the food hygienically prepared and served? Is it
nutritious?
9.
Is there a canteen in school?
10. Is it hygienically run and does it provide nutritious food?
11. Is there a place to sit and eat that is protected from wind,
rain and sun without overcrowding?
12. Do teachers support the students who are in distress?
13. Is there any support available for teachers who have been
involved in violent or stressful incidents?
14. Is there a school medical room?
15. Is first aid box available in the school?
20
Yes
Yes
No
No
Do we implement health promoting policies and practices in the
School?
1.
Is there a health promotion policy?
2.
Is there an anti-tobacco policy?
3.
Is there a policy against corporal punishment?
4.
Is there a safety policy?
5.
Is there a policy on equal treatment of all students?
6.
Are there policies related to regulation of vendors and the
quality, hygiene and standard of the food provided?
7.
Is there a policy to promote staff wellness?
8.
Are there policies (short and long term) about how to deal
with the consequences of violent incidents?
9.
Is there a policy on how to deal with the victims of bullying?
Yes
No
Yes
No
10. Is there a policy on how to deal with the victims of sexual
harassment?
11. Are there school emergency response protocols?
12. Is there a policy to tackle general health care emergencies
in school?
13. Is there proper arrangement of liaisoning with health care
providers / hospitals?
Does the school improve the health of the community?
1.
Does the school encourage the staff to develop links with
the community?
2.
Do teachers actively seek to complete the curriculum
through collaborating with and drawing on the expertise
of community agencies, groups and individuals?
3.
Does school promote healthy practices in the community?
21
2. Impro vin g School Performan ce
throu gh Hea lth Promotion
Hea lth-Promotin g Schools (HPS) Fact Sheet
A health-promoting school uses its full organization potential to promote
health among students, staff, families and community members.
A Health Promoting School:
1. Engages health and education officials, teachers, students, parents and
community leaders in an effort to promote health with:
Families and community groups involved in the school
l
Community services, business and organizations linked to the school
l
School/community projects
l
Health promotion for school staff
l
2. Strives to provide a safe, healthy environment, including:
Clean water and sufficient sanitation facilities
l
Freedom from abuse and violence
l
A climate of care, trust and respect
l
Social support and mental health promotion
l
Safe school grounds
l
Opportunities for physical education and recreation
l
3. Provides skill-based health education with:
Curricula that improve students’ understanding of factors that influence health
and enable them to make healthy choices and adopt healthy behaviours
throughout their lives
l
Curricula that include critical health skills, a focus on promoting health and wellbeing as well as preventing important health problems and information and
activities appropriate to children's intellectual and emotional abilities
l
Training and education for teachers and parents
l
4. Provides access to health services with:
Services (early screening, diagnosis, monitoring growth and development,
vaccination, selected medications) that may be most efficiently provided in the
school setting depending on school resources and mandates
l
23
Link-ups with local health agencies that can provide services
l
Nutrition and food safety programmes
l
5. Implements health-promoting policies, such as:
An overall policy supported by school administration and management as well as
l
teaching practices that help create a healthy psychosocial environment for the
students and staff
Policies on equal treatment for all students
l
Policies on drug and alcohol abuse, first aid and violence that help prevent or
l
reduce physical, social
and emotional problems
6. Strives to improve the
health of the community by:
l
Focusing on
Community Health
concerns
l
Participating in
Community Health
Projects
24
Hea lth an d Welln ess
l
Emergency
services
l
Teacher Health care
l
Health and Wellness Clubs
Health checks,screening
l
Health cards for students
l
Counselling services
l
Canteens as socially responsible
l
outlets
Physical Activity
l
Hea lth Educa tion
Outreach to Family
Balanced program 1-12
l
Health knowledge,
l
Parent's
l
involvement
communication
Parent awareness
l
Sibling education
l
Parent
l
attitudes, skills
Life Skills orientaton
l
Adolescent issues
l
Students as Change Agents
l
Creating Peer Health
l
Educators
Health
Promoting
School
Hea lth En viron m en t
Outreach to Commun ity
l
Organisation
Community
l
l
School
buildings
water supply
l
Behaviour policies
l
Emotional environment
l
Teacher attitudes
l
School cleaning
Grounds and gardens
l
Clean latrines
l
l
Clean
Admin is tra tive Support
an d Policy Formula tion
l
Equity
l
Resourcing
l
Discipline
Promotion
Healthcare
l
Canteens - Socially
Responsible Outlets
education
Social networking
l
Inter-agency Co-ordination
l
and Support (ICAS)
Close links with Community
l
programs
Environmental issues
l
Social issues
l
l
Culture issues
l
Health
l
Preventive
25
Focusin g Resources on Effective School Hea lth
morrow’s diseases can be prevented by
Much of to
fostering health in Schools today
Fact Sheet
School Hea lth Policies:
Health policies in schools ensure conditions that promote the overall health such as skills
based health education and the provision of appropriate health services, a safe and
secure physical environment and a positive psychological environment, preventing abuse
of students, physical harassment and bullying. School health policies will help promote
inclusion and equity in the school environment. The policies are best developed if all the
levels, be it state, national or school are actively involved in it.
Skill- Ba sed Hea lth Educa tion:
This approach focuses on the development of knowledge, attitudes, values and Life Skills
which are needed to make and act on the most appropriate and positive health-related
decisions. Health in this context extends beyond physical health and includes psychosocial and environmental health issues. Changes in social and behavioral factors have
given greater prominence to such health related issues such as HIV/AIDS, injuries,
violence, tobacco and substance abuse. The development of attitudes related to gender
equity and respect between girls and boys, and the development of specific skills such as
dealing with peer pressure are central to effective skills based health education and
positive psycho-social environment building. When individuals have such skills they are
more likely to adopt and sustain a healthy lifestyle during schooling and for the rest of
their lives.
School Ba sed Hea lth an d Nutrition Ser vices:
Schools can effectively deliver some health and nutritional services provided that the
services are simple, safe and familiar and address problems that are prevalent and
recognized as important within the community. For example, micronutrient deficiencies
and worm infections may be effectively dealt by sporadic (six-monthly or annual) oral
treatment eg. by changing the timing of meals, or providing a snack to address short term
hunger during school- an important constraint on learning which can contribute to better
school performance. The school can carry proper health check ups and deal with the
health problems faced by the students.
26
Pro vision of sa fe wa ter an d san ita tion:
Hygiene education is meaningless without clean water and adequate sanitation facilities.
It is a realistic goal in most countries to ensure that all schools have access to clean water
and sanitation. By providing these facilities, schools can reinforce the health and hygiene
messages, and act as an example to both students and the wider community. This in turn
can lead to a demand for similar issues such as gender access and privacy. Separate
facilities for girls, particularly adolescent girls are an important contributing factor to
reduce dropout rate. Sound maintenance policies will help ensure the continuing safe use
of these facilities. This is the first step towards creating a healthy school environment.
Supportin g Activities:
The following activities provide the context in which the basic components can be
implemented.
Effective partnerships between teachers and health workers and between the
•
education and health sectors
Effective community partnerships
•
Pupil awareness and participation
•
Impro vin g School Performan ce Throu gh Hea lth Promotion :
Children cannot learn effectively until they are in good health. Similarly, it is not possible
to acquire good health without good education. Thus it is in the interest of school to make
best efforts to help the students acquire good health and improve it. In order to impart
good health, we need to know the various causes of low performance of a student and
how a school can a help a child to improve his/her performance.
Causes of low performan ce of s tuden ts a re man y an d va ried:
Physical and emotional disorders are the commonest causes of low performance of
students. They can be greatly reduced by physical exercise and regular health care
services.
A combination of a good physical fitness programme with a healthy lifestyle programme
has been recommended by the experts. A research study has demonstrated a correlation
in levels of hunger, poverty, nutrition and academic performance. It has been found that
chronically under-nourished children achieve lower scores on standardized achievement
tests, especially language ability tests.
27
Behavioural
Disorders
Substance
abuse
Learning
Disorders
Chronic
illness
Low
performance
Physical
factors
Lack of
Study Skills
Chronic
Hunger and
Malnutrition
Factors including
Emotional Disorders
Research has shown that physically fit middle school students score higher grades and
exhibit higher levels of self esteem than non fit students.
Malnutrition / chronic hunger, use of drugs, alcohol and tobacco have negative
consequences in terms of school performance. All these factors can make learning and
concentration more difficult.
There are certain factors such as learning disorders or behavioural disorders which need
appropriate diagnosis by a health professional. If detected at the right time and at the
right age, they can be addressed and remedial action taken to ensure improved
performance in school.
H. Gardner in delineating his theory of multiple intelligence has identified seven types of
intelligence : Linguistic, Logical-Mathematical, Spatial, Musical, Kineasthetic,
Interpersonal, and Intra-personal. It is important to use varied learning strategies to
ensure a broad based approach to intelligence to better school performance in both the
scholastic and co-scholastic
domain.
28
Yoga at School
Empirical evidence based on
research work undertaken in several
countries shows that increased
sports activity behavioural results in
better academic perfor-mance
besides leading to a significant
reduction in crime, growth in
leadership and team spirit and
greater social inclusiveness and
cohesion.
3. Hea lth Promotion in Schools
A holistic curriculum which focuses on health and wellness among children in
schools needs to address the areas of physical, emotional, social, intellectual and
spiritual well being among them. Any survey of statistical data reveals that society today
and specifically the youth are facing an onset of early diseases related to lifestyle.
Behaviour patterns and dietary habits acquired during childhood often have a profound
impact on their later life. The curriculum is, for the sake of convenience, divided into
following six areas and themes which can help the school to improve its performance.
They are merely suggestive in nature and teachers are encouraged to use these themes
and the ideas provided under them as take off points for further reference. Each theme
has been sub divided into further sub-themes which should form a part of the cocurricular or curriculum plus activities being organised in the area of Physical and Health
Education in Schools.
Food and
Nutrition
al,
son tal
Per
men
iron and
v
n
E
iene
Hyg ation
it
San
Knowing Your
body
cal F
si
Phy
ss
itne
Behaviour and
Life Skills
e
ibl
ns
o
esp fe
g R d Sa
n
i
Be an
29
The followin g six a rea s an d them es can help the school to impro ve
its performan ce in its objective of becomin g a Hea lth Promotin g
School.
Personal,
Environmental Hygiene
and Sanitation
Food and
Nutrition
Personal,
Environmental Hygiene
and Sanitation
Knowing Your
body
Health
Promotion
Physical
Fitness
Behaviour and
Life Skills
Being Responsible
and Safe
30
1. Kn owin g Your Bod y
Knowing Your Body
Work Rest and Play
Ways We Grow and Change
Knowing Your Body:
• Structure, function, care
of body
• Concepts of health such as :
Physical
➾
Mental / Intellectual
➾
Social
➾
Emotional
➾
Spiritual Health
➾
• Importance and value of
health
Ways We Grow and Change:
• Growth and development
• Stages of life
• Childhood
• Puberty
• Adolescence
• Adulthood
• Old age
It is important to have accurate information and knowledge about growth and
development which occurs in the human body with time. Our body changes from a small
baby to an adult size. These changes do not happen suddenly but follow a gradual
pattern. At the time of adolescence and puberty our body undergoes rapid spurts of
growth.
Work Rest and Play
Physical exercise
•
•
Sleep and rest
•
Balancing work and leisure
•
Stress and sickness
Physical
Emotional
Intellectual
Spiritual
31
2. Food an d Nutrition
Experts suggest that healthy eating is necessary for optimal brain development and
functioning. Food intake can affect energy levels, concentration and learning.
Nutrition and
Health
Importance of Food
Selection and
Preparaton of Food
Importance of Food
l
Food groups, food pyramid and food production
l
Processed food, artificial food, fresh food (kitchen garden, school garden)
l
food
quality, food conservation, nutritive value
l
Food
adulteration
Selection and Preparation of Food
l
Eating
a wide variety of food
l
Balanced
l
Food
l
Safe
diet
preferences
food preparation and
storage
Fast
l
food/ junk food
Food
l
hygiene
Food
l
requirement for different
age groups
l
Food
preparation for maximum
nutrition
Nutrition and Health
l
Good
eating habits
l
Nutritional energy and growth
l
Malnutrition
l
Food borne illnesses
l
Emotions, moods and foods
32
Table 1: A Daily Food Guide For Students
Food Group
Food Stuff
1)
Body building food group
• milk and milk products
• meat and eggs
full cream, curd, milk powder,
ice cream etc.
2)
Preventive fruits and
vegetable group
• yellow and orange fruits and
green leafy vegetables
• Vitamin - C food groups
bottle gourd, tomato etc.
all green leafy vegetables:
cabbage, upper layer of onion,
carrot, orange, mango,papaya,
Citrus fruits like amla, lemon
guava, orange, grapes,
vegetables
3)
Other fruits and vegetables
brinjal, beans, potato,
cucumber, banana, melon,
apple etc.
4)
Cereals
wheat, rice, millets, ragi,
corns, etc.
5)
Fats and oils
all the oils like groundnut,
mustard, til, sunflower, corn,
soya, pure ghee, butter
vanaspati oil etc…
6)
Sugar and gur
all sugar
33
Table 2: Different Stages, Different Needs
As we grow and change, our activities change, the rate and type of growth in our body is
undergoing changes and consequently our food requirement changes.
Food requirements for each stage (listed in grams)
Food Items
Infancy
Early
Later
Childhood
Childhood
Adolescence
Adulthood
Cereals
175
270
350
400
480
Pulses
35
35
40
45
48
Greens
40
50
50
50
70
Vegetables
20
30
40
50
70
Dairy products
300
250
250
250
175
Oil fat
15
25
35
35
30
Sugar
30
45
45
40
28
Ba lan ced Diet
The diet which contains different types of food in enough quantities and proportions so
that the need for energy, proteins, vitamins, minerals, fats, carbohydrates and other
nutrients in adequate amount is met for maintaining health, vitality and general well
being and makes a small provision for extra nutrients to withstand short duration of
leanness.
Chew
l
Good Ea tin g Habits
the food properly.
Milk and other liquids should never be taken in one gulp. They should be swallowed
l
slowly.
Wash the hands before and after the meal.
l
Rest after meals helps in digestion and also to avoid abdominal discomfort.
l
Healthy methods of cooking i.e. roasting, stewing, parboiling, baking to be practiced.
l
Brush the teeth before and after meals.
l
The nutritive value of the food can be enhanced by using techniques such as
l
combination of food stuff.
Peeling vegetable long before can cause loss of nutritive value and color change which
l
can lead to contamination.
Too much washing of rice or vegetables removes the nutrients.
l
34
3. Persona l, En viron m en ta l Hygien e an d San ita tion
Hygiene
Personal Hygiene
Environmental Hygiene
Persona l Hygien e:
Personal hygiene is the science of preserving and promoting
health mainly through the active efforts of the individual.
Personal well-being depends on physical environment
facilities like ventilation, lighting etc. It also includes
cleanliness and clothing.
Myself and others
§
Personal health care, personal hygiene
§
Self maintenance
§
Habit formation
§
Individual differences
§
How to Ma in ta in Persona l Hygien e ?
It is important to keep our body clean because bacteria
thrive in dirt and cause disease. Habits of cleanliness
should be developed from early childhood.
The following are important:
To have a bath daily
§
To wash hands properly before and after taking
§
food
To brush the teeth daily in the morning and
§
night
To cut nails regularly
§
To wear clean clothes
§
To wear comfortable foot wear
§
35
En viron m en ta l Hygien e:
Health and hygiene in the family and community need to be focused upon :§
In the domestic environment
§
In the school environment
§
In factors affecting wellness
§
In being aware about sources of disease (communicable and
non-communicable)
§
It's our responsibility to keep our surroundings clean.
Keepin g School Clean
§
Do not spit on the walls or on the roads.
§
Throw garbage and waste paper in the dustbins (many things can be recycled).
§
Keep the fields clean.
§
Keep your class and surroundings clean.
Preven tion of In fection s by Immun iza tion
Children can be protected from infections and diseases by immunization.
Common preventable
diseases:
Small pox
Cholera
Typhoid
Polio
Personal cleanliness will help to prevent
infection and diseases such as:
Skin infections
Eye infections
Ear infections
Head lice
Worm infestation
Diarrhoea
Do a field project in groups. Visit the nearest slum and conduct a
survey among families who have immunized their children.
36
4. Physica l Fitn ess
The benefits of sport and other form of physical activity on health reduce the risk of
cardiovascular diseases, strokes, diabetes and obesity which is a serious concern even
among school going children. Physical fitness is the capacity to carry out various forms of
physical activities without being unduly tired and includes qualities important to the
individual's health and well-being.
The Comprehensive National Sports Policy 2007 aims at building on previous sports
policies with a view to accomplishing the unfinished agenda and addressing the emerging
challenges of India in the 21st century most particularly the national goal of emerging as a
global, yet inclusive economic power in the near future. The 2007 Policy fully recognizes
the contribution of Physical Education and sport to personal development, especially
youth development, community development, health and well-being education,
economic development and entertainment and in the promotion of international peace
and brotherhood, which is the spirit of Olympism. It therefore, recognises the need for
sport to permeate all sections of society and become a way of life.
(Draft Policy 2007, Sport Bureau,
Ministry of Youth Affairs and Sport, GOI)
Physica l Activity in Schools
!
Every school should have a playground. School should be penalised if adequate
play ground space is not available.
!
Minimum of five periods a week for physical activity need to be made mandatory.
!
Traditional games like Kho-Kho, Kabbadi, Dances, Yoga and Aerobics must be
promoted in school.
!
Mass PTs should be encouraged in schools.
!
‘Sports week’ can be conducted twice a year. More emphasis should be given
on being physically active and enjoyment of physical activity rather than
just winning competitions and excelling.
!
Ensure safe cycling and walking pathways to school.
37
!
Dance is a wonderful form of physical activity and is also a great stress reliever.
India has a rich cultural tradition of classical and folk dances unique to each state and
region. Dances of India both classical and folk forms need to be introduced with
increased vigour in the schools. These need to be group and class activities in schools,
where children dance and enjoy rather than few students taking part in
the functions.
!
It has been seen that the quality of the physical activity instructor has a direct corelation to the amount of physical activity happening in any school.
Sport, games and physical fitness have been a vital component of our civilization, as is
evident from the existence of the highly evolved system of yoga and a vast range of highly
developed indigenous games, including martial arts. Sport and Physical Education offered
by a school can help to build personal attributes that are important for holistic
development.
Cardio-respiratory
Endurance
Muscular
Endurance
Strength
Speed
Agility
38
Physical
Fitness
Power
Flexibility
• Self esteem
•
Health and wellness
• Appropriate behaviour
•
Appreciation of ethics and fairplay
• Interpersonal relationships
•
Intra-personal relationships
• Coping with stress
•
Coping with emotions
The United Nations General Assembly celebrated 2005 as the "Year of Sport
and Physical Education" thereby emphasizing the need to integrate sport and physical
education into the overall development agenda. This initiative highlighted sports as:
(i)
being integral to quality Education with mandatory Physical Education as a
necessary pre-requisite to foster education, health and personality development;
(ii) improving the health standards of people;
(iii) achieving sustainable development through
inclusive growth; and
(iv) building lasting peace.
Ca rdio-respira tory En duran ce:
This quality enables a person to continue engaging
in reasonably vigorous physical activities for
extended periods of time.
Muscula r En duran ce:
This quality enables a person to sustain localized
muscle group activities for extended periods of
time.
Stren gth:
Strength is the amount of muscular force one is
capable of exerting in a single muscular contraction.
Speed:
Speed is the ability to make rapid movements of the
same type in the shortest possible time.
A gility:
Ability of human body to change direction quickly
and effectively.
Flexibility:
It's the ability of muscle to perform movements with large amplitude. It also refers to the
functional capacity of joints to move through normal range of motions.
39
Prin cip les of Physica l Fitn ess:
§
Regularity: Regular Physical Activity is required for an individual to develop and
maintain fitness.
§
Progression: The dosage of exercise should be progressively increased to
guarantee the improvement of physical fitness level of an individual.
§
Total body involvement: The exercise programme should be designed in such a
way that it should exercise every part of the body to ensure proportionate body
development.
§
Specificity: The nature and the type of exercise programme should be specific to
the component of physical fitness to be developed.
§
Warming up: Before starting an exercise programme a brief session of warming up
is recommended.
§
Cooling down: Just as the body needs warming up, it also needs gradual cooling
down after the exercise.
§
Rest and sleep: Adequate amount of rest and sleep are vital for regular
participation in a fitness programme.
Aerobic Tra in in g
If done regularly contributes to development of cardio-respiratory endurance. The term
aerobic literally means 'with oxygen'. During aerobic training a continuous supply of
oxygen by the body is maintained in order to
burn carbohydrates and fats for production
of energy for these activities. Various
activities such as jogging, cycling,
calisthenics and rhythmic exercises can be
taken up.
Pa rticipa tion in Gam es an d Sports
Regular participation in indoor and outdoor
games and sports provides sufficient
exercise to the human body. There are some
games which are more vigorous than the
others. Participation in vigorous activities
can bring about significant improvement in
physical fitness of an individual and to maintain physical fitness some sort of regular
participation in games and sports is desirable for a change.
40
"Our effort is to see that sports becomes a means for shaping the character of our youth.
Through sport they must learn to excel as individuals. They must also learn to play
together as a team. We must see that sports are for sports sake and not for winning or
losing. Our endeavour should be to build healthy bodies through sports and make
ourselves fitness conscious"
Prime Minister Rajiv Gandhi, Children's Day, 14 November, 1985
41
v
Split jumping.
pattern.
v
Walk and run using a mature motor
v
Jump a swinging rope held by others.
v
Running on the spot.
bounces.
v
Toss and catch the ball before it
bench.
v
Walking forward and sideways on a
response to signal.
side
symmetrical and asymmetrical
shapes on a variety of body parts.
v
Balance, demonstrating stillness, in
and dodging to avoid or catch others.
v
Demonstrate skills of chasing, fleeing
v
Repeatedly jump a self-turned rope.
ball toward a target.
v
Use at least one body part to strike a
properly positioned hands.
v
Catch a gently thrown ball using
overhand technique, a
orientation and opposition.
v
Throw a ball hard demonstrating an
catch and kick using mature
motor patterns, and toward a target.
v
Throw,
strike a softly thrown
ball with a bat or paddle
demonstrating an appropriate grip,
side to target and swing plane.
v
Consistently
a softly thrown, lightweight
ball back to a partner using a variety
of body parts and combinations of
body parts (e.g. the bump volley in
volley ball, the thigh in soccer, etc.)
v
Strike
hesitating, travel into and
out of a rope turned by others.
control while traveling by self and
within a group
one and two feet take-offs and
landings.
v
Formation of different shapes &
v
Without
v
Hand/foot dribble a ball and maintain
quickly and safely without falling.
v
Jump and land using a combination of
response to a signal.
direction and changing direction in
traveling, avoid or catch an
individual or object.
v
While
v
Travel in backward direction and
v
Walking forward and in sideways
Class - III - V
Class - II
Class - I
Ph ysica l Edu ca tion Program a t Prima ry Level
42
v
Kick stationary ball
v
Dip your face and blow bubbles.
of water skills-enter/exit
from the pool.
v
Beginning
v
Tadasan.
v
Padmasan.
v
Breathing Exercise in and out.
v
Eye Exercises.
others.
v
Enjoy participation alone and with
feelings that come from
participation in physical activities.
v
Share
guidelines and methods for
safe use of equipment.
v
Share
an object on various
body parts.
v
Balance
v
Marching.
v
Importance
of others in physical
feeling of success, failures
and challenges.
v
Introduce
v
Game of kick ball.
v
Vajrasan.
glide, front and back float,
flitter kick, free-style strokes.
v
Introduce
activity.
v
Be considerate
personal success and
achievements of others.
v
Celebrate
survival skill in, on and
around water.
v
Introduce
v
Introduce to rules of games and life.
v
Game of hockey.
v
Game of leg cricket.
v
Different types of relays.
v
Suryanamaskar.
v
Halasan.
v
Changing body movement with Music.
v
Complete warm up schedule.
v
Manage body weight.
of safety while participating in physical activity.
v
Run and jump a hurdle.
v
Run and take off.
v
Standing broad jump.
Jump and land for height.
v
Class - III - V
v
Move each joint completely.
v
Kick a moving ball.
in various ways.
a variety of body parts or an
object into high, middle and low
levels.
v
Kick a stationary ball to a target.
and zig-zag pathways while traveling
v
Place
v
Roll a ball under hand to a target.
Class - II
between straight, curved
v
Distinguish
Class - I
Ph ysica l Edu ca tion Program a t Prima ry Level
Advisory To Schools
It is well established that participation in Physical Education & Sports activities is
highly beneficial to one's health and it leads to improved performance by students in
schools, in addition to helping them in developing many life skills.
Children lead happier lives as a result of being actively involved in sporting activities
and it has long been established that fitness and improved academics performance go
hand in hand. Physical Education and Sports activities during the school hours reduce
boredom and help keep students attentive in the classrooms.
The Board is of the firm opinion that the Physical Education & Sports programs teach
important conflict resolution skills including team work, fair play and communication
leading to reduced violent behaviour among children. Further, children who
participate in Physical Education & Sports develop a positive attitude towards their
every day life activities.
In the above background, it is advised that the following in respect of the Physical
Education & Sports may be strictly adhered to :
a)
There should be at least 40-45 minutes of Physical Activities or Games
period for Classes I-X everyday.
b)
For Classes XI-XII it should be ensured that all the students participate in
Physical Activity/Games/Mass P.T./Yoga with maximum health benefits for
at least two periods per week (90-120 min/week).
c)
In case the school has constraints of space, climate conditions, presence of
enough PE Teachers, or coaches it may consider indoor activities which
would provide maximum health benefits (Aerobics/Meditation/Yoga &
Asanas).
d)
Mass P.T. in the morning keeping in view the climate conditions is another
alternative the school can have.
As part of Continuous and Comprehensive Evaluation the students will be assessed on
participation and performance in by choosing any two activities from the 13 activities
given for Classes VI-VIII and 08 activities given for Classes IX-X.
43
C BS E In ter School Sports & Gam es Competition s 1996-2010
Origin
In order to supplement the academic efforts put in by the CBSE for the promotion of
Physical Education a need was being felt for quite some time that the class room teaching
in Physical Education could be appropriately utilized on the play fields.
Structure
For operational efficiency and functional convenience, all the independent category of
schools affiliated to the Board, numbering nearly 5500 and located all over the country
and in the Gulf has been divided into 22 small Clusters and 06 Zones.
•
•
•
•
•
•
Stren gths
Nearly 5500 Schools
Approx. 01 Crore Students
Approx. 80000 participants
Approx. 30000 Technical officials and observers
Approx. 7500 Non technical officials
Approx. 4500 Contingent officials
"Determin e Strive Achieve"
07 COUNTRIES
• Bahrain • Kuwait • Oman • Qatar • Saudi Arabia • UAE • India
Growth
•
The CBSE Inter School Sports and Games competition was introduced in the year 1996
with just one discipline i.e. Athletics.
• Presently the competitions are being organized in as many as 15 disciplines.
• The CBSE Sport Competitions today are the most organized sporting event in the
country at school level.
S.
No.
1.
2.
3.
4.
5.
44
THE DISCIPLINES, AGE GROUPS & LEVEL OF COMPETITION :
Discipline
In the Age Groups Under
Level of Competition
Swimming
Chess
Judo
Skating
Kho-Kho
12,14,16, & 19 years
14, & 19 years
12, 14, 17 & 19 years
08,10,12,14,16 & 19 years
19 years
Zone & National
Zone & National
Zone & National
Zone & National
Cluster & National
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Handball
Hockey
Football
Basketball
Badminton
Tennis
Table-Tennis
Volleyball
Athletics
Taekwondo
14 & 19 years
14 & 19 years
19 years
19 years
14, 16 & 19 years
14 & 19 years
14, 16 & 19 years
19 years
14, 16 & 19 years
14 & 19 years
Zone & National
Zone & National
Zone & National
Cluster & National
Cluster & National
Zone & National
Cluster & National
Cluster & National
Cluster & National
Zone & National
Results
• The performance of CBSE Inter School Sport & Games Competition in Athletics &
Swimming are at par with the National Standards.
• Many Chess, Badminton, Table Tennis and Tennis players are ranking players in
India.
• Many Basketball, Hockey, Skating and Volleyball players have represented India.
Awa rds
• The Board introduced the annual Physical Education Teacher's Award in the year
2005 that is given to the teacher for contribution in the promotion of Physical
Education & Sport at school level.
• In the year 2005-2006, the Chacha Nehru Sport Scholarship was introduced by the
Board for the outstanding talent performance during the CBSE Inter School Sports
& Games Competitions.
Future
• The CBSE envisages this activity for the school going children as very important
segment of personality development and career building besides the essential
ingredient in achieving health and fitness objectives.
• The Board is hopeful that with recognition of CBSE Inter School Sports & Games
Programme the performance will further improve which will help
the country identify young talent.
Why should Every Parent, Teacher and Coach Encourage
Children to Participate in Sports?
1.Sports are fun.
2.Participation in sports gives a child a higher level of selfesteem and a more positive outlook on life.
3.Children who participate in sports experience lower levels
of depression.
45
4. Children who participate in sports have more positive body image and experience
higher states of psychological well-being than those who do not play sports.
5. It teaches the child teamwork, goal-setting and the pursuit of excellence.
6. Adults that were active in sports and recreational activities feel greater confidence
in their physical and social selves than those who were sedentary as kids.
7. Sports help develop leadership skills.
8. Children learn how to deal with failures and how it feels to be successful.
9. Sports can teach us to take appropriate risks and to be aggressive when needed.
10. Sports foster bonding friendships.
11. Children improve their skills.
12. Chyildren who participate in sports perform rountine physical activity that keeps
them healthy.
13. Regular physical activity among children reduces risk of obesity.
14. Children who exercise weigh less; have lower levels of blood sugar, cholesterol and
triglycerides, as well as lower blood pressure, than do non-exercising children.
15. Weight-bearing exercise can help prevent osteoporosis.
16. Studies have shown that exercise reduces many health risks.
17. The athletic child is less likely to get involved into anti-social activities.
18. Children who exercise report being happier, have more energy and feel they are in
excellent health more often than non-exercising children. They also miss fewer days
of work.
19. Regular exercise improves the overall quality of life.
20. Children learn and understand the sport all while they are having FUN!!
46
5. Bein g Sa fe an d Respon sible
Helping learners understand the consequences of risk taking behavior and the means
of facilitating a safe living environment for themselves and others.
Understanding Safety
Creating Safe
Environment
Safety In The Community
Coping With
Emergency
Un ders tan din g Sa fety
Ø
Concepts of accident, challenge and risk taking behavior which is accident-prone.
Ø
Hazards, causal factors, environmental factors, loss of control management.
Ø
Accidents, attitudes and human behavior, senses and fear
Ø
Play safe, protective behavior
Crea tin g Sa fe En viron m en t
At home:
Ø
Handling and lifting household items
Ø
Fires and cooking
Ø
Handling electricity
Ø
Storage of poisons
Ø
Dangerous rooms, various types of housing
At school:
Ø
Child's responsibility at school
Ø
Teacher's responsibility
Ø
Excursions
In the workplace: risk control management
Ø
Working with machines
Ø
In factory, on the building site
Ø
In the field
Sa fety In The Commun ity
Ø
Safety from fire through fire fighters
Ø
Safety on and in the water
Ø
Use of protective devices like helmets, seatbelts and protective clothing
Ø
Preventive measures against violence
Ø
Safety while playing
47
Ø
Everyone should be well aware of the traffic
rules and road signs
Ø
Pedestrian safety to cross the road very
carefully and patiently, use zebra crossing
when available
Ø
Everyone should learn to handle emergency
situations
Copin g With Em ergen cy
Ø
One should stay calm and patient and take
appropriate action.
Ø
Should be aware about how to handle traumatic conditions.
Ø
Should have a sound knowledge about first aid which would help them to deal with
burns, sprains, cuts, snake and animal bites.
Ø
Disaster management should be introduced in its practical aspect. Schools should
practice drills at regular intervals.
Acciden ts
Inspite of all the safety measures accidents are
very common.
Accident is an unexpected event, which
D
interrupts normal procedure and may lead to
injury or be fatal. Each day more people die in
road accidents. Accidents can be prevented.
Accidents may have an adverse effect on the
D
physical as well as emotional well being of a
person for a long time.
Accidents may occur:D
•
On the road: crossing, narrow streets, driving, cycling, walking
•
At home: tools/gas stove/electrical devices/floor/medicines
•
At the school: sports/class rooms/play ground/stairs
•
At the picnic: water/poisonous plants and animals
Why Do Acciden ts Occur?
Bad environment- which includes badly maintained
roads, poorly maintained vehicles and bad planning.
Bad behaviour-which includes carelessness, haste,
ignorance, taking risks and lack of knowledge.
48
How To Preven t Acciden ts?
Accidents can be prevented if everyone keeps the
following things in mind:
• ABC of safety-always be careful.
• Avoid playing with fire.
• Take care while working with tools.
• Always form a queue.
• Drive slowly on road.
• It is better to be late than never arrive .
• Cross the road properly.
• Do not tease animals.
• Safe use of fire at home.
• Arrange all the school sports material into two piles depending on whether they are
safe or unsafe to play with.
• Handle the electric cord properly, never use the electrical appliance with wet hands
or without footwear, store the electrical appliance in a safe place.
• The best way to reduce injuries is by wearing protective devices.
Note: When we walk or drive on the road there are some spots, which can be dangerous, like the
turns, the crossing, the broken footpaths, electricity poles and the telephones lines.
49
6. Beha viour An d Life Skills
Life skills are abilities for adaptive and positive behaviour that enable individuals to deal
effectively with the demands and challenges of everyday life. They are abilities that
facilitate the physical, mental and emotional well-being of an individual (WHO).
Life skills that we might assess through the Performance Appraisal Card on a five point
grading scale are given below:
Thinking Skills
Social Skills
• Self Awareness
• Communication
• Creative Thinking
• Interpersonal Skills
• Critical Thinking
• Coping with Stress
• Problem Solving
• Dealing with Emotions
• Decision Making
• Empathy
Con cep t of Life Skills
In recent years, the concept of Life Skills has become popular, particularly in the context
of adolescent health. WHO, while initiating Life-Skills education, conceptualised Life
Skills as psycho-social competence. Psycho-social competence is an individual’s ability to
maintain a state of mental well-being and to demonstrate this through adaptive and
positive behaviour while interacting with others and with his/her culture and
environment. Adaptive means that a person is flexible in approach and is able to adjust to
different circumstances. Positive behaviour means that a person is forward-looking and
that even in difficult situations he/she can find a ray of hope and find solutions to
problems.
Key Life Skills
Life Skills include psycho-social competencies and interpersonal skills that help people to
make informed decisions, solve problems, think critically and creatively, communicate
effectively, build healthy relationships, empathise with others, and manage their lives in
a healthy and productive manner. Essentially, there are two kinds of skills—those related
to thinking called Thinking Skills and those related to dealing with others called Social
Skills. While Thinking Skills relate to reflection at a personal level, Social Skills relate to
interpersonal skills and do not necessarily depend on logical thinking. It is the
combination of these two types of skills that are needed for learning assertive behaviour
and negotiating effectively. Negotiation may be seen as a skill not only in making rational
decisions but also in being able to make others agree with one’s point of view. To do that,
50
it is important to first come to terms with oneself. Thus, Self-Management is an important
skill calling for managing and coping with one’s feelings, emotions, and stress and
resisting peer and family pressure. Young people as advocates need both thinking and
social skills for consensus building and for advocacy on issues of concern.
The Ten core Life Skills are:
Self-awareness means the recognition of ‘self’ and of our character, our strengths and
weaknesses, our likes and dislikes. Developing self-awareness can help us in recognising
when we are stressed or feel under pressure. It is often a pre-requisite to effective
communication and interpersonal relations as well as for developing empathy for others.
Empathy is the ability to understand what life is like for another person, even in a
situation with which we may not be familiar. Empathy can help to accept others who may
be very different from us. This can improve social interactions, especially in situations of
ethnic or cultural diversity. Empathy can also encourage the adoption of a nurturing
attitude towards people in need of care and assistance or tolerance and understanding, as
in the case of people with mental disorders, who may be stigmatised and ostracised by the
very people on whom they depend for support.
Critical thinking is the ability to analyse information and experiences in an objective
manner. It can contribute to healthy living by helping us in recognising and assessing the
factors that influence attitudes and behaviour, such as values, peer pressure, and
the media.
Creative thinking is a novel way of seeing and doing things. It consists of four components
— fluency (generating new ideas), flexibility (shifting perspective easily), originality
(conceiving something new), and elaboration (building on other ideas).
51
Decision making helps us to deal constructively with important issues in our lives and take
appropriate action. This can have consequences for healthy living. It teaches us how to be
proactive in making decisions about our life in relation to a healthy assessment of the
different options available and
in determining what effects
these different decisions are
likely to have.
Problem Solving helps us to
deal constructively with
problems in our lives.
Significant problems that are
left unresolved can cause
mental stress and give rise to
accompanying physical strain.
Interpersonal Relationship
Skills help us to relate in
positive ways with the people
with whom we interact. This means being able to maintain friendly relations with family,
friends and colleagues, which can be of great importance to our mental and social wellbeing as well as an important source of social support. Interpersonal Relationship Skills
also mean being able to end relationships constructively without bitterness and anger.
Effective communication means that we are able to express ourselves both verbally and
non-verbally, in ways that are appropriate to our cultures and situations. This means being
able to express our opinions and desires, and also our needs and fears. It means being able
to ask for advice and help in times of need.
Coping with stress means
recognising the sources of
stress in our lives, recognising
how stress affects us and acting
in ways that help us control
these levels of stress by
changing our environment or
lifestyle and by learning how to
relax.
52
Dealing with Emotions means
recognising our emotions as
well as those of others, being
aware of how emotions
influence behaviour, and being
able to respond to emotions appropriately. Intense emotions like anger or sadness can
have an effect on our health if we do not respond appropriately.
In tegra tion of Life Skills
The process of categorising the various Life Skills may inadvertently suggest distinctions
among them. However, many Life Skills are inter-related and several of them can be
taught together in a learning activity.
Syllabus processes involved with planning lessons should establish a practice ground for
learners to employ skills in everyday living that enables them to deal effectively with the
demands and challenges which may confront them. Such adaptive and positive behaviour
is needed in receiving health promoting messages, in developing values and in solving
health problems at their level of understanding.
The methodology involved in the Life Skills processes include the following:
Commun ica tin g:
The skill of clear, effective verbal and non-verbal self-expression and listening in
culturally appropriate manner.
Critica l Thin kin g:
The skills to analyse information in an objective way to challenge cultural and other
norms.
Decision Makin g:
The skill needed to internalize knowledge, identify options, select appropriate responses
(even under pressure) in order to take clear-headed, unbiased and constructive action in
any given situation.
Problem Sol vin g:
The skill involved in clearly identifying, analysing and describing a problem.
Ana lysin g:
The skill to examine critically and to determine the essential features of a situation or
matter so that clear exposition and understanding is resolved.
Co-opera tin g:
The skill of working or acting together or jointly to meet a situation or solve a problem.
Plan n in g:
The skill of organizing, arranging and designing a scheme of action to undertake a project
or solve a problem.
53
Persona l Choice:
At some point of time the learner is going to make a personal decision at the level of
thought, attitude, claimed point of view or course of action, regarding their lifestyle and
health. There is a need to ensure that she/ he makes an informed choice.
Copin g with Emotion s:
It involves recognizing and dealing appropriately with emotions within ourselves and
others.
Copin g with Stress:
The learner should be able to handle stress of various types that arise in life.
A Hea lth Educa tion Life Skills Fram ework
After identifying the six broad areas which can help the school to improve its
performance it is necessary that they should follow a strategy to present a simple health
concept, which is important for the child in the class, in the school and in the community.
It must be relevant to learner needs and should involve the learner in a practical way.
Negotiating
Critical Thinking
Personal Choice
Analysing
Listening
Life Skills
and Sub Skills
Planning
Valuing
Communicating
54
Problem Solving
Interacting
The following points should be taken care of while framing a methodology for students:
Ø
Based on meeting with the Student Representative attempt a real health need analysis
of the school. Students benefit most if the work is interesting . It must be relevant and
impact the real world they live in.
Ø
Involve participation in planning for the student's growth for future life.
Ø
Give opportunity to discover learning through investigation and experimentation. It
should involve active participation of each student. It should give the student things to
do and create a health practice ground.
Ø
Permit sharing of ideas through discussion, communication techniques, group activities
and writing.
Ø
Involve creative, child-centered activities.
Ø
Be simple, utilize a simple concept and reinforce it in a number of ways.
Ø
Use a variety of methods and strategies to more effectively communicate the message
to the students.
Ø
Convey the health message that is important.
Ø
Use methods which are the part of the learning process involved and which in
themselves teach and reinforce living skills.
En coura ge the s tuden t to take the hea lth m essa ge to the family.
55
In teractive Activities
group work
l
communications
l
peer teaching
l
games
l
discussions
l
(e.g. conflict resolution,
assertiveness,
negotiation)
meetings
l
play
l
recreation
l
and outdoor
adventure
pursuits
games
l
dance
l
playground
l
debates
l
excursions
l
school visits
l
role plays
l
drama games
l
Crea tive
Activities
Lea rn in g To
Apprecia te Activities
l
play / street theatre
l
reviews
l
improvisations
l
reports
l
collages
l
pictures
l
poems
l
simulation games
l
mimes
l
dance
l
gymnastics,
LEARNING
to
LEARN
sequencing games
l
diagrams
l
problem solving
l
surveys
dilemmas
open-ended
l
stories
discussions
l
question-answer
l
valuesl
continuums
l
obstacle courses
l
team strategy
l
planning
problem solving
l
hypotheticals
l
56
l
sensory experience
(e.g. tasting, listening)
l
literature
l
rating
skills/practices
l
group
l
and
pair work
action plan
l
flow chart
l
timelines
l
research
l
situation analysis
l
plays
l
trial and error
l
values clarification
l
conflict resolution
l
scales
l
self-assessment
l
peer
assessment
clarification
l
media analysis
l
interviews
l
surveys
l
experiments
l
diaries
l
observation of
performance (e.g.
ideas, audience)
l
values
Decision Makin g Activities
moral
l
l
group work
Hea lthy En viron m en t in the School
Attention must be paid to the ethos of the school. The climate or the atmosphere of the
school is the web of interacting components including the physical, emotional and social
environment, cultural values, procedures and policies and positive outreach to home and
community. All these have an important bearing on the learning behavior and health of
children and teachers.
A Child Frien dly School m ean s:
!
Quality learning:
healthy, well nourished, ready to learn and supported by the family and community.
!
Quality content:
curricula and materials for literacy, numeracy, knowledge, attitudes and skills for life.
!
Quality teaching learning processes:
child centered, skill based approaches and technology.
!
Quality learning environments:
policy and practices, facilities(class room, water sanitation) services (safety physical
and psycho-social health).
!
Quality outcomes:
knowledge, attitudes and skills, suitable assessment at classroom and end of the year
examination levels.
Cha racteris tics of Qua lity Lea rn in g En viron m en t
The term en viron m en t in cludes
1) Physica l en viron m en t
The establishment and development of a school building and surroundings to make
Ø
them health promoting and visually attractive is essential.
Classrooms of proper size with glare free black boards fitted at the eye level of the
Ø
students. Furniture should be suited to height of students and conducive to comfort
and good posture, good lighting and ventilation.
Library with quiet reading space with good light and ventilation.
Ø
Auditorium, assembly hall(s), gymnasium all free from hazardous fixtures and with
Ø
adequate light and ventilation.
Stairways not too steep and wide fitted with two railings at appropriate heights for tall
Ø
and short students with adequate light.
Facility for safe drinking water (tested by appropriate authority) with adequate
Ø
number of water taps or drinking fountains and facility for washing hands.
Separate sanitary urinals and toilets in adequate numbers for boys and girls with proper
Ø
57
ventilation and lighting.
Ø
Canteen and eating places with hygienic arrangement for preparation, storage and
serving of food including facilities for
dish-washing and disposal of waste and
garbage.
Ø
Proper health unit with medical
examination and isolation facilities.
Ø
Sanitary swimming pool with separate
shower rooms for boys and girls duly
approved by licensing authorities.
Ø
School garden with adequate watering
arrangements.
Ø
Proper sewage, drainage and garbage
disposal arrangements.
Ø
School buses and drivers, or any other
school transport authority or
department of education keeping in
view the safety of students.
Ø
Hazard free play area and play
equipment.
Ø
Fire extinguishers and facilities for
quick evacuation of school building in
case of fire and exit doors opening
toward outside.
Ø
Aesthetic decors inside school premises,
classrooms, library, auditorium,
assembly halls, gymnasium, canteen,
medical unit and corridors.
Ø
Dustbins at appropriate places.
Ø
Healthy teachers and other school
personnel including food handlers in
school canteen or cafeteria.
2) Emotiona l en viron m en t
It includes stress management,
encouragement to work towards goals, a
spirit of non-violence and the creation of
58
learning situations in and out of the class room which will enable the students to analyze
situations critically, solve problems, make decisions and to learn from consequences of
their actions.
An atmosphere of love, care and concern, of tolerance towards one another is important
and development of responsibility among children is essential so that the students have a
real investment in actions and
behavior in the school.
An outlook of positive encouragement
should extend to every classroom with
each pupil being viewed as a valid and
valued member of the school
community. Emotional environment
can be created through :
Ø
Group activities which promote
togetherness, friendliness, mutual
understanding, consideration of
others and a sense of belonging.
Ø
Feeling of concern, caring,
closeness, trust and confidentiality.
Ø
Being just and fair in dealings,
respect for feelings and emotional
outburst of companions.
Ø
Tolerance about the shortcomings
of friends.
Ø
Opportunities to taste success and enjoy the fruits of success.
Ø
Mentally healthy teachers.
Public policy which sees the school as a center of nation's development and resources is
accordingly essential. More importantly a community which sees its children as responsible
agents for change has a potential for a healthy future.
3) Tobacco-free en viron m en t
The adolescents of today grow up in an environment that surrounds them with mixed
messages about smoking, substance abuse , use of alcohol, etc. The onset of the use of
tobacco, alcohol and other drugs generally occurs during adolescence. Many teenagers
experiment with these substances and then use them to the point that their behaviour
interferes with school, family, social relationships and general productivity. Tobacco and
alcohol are the most common drugs used by young people.
59
Use of tobacco in any form including passive
smoking causes several diseases. Prominent among
these diseases are:
F
Cancers of different parts and organs of body
especially oral cancer (cancer of mouth and
throat).
F
Respiratory diseases like pneumonia and
emphysema.
F
High blood pressure.
F
Heart diseases.
F
Low birth weight children born to smoking
mothers.
F
Infections of lower respiratory tract in children
under 18 months of age born to parents who
smoked.
To smoke or not to smoke is an important personal
decision an individual has to take. However, to
enable him to take this decision he or she has to
convince himself or herself about the scientific
knowledge produced by research about the harmful
effects of tobacco on health and strategies that
have been successfully tried (i) to reduce the risk of
tobacco, if he or she must continue to use it or (ii)
how to stop the use of tobacco products.
Children need to make use of various
methods/techniques to avoid the use of
tobacco/alcohol:
F
Delay Techniques - Don't take any decisions until
you have had time to think it over.
F
Negotiation Technique - Try to find a decision
you think is acceptable to both the parties.
F
Refusal Techniques - 'No, thank you' technique
gives a reason to ensure one can walk away, avoid
the situation, cold shoulder, change the subject,
humour, state a health problem or reverse the pressure.
60
28
4. School Hea lth & Welln ess Clubs
Comprehen sive School Hea lth Programm e an d
Crea tin g Hea lth Clubs in the school.
Childhood and adolescence form the most joyful period of an individual's life. They are
times of immense creative energy, self-discovery and exploration of the world. They can
also be fraught with feelings of isolation, loneliness and confusion. They can be due to
various factors relating to the physical, social, emotional, mental and spiritual well being
of the younger generation. Schools, families and communities need to play a positive
and responsible role in bringing up young children in a healthy environment which would
enable each one to maximize their potential. School life is filled with many opportunities
for health promotion and teaching. Throughout the day children are exposed to many
situations which influence their thoughts, feelings and habits. By careful planning,
various activities can be included to promote health in the school. One of the activities
which may be successful is creation of a Health and Wellness Club.
Schools can be dynamic settings for promoting health, for enabling children to grow and
mature into healthy adults. Yet the potential of the school to enhance health is often
underutilized. School Health has largely remained confined to medial check-ups of
children or some hours of health instruction in the curriculum. There is a growing
recognition that the health and psycho-social well-being of children and youth is of
fundamental value and the schools can provide a strategic means of improving children's
health, self-esteem, life skills and behaviour. Although schools have undertaken many
initiatives in promoting school health, the comprehensiveness and sustainability in these
initiatives is not clearly laid out. The need of the hour is a comprehensive school health
policy integrated within the school system.
Need For Crea tin g Hea lth an d Welln ess Clubs in Schools
Healthy living in case of school children is the prime concern of all stakeholders including
principals, parents, teachers and the community. To achieve this objective collective
responsibility needs to be assumed. An important dimension is that of experience and
development of health skills and physique through practical engagements with play,
exercises, sports and practices of personal and community hygiene.
Health and Wellness Clubs in Schools focus on the overall well being comprising
emotional, social and mental health of the child. It acts as the enabling and
organizational point for conducting activities related to various dimensions of health and
wellness. A Health Card needs to be created for students which would form a continuous
part of their growth and development. This could form an effective monitoring and
feedback system for the overall health of a child during schooling.
61
Con s titution of a Hea lth an d Welln ess Club
Principal as Convener.
•
Counselor / Psychologist / P. T
•
Teacher / Nodal Teacher as
Secretary.
Student representatives (one boy
•
and one girl from each level).
Identified teachers from each
•
level.
Parent for each level (preferably a
•
doctor).
Respon sibilities of the Hea lth an d Welln ess Club
As an organizer of all health relevant activities (at least 8-10 activities in the year at
•
each level).
As a Resource Centre for the overall well being of students.
•
To screen, diagnose and impart health counselling services to the students.
•
Objectives of the Hea lth an d Welln ess Club
To create Health Cards for each student.
•
To create a health newspaper at least twice a year/poster competition related to
•
health issues.
To conduct surveys on health related concerns.
•
To organize health walks as part of social campaigns.
•
To organize health fairs and immunization projects.
•
To tap the local resources in the community to arrange health talks.
•
To render service in any area affected by a disaster or a calamity.
•
To create health help-line within the school to de-stress, cope with emotional and
•
social behaviour and to clarify misconceptions regarding sexual and reproductive
health.
62
To teach the students techniques of yoga and meditation from an early age .
•
To inculcate in the students healthy and positive ways of living.
•
To teach health songs on various health topics.
•
Celebration of important days (World Health Day-April 7).
•
Creating awareness regarding World No Tobacco Day (May 31), World AIDS Day
•
(December 1) etc.
School Hea lth an d Welln ess Clubs can a lso help to :
The Principal may be the patron of the Club. The Counselor/Psychologist, Trained
Ø
Physical Education teacher and Doctor/Nurse may be sponsors of the club.
The Principal may nominate 3 teachers as co-sponsors of the club. They can be chosen
Ø
from 3 levels (Primary, Upper Primary and Senior).
2 students from each level can also be nominated and a parent from each level can be
Ø
included in the Club.
Forma tion of a School Hea lth an d Welln ess Club
Principal
Counselor/Psychologist
Physical Education
Teacher Doctor/Nurse
3 Levels
Primary
Teacher
Boy
Students
Parent
Girl
Students
Upper Primary
Teacher
Boy
Students
Parent
Senior
Teacher
Girl
Students
Boy
Students
Girl
Students
Parent
63
Workin g Pa ttern of the Hea lth an d Welln ess Club
Activities of the Club may be carried out through educational and recreational
Ø
means.
A group system is desirable in order to arrange the Health Club activities according
Ø
to the needs, interests and understanding of the children.
With the close co-operation of the patron and co-sponsors and the sponsor,
Ø
activities can be conducted. In order to maintain sound communication a staff
meeting can be conducted before the commencement of the activities. The course
and mode of action of the Club should be discussed.
Meeting of the Club may take place before school, or after school in a special Club
Ø
period during the day.
Activities of the Club
Ø
Health themes from Health Education classes may serve as topics of action by the
Club.
Children can be taught health songs on various health topics.
Ø
Health films can be shown at meetings.
Ø
A health library/health corner can be developed along the following lines:
Ø
Schools
l
can subscribe to health magazines, pamphlets, booklets, posters and
other publications published by the public health government, WHO, UNICEF, etc.
These materials can find permanent display place in the school library.
l
Periodical
l
displays of health information on bulletin boards can be undertaken
on a regular basis. These should be changed regularly.
Many celebrations can be organized and celebrated such as World Health Day
Ø
(April 7), World No Tobacco Day (May 31), World AIDS Day (December 1), etc which
can be included in the school calendar.
Health excursions can be arranged.
Ø
Health talks can be arranged in the Morning assembly.
Ø
Immunization projects can be organized.
Ø
Screening activities can be undertaken such as vision screening, screening for
Ø
nutrition deficiency disease, skin problems, dental problems etc.
Weekend tours of health related faculties may be organized.
Ø
Action through parent organizations; for protected water supply etc. can be
Ø
initiated.
Combined activities with School Health Committee can be organized with teachers
Ø
and parents .
64
Participation in Quiz programmes on various aspects of health can be organized.
Ø
Health Fair or Health Melas can also be carried out by the members of the Club.
Ø
Conducting plays, role-plays, and dramas can be very effective ways of reinforcing the
Ø
ideas of health.
The Club members may plan the situation and then children can act out the dialogue
Ø
and responses that seem natural for the situation.
Puppet Shows: The puppet play has attracted the attention and interest of children
Ø
and adults through the ages. A simple appropriate stage may be constructed using
timber or curtains. The Club members can initiate a script that may increase student's
interest in written expression. Simple experiments may be devised by the Club
members so that concepts such as nutrition, environmental health may be well
understood by the students.
65
Suggested Activities for Promotin g Health and Welln ess in Schools
I-V
Module 1:
Kn owin g
Your Bod y
66
Yoga and
•
meditation
Drawing a picture
•
of oneself
Pasting a
•
photograph
Palm Printing / foot
•
printing
Rythmic Exercises
•
Poem / Rhymes /
•
Recitation
Role Play on Body
•
Parts
Matching of Flash
•
Cards
Self awareness /
•
diary
Sensitivity based
•
Theater
Check up by
•
doctors/ dentists
Health Card
•
Counseling
•
Ten Sentences on
•
Oneself Physical/
Social/Society
Likes and dislikes
•
My list of favourites
•
Any other ...
•
VI - VIII
Yoga and
•
meditation
Assembly themes
•
Tapping resources
•
from neighbourhood
/ community for
health, hygiene and
personality
Introspection diary
•
Survey of eating
•
joints for their
nutritive content
Health Card
•
Any other ...
•
IX - XII
Yoga and
•
meditation
Health Mela
•
Health Newsletter
•
Class Boards
•
Decoration
House Boards
•
Decoration
Creating recipes
•
Effective use of
•
Home Science
labortary
Health Card
•
Correct information
•
on health and
personal hygiene
Knowledge about
•
body processes in
girls and boys.
Any other ...
•
Module 2:
Food an d
Nutrition
I-V
VI - VIII
IX - XII
Collection of
•
pictures of
nutritive/junk food
Class party and
•
discussion on food
items
Dietary charts for
•
the week
Jigsaw puzzle
•
presentation
Four corners
•
Mandatory to bring
•
one nutritive item
Research on
•
balanced food
items
Mothers' recipe
•
book
Any other...
•
Nutritive Recipe
•
competition
Orientation program
•
for parents and
students on good
food habits
A PMI (plus, minus
•
and interesting) on
generally observed
health problems
Survey based on
•
balanced diet of
different regions /
communities
Power point
•
presentations
Any other...
•
Extempore
•
Debate
•
Slogan writing
•
Theatre
•
Collâge making
•
Panel Discussion
•
Power point
•
presentations
Any other...
•
67
I - IV
Module 3
Persona l,
En viron m e
n ta l
Hygien e
an d
San ita tion
68
Tick mark on self
•
check-list
Presentation
•
Value based
•
assemblies
Shramdaan (cleaning
•
up of your class at
the end of the day)
Picking up
•
wrappers/ foils etc
after the break
Creating Shramdaan
•
Clubs
Green Brigade clubs
•
Posters
•
Outdoor excursions
•
(Speed, stamina,
strength)
Any other ...
•
VI - VIII
IX - XII
•
Board Displays
•
Research Projects
•
Skits
•
Eco-Clubs
•
Celebrating
Environment
Friendly Days
Preparing Recycled
•
Paper
Visiting a Heritage
•
Site
Any other ...
•
Resource persons
•
from NGO's
Panel Discussion
•
Planting Saplings and
•
trees
Eco-Clubs
•
Rain Water
•
Harvesting
No Polybag Zone
•
Adopting a National
•
Heritage Spot
Any other ...
•
I - IV
Module 4
Ph ys i ca l
Fitn ess
Warming up exercises
•
before the beginning
of each Physical
Education period
Pranayam
•
Yoga
•
Physical Education
•
periods a must for all
schools/all classes
Drills/aerobics
•
followed by
presentations at the
end of every month
Skill based
•
programmes-camps
March/run for health
•
Any other ...
•
VI - VIII
Competitive Sports
•
Team building
•
adventure treks
Leadership camps
•
Health Walks social
•
issues
Swimming
•
Any other ...
•
IX - XII
Inter House
•
Competitions based
on Aerobics / Yoga /
Gymnastics
Team building
•
Leadership Camps
•
Running for a Cause
•
Any other ...
•
69
I - IV
Module 5
Bein g
Respon sible
an d Sa fe
70
Extempore dialogue
•
delivery
Ground rules
•
preparation in
classes
Safety activities•
sports field/activity
period (to be made
by students)
Traveling
•
independently
(phone
numbers/residential numbers)
Learning to
•
communicate
problems
Campaigns
•
Vigilance
•
committee
Evacuation drills
•
VI - VIII
Transport Drill
•
Sports Day
•
First Aid
•
Showing movies on
•
fire safety drill
Bravery Award
•
Research based
•
projects
Health education
•
issues related to
gender sensitivity
Any other ...
•
IX - XII
Fire Brigade
•
Demonstration
Disaster
•
Management
Self defence
•
techniques
Traffic rules
•
Theatre
•
Visit to
•
Rehabilitation
Centre
Sensitization
•
Programs on
Substance Abuse
Interpersonal
•
relationships
Parental Awareness
•
sessions
Laboratory Safety
•
drill
I-V
Module 6
Beha viour
an d Life
Skills
Consequence games
•
Learning to say
•
“NO”
Think pair/share
•
Handling peer
•
pressure
Identification of
•
good touch and bad
touch
Any other ...
•
VI - VIII
Learning to say 'no'
•
Mentoring
•
Interactive Bulletin
•
Board
Quiz Contest
•
Poster making /
•
Painting
Competition
Group Games on
•
Adolescent issues
Any other ...
•
IX - XII
Handling Peer
•
Pressure
Question Box
•
Activity
Situation Analysis
•
and Case Studies on
sensitive issues
Peace March to
•
mark a social event
or issue
Panel Discussion
•
with Eminent
Psychologists
Guest Speakers Ask
•
the expert (Doctor)
Visit to a
•
Rehabilitation
Centre
Any other ...
•
71
5. Hea lth Ca re In The School :
Hea lth Check-up, Hea lth Ca rd & Firs t Aid
School Hea lth Checkups
Schools need to take precautionary measures to prevent health hazards in the school
Ø
premises. The school authorities have to monitor health with both curative and
preventive measures.
Schools must appoint a qualified and certified medical practitioner to attend medical
Ø
calls in the school premises round the clock.
The school doctor should be available almost round the clock on all days of the
Ø
academic year.
He / she must be responsible for running the hospital and medical services in the
Ø
campus, deciding on consultants, advising principal, staff and students on health
matters, imparting first-aid training to the students and staff, looking after
preventive aspects of health and advising them on preventive aspects of various
diseases and conditions.
The school doctor, school hospital and outside consultants play a preventive role in
Ø
maintaining health in the school.
School clinics should have a compounder or a nursing assistant and cleaning staff to
Ø
run the clinic. The school doctor should check the students and write the
prescription. The nurse should give the medicine to the ailing student according to
prescription. The prescription must be kept in Student medical file after it is served.
The school doctor should take into account the history and examine the child to reach
Ø
a provisional diagnosis. This can be confirmed by investigations and second opinion if
required.
The school doctor after reaching a provisional diagnosis must write the treatment
Ø
which can be modified after investigations if required.
Every day treatment should be reviewed after checking the child's condition and
Ø
progress.
Expiry date of all medicines oral or injectable should always be checked before
Ø
administering.
Sufficient care must be taken to check cross infection in the clinic.
Ø
A few medicines could be stored in the clinic, rest must be procured when required.
Ø
The medical history of every child should be on hand. This medical history should have
Ø
two sections. One section is to be answered by the parents and other section to be
answered by the family physician. This questionnaire must contain information about
the student and his/her family health.
73
Ø
Standing instructions in the written mode to be given to games in charge, catering
managers and other persons concerned about a child with chronic illnesses like
asthma or epilepsy by the school doctor or nurse.
How To Do An Overa ll Gen era l Externa l Examina tion:
Importance: Doing a general medical examination to access a child's health is not difficult. It is a very
simple and routine procedure and gives a good and general idea about the child's health based on
which you can definitely conclude whether a child is healthy or not.
1. Observe (from head to toe as the child enters the medical room)
2. Conduct a general medical
examination (step by step)
(a) Walk (normal/limps)
(b) Overall appearance
(tidy/untidy)
(c) Scalp/hair
(healthy/unhealthy)
(d) Nails (smooth or rough)
(e) Expression (Smiling or sad)
(f) Eyes (bright or dull)
(g) Nose and ear (discharge
from nose or not)
(h) Deformity
(ear/cleft/lips/shape of
hands or legs)
(i) Vaccination (BCG scar
indicates that child may
have taken all vaccines)
3. Ask questions
(a)
(b)
(c)
(d)
Has the child passed worms in stools?
Is the child presently suffering from any complaints viz. fever, diarrhoea, cough,
earache, headache, severe pain in any part of the body?
Is the child taking any treatment?
Does the child have any history of Epilepsy, TB, or health disorders?
Inference and action to be taken only after completing general and medical examination.
The doctor will be able to conclude whether the child is healthy or not. If the child is
found to be unhealthy or suffering from any problem and needs treatment, he/she may
be referred to a hospital or an expert.
74
Recordin g Weight Correctly:
Importance: Measuring a child's weight is one of the earliest ways of monitoring her/his
growth and development. Weight depends on age and height of a child. Hence there will
be differences in weights of children. Recording a child's weight regularly and serially is
more important than a single reading alone.
Improper weight for age is a cause for concern and it
indicates that a child may not be healthy.
Procedure:
l
Set the weighing machine at zero.
l
Make
the child stand on the machine with both
feet on either side
of the dial.
l
Record the weight.
Do's/ Don't while taking weight: Ensure
correctness by removing the parallax. Ensure that
scale is set at zero every time before weighing each
child. Weigh with only light wear.
Inference: Check whether it is within the
acceptable normal limit or it is less than or more
than normal. If less or more refer to expert.
Recordin g Height Correctly:
Importance: Measuring a child's height regularly is one very important assessment. It is an
indicator showing that she/he is growing normally and is healthy. Improper height for age
is a cause for concern and it indicates that child may not be healthy. Inadequate gain in
height is also a cause for concern.
Procedure:
Make the child stand against a vertical
l
scale (fixed on stand/pasted on wall).
Child should stand comfortably with
l
heels, buttocks, shoulders and head
touching the wall and the feet parallel .
Mark the height point of the head on the
l
wall.
Measure.
l
Record the height.
l
75
Do's / Dont’s while taking height:
a steel measuring tape or special graph scale to be used
l
never use a tailor's tape.
l
Inference: Generally there is an increase in height between 2cm every year. If height
does not increase serially refer the child to an expert.
How to look for an emia ?(eyes, ton gu e, pa lms)
Importance: Haemoglobin has a very important function of carrying oxygen to all the
parts of the body including brain where it is vital for all higher functions like
concentration, memory and the like. Anaemia can also be corrected.
Procedure: Compare the color of his/her eyes, tongue and palms with surrounding
colors.
Inference: if a child has inadequate haemoglobin (less red blood) or is suffering from
anaemia (pale tongue, lips and palms), she/he requires to be treated with iron
supplements.
Routin e Den ta l Check Up :
Importance: Routine dental check up involves observing the mouth, gums and teeth.
Procedure:
Ask the child to open the mouth.
l
Notice the smell (if there is foul smell, the child needs referral).
l
Look for gums.
l
Normal/swollen, red,
l
pus etc.
Observe arrangement of
l
teeth.
Look for teeth (glazed or
l
unglazed /dull/ /color/
tarter deposits and
stains.
Look for cavities.
l
76
Visua l Acuity an d Color Vision examina tion:
Importance: Any child having visual defects mainly has problems related to color
blindness (unable to see red or green) or night blindness. This will hamper the child's
learning and performance.
Procedure:
Visual acuity is measured.
l
Each eye is examined separately.
l
Color blindness can be assessed .
l
Ask whether she/he can see properly.
l
Inference: Child with normal vision must be able to read the seventh line easily (6/6).
She/he must be able to distinguish colors.
For Testing Near Vision: The chart is held at a distance of 40cm from the person and she is
asked to read or identify the letter/symbols in ascending or descending order. The rest of
the procedures are the same as for the distance vision examination.
Examina tion for hea rin g:
Importance: Normal hearing is absolutely essential for a child to be able to learn. Minor
hearing problems if undetected will not only result in poor academic performance but
risk the child in being labelled as abnormal in a variety of ways.
Procedure:
Strike gently the tuning fork on the palm.
l
When it produces vibration, take it near to the ear of the person.
l
The
l child is asked if he/she can hear the sound produced by the vibrating fork.
If he/she assures that he/she can hear, tell him/ her to speak. Stop as soon as the
l
sound stops.
Immediately put the tuning fork at the back of the ear and ask the same question.
l
Inference: If he/she answers that he/she cannot hear the fork refer the child to an
expert.
77
School Hea lth Record
There are two formats given here regarding a format of Health Cards. The first one is in the
form of a child's Health History which the school may take at the time of admission so that the
School has a record of the child's Health status. This is merely suggestive.
The second format is more general and needs to be periodically updated to keep a record of
the continuous format Health status of the child through school. At no stage should the school
consider any external Examination or referral without taking the parents into confidence.
Establishing good health practices is essential but keeping the parents aware and informed
and taking their consent and approval at every step is even more so. For each parent the
health of the child is of paramount importance and their support will be assured.
SCHOOL HEALTH RECORD
General Information
Name: ........................ Admission No:..................................................
Date of Birth: ............... Father's/Guardian's Name & Address:
Phone No. Office: .............................................
Resi:............................ Mobile: .......................
Note : The schools before implementing the Health Cards may consult a local
Registered Medical Practitioner.
78
BOTH SIDES OF THIS FORM TO BE SUBMITTED AT THE TIME OF ADMISSION
Name of the Student ......................................... M/F ..............Class...................
Date of Birth ............................................ Blood Group ......................
Father's Name ................................. Mother's Name ...........................................
VACCINATIONS
Immunization
Age
Recommended
BCG
0-1 Month
Hepatitis B
At Birth
Due Date
Date
1 Month
6 Month
DPT
2 Months
3 Months
4 Months
HB
2 Months
3 Months
4 Months
Oral Polio
At Births
1 Months
2 Months
3 Months
4 Months
Measles
9 Months
MMR
16 Months
DPT+OPV+HIB
18 Months
Typhoid
2 Years
Hepatitis A (2 Doses)
2 Years
Chicken Pox
After age 1 year
DT - OPA
41/2 Year
BOOSTER DOSES
Typhoid (every 3 years)
TT (every 5 years)
Other Vaccines
Signature of Father ................................ Signature of Mother .............................
79
HEALTH HISTORY
ALLERGY TO ANY FOOD, ADHESIVE TAPE, BEE STING
Allergy
What Happened
How Severe
Medication Taken at the
Time of Allergy
• Does the child have any problem during physical activity ...................................
Signature of Father ......................... Signature of Mother ..........................
To be certified by a Registered Medical Practitioner
Date of physical examination ................... Height ............... Weight ...........
B.P. .................. Pulse .................. Vision L .............. R ....................
Squint ................ Conjunctiva ............ Cornea ............. Ear L ......... R ......
Clinical Examination
Normal
Recommendation
Head/Neck
Abdomen
Surgery
Serious Illness
Nails
Skin
Summary of Current health condition,
• Fit to Participate in age specific physical activity
• Fit to participate in age specific physical activity with precaution
• Should not participate in competitive sport
Signature of Doctor .........................
Name of the Doctor ....................
80
81
R.E.
Eye Vision
Colour
Rt. Lt.
Systemic Examination
Kyphosis
Knee/Flat Feet/Lordosis/
Muscle, Skeletal System
Skin
Nails
B.P.
Pulse
Lymph Nodes
TONSILS
Caries
Teeth Occlusion
GUMS
ORAL CAVITY
Middle Ear
External Ear
Ears :
Cornea
Conjunctiva
Squint
Actual Percentile
Height Cms
L.E.
Actual Percentile
Weight Kg.
General Appearance
..........................
School Hea lth Ca rd - II
Name: _________________________ Class___________________________________
Age___________________________ Sex ____________________________________
Address:________________________________________________________________
Phone No: ______________________________________________________________
Blood Group:____________________________________________________________
The Major Parameters On Which The Annual Medical Checkups Done Are:
Dental _________________________________________________________________
Eyes ___________________________________________________________________
General Cleanliness ______________________________________________________
Systemic Examination _____________________________________________________
Allergy (if any): _________________________________________________________
Date of Examination: ____________________________________________________
Past/Family History:______________________________________________________
_______________________________________________________________________
GENERAL:
Height: ________________________ Weight: _________________________________
Nails: __________________________________________________________________
Hair: ___________________________________________________________________
Skin:__________________________________________________________________
Anemia: (Mild , Moderate, Severe or Absent)___________________________________
Ear: ___________________________________________________________________
Nose: __________________________________________________________________
Throat: ________________________________________________________________
Neck: _________________________________________________________
DENTAL EXAMINATION:
i. Extra-oral____________________________________________________________
ii. Intra-oral
a) Tooth cavity_____________________b) Plaque______________________________
c) Gum inflammation________________d) Stains______________________________
e) Tarter__________________________ f) Bad breath___________________________
g) Gum bleeding____________________h) Soft tissue___________________________
82
SYSTEMIC EXAMINATION
Respiratory System: _________________________________________________________
Cardio vascular system ______________________________________________________
Abdomen: _________________________________________________________________
Nervous System: ____________________________________________________________
Eyes : _____________________________________________________________________
Right__________________ Left_______________________________________________
Important findings: _________________________________________________________
Remarks: __________________________________________________________________
Medical officer's name and signature ___________________________________________
Follow up : ________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Signature : ________________________ Date : __________________________________
Designation : ______________________ Place : __________________________________
Name:____________________________________________________________________
_________________________________________________________________________
83
Ba sic Em ergen cy Ca re
Basic Emergency Care (BEC) is the emergency care which can be provided by
schoolchildren, teachers, police and drivers in the absence of advanced medical care.
Cardiac arrest occurs in 70% of individuals at home and 20% at workplace and only in 10%
at hospital. It is therefore important that non-healthcare persons such as schoolchildren,
teachers, police and drivers should learn how to o save life and transport the patient to
the nearest health facility.
LEARNYouCPR
Can Do It!
Cardiopulmonary resuscitation (CPR) is a procedure to support and maintain
breathing and circulation for a person who has stopped breathing (respiratory
arrest) and/or whose heart has stopped (cardiac arrest).
If one school kid is trained in CPR, he or she can take care of peers, family members and
community at large.
Beside CPR and foreign body removal, it also includes considerations of patient
transport such as the protection of the cervical spine and avoiding additional injuries
through splinting and immobilization.
When witnessing sudden collapse in victims of all ages, the rescuer should first telephone
the emergency medical services system and then return to continue CPR (phone first).
But for unwitnessed arrest (eg drowning, drug overdose and injured), the rescuer should
deliver five cycles of CPR before calling emergency number and then continue CPR
(phone first).
The Cha in of Sur viva l
The highest survival rate from cardiac arrest can be achieved only when the following
sequence of events occurs as rapidly as possible:
1. Early recognition of warning signs
2. Activation of emergency medical services
3. Basic CPR
4. Defibrillation
5. Management of airway and ventilation
6. Intravenous administration of medications
84
Early
Access
Early
CPR
Early
Early
Defibrillation Advanced Care
Figure 1: The chain of survival. The 4 links of actions in the chain are (1) phone
(2) CPR, (3) early defibrillation and (4) advanced care
These events have been likened to the links in a chain -The Chain of Survival. It was
introduced in 1991 as a model of efficiency and synergy in resuscitative efforts. If any link
is weak or missing, the chances of survival are lessened. The links in the Adult chain of
survival are:
1. Early access
2. Early CPR
3. Early defibrillation
4. Early advanced cardiac life support
In dica tion s for B EC
1. Respiratory Arrest
Respiratory arrest is present when respiratory efforts are completely absent or
inadequate to maintain effective oxygenation and ventilation.
Respiratory arrest without cardiac arrest can result from a number of causes including
submersion, near drowning, smoke inhalation, drug overdose, electrocution,
suffocation.
Immediately establish a patent airway and provide rescue breaths to prevent cardiac
arrest and hypoxic injury to the brain and other organs.
2. Cardiac Arrest
In cardiac arrest, circulation ceases and vital organs are deprived of oxygen. The victim
will have no pulse and no signs of circulation. The victims of cardiac arrest need
immediate CPR.
For every minute without CPR, survival from sudden cardiac arrest decreases from 7 to
10%. When bystander CPR is provided, the decrease in survival is gradual and averages 34% from collapse to arrival in hospital. Thus, CPR doubles or triples survival from sudden
cardiac arrest.
Steps of Ba sic Em ergen cy Ca re
Assess Responsiveness
Non injured patient: shake the victim and shout "Are you all right?"
v
Injured patient: Tap and talk
v
The rescuer must determine if the scene is safe.
v
85
If alone, shout for help.
v
If no one responds, activate Emergency medical services (EMS).
v
Then return to the victim and begin CPR.
v
If the victim has sustained injuries to the head and neck or if injury is suspected, move the
victim only if necessary.
Position of the Victim
For resuscitation and evaluation to be effective, the victim must be on the back and on a
firm, flat surface. If the victim is lying face down, roll the victim as a unit so that the
head, shoulders and torso move simultaneously without twisting (" log roll" the victim).
Whom to ca ll for help?
Activate Emergency Medical System (EMS)
If a rescuer finds an unresponsive victim, he should activate the Emergency Medical
Services such as ambulance services by calling local ambulance number. After providing
the necessary information about the location and condition of the victim, return to
provide CPR .
CPR in two simple steps - Hands-only CPR
This method of CPR was recommended by the AHA in an Advisory Statement (March 31,
2008). It is intended for bystanders untrained in standard CPR, who see an adult suddenly
collapse. It is also recommended for situations when the rescuer is unable or unwilling to
provide mouth-to-mouth ventilations.
1. CALL
Check the victim for unresponsiveness. If there is no response, Call ambulance and
return to the victim.
2. PUMP
If the victim is still not breathing
normally, coughing, or moving, begin
chest compressions. Push down on the
center of the chest 1 1/2 to 2 inches
and keep doing it. Pump at the rate of
100/minute, faster than once per
second.
86
Con tin u e Un til Help Arrives
CPR FOR CHILDREN (AGES 1-8)
CPR for children is similar to CPR for adults. The compression to ventilation ratio is 30:2.
There are, however, 3 differences.
1) If you are alone with the child give two minutes of CPR before calling ambulance.
2) Use the heel of one or two hands for chest compression
3) Press the sternum approximately one-third the depth of the chest
SPECIAL RESUSCITATION SITUATIONS
1. Drowning
Rescuer should provide CPR; particularly rescue breathing, as soon as an unresponsive
submersion victim is removed from the water. When rescuing a drowning victim of any
age, the lone rescuer should give five cycles (about two minutes) of CPR before
leaving the victim to activate the EMS. Mouth-to-mouth ventilation in the water may
be helpful when administered by a trained rescuer.
The rescuer should remove drowning victims from the water by the fastest means
available and should begin resuscitation as quickly as possible. Only victims with
obvious clinical signs of trauma or alcohol intoxication or a history of diving,
waterslide use or injured should be treated as a "potential spinal cord injured," with
stabilization and possible immobilization of the cervical and thoracic spine.
2. Hypothermia
Hypothermia is a condition in which core temperature drops below that required for
normal metabolism and body functions. In an unresponsive victim with hypothermia,
assess breathing to confirm respiratory arrest and assess the pulse to confirm cardiac
arrest. If the victim is not breathing, initiate rescue breathing immediately.
If the victim does not have signs of circulation, begin chest compressions
immediately. Do not wait until the victim is rewarmed to start CPR. Remove wet
clothes, insulate or shield the victim, ventilate the victim with warm, humidified
oxygen. Avoid rough movement; transport the victim to a hospital as soon as possible.
For the hypothermic patient in cardiac arrest, continue resuscitative efforts until the
patient is evaluated by advanced care providers. In the out-of-hospital setting,
passive warming should be continued until active warming is available.
87
3. Electrocution
v
Immediately switch off the main electric output .Evaluate and perform the steps
of CPR.
Wha t ha ve we lea rn ed about C P R ?
v
To be successful, CPR should be started as soon as a victim collapses.
v
CPR quality is addressed by stressing good CPR-"push hard, push fast", allow full chest
recoil after each compression and minimize interruptions in chest compressions.
v
We rely on trained and willing public to initiate CPR, call for professional help and an
AED.
v
When these steps happen in a timely manner, CPR makes a difference.
88
Epilepsy
Epilepsy is a neurological disorder ( and NOT a mental illness). It Occurs due to sudden
burst of abnormal electrical discharges from the brain . In a great majority of patients
one does not know the cause for this condition. The medical science is yet to find a cause
to many common diseases like high BP, diabetes and so also epilepsy. Epilepsy is a fairly
common condition affecting nearly 1-3% of the population which means in our country
with one billion population there are at least 10 million patients. The only problem is that
no one wants to talk about their illness with the result every one thinks that he/she is the
only unfortunate victim.
Convulsions/fits are involuntary to and fro movements (tonic clonic) movements of limbs
associated with loss of consciousness. Several situations can cause convulsions e.g.
patients with kidney failure, liver failure, alcohol intoxication, brain haemorrhage - all
these are not epilepsy. These are the manifestation of an underlying disorder. In epilepsy
there is no such obvious illness and the person is active and normal in-between the
attacks of seizures. Persons who have head trauma due to a road traffic accident could
also have seizures.
Wha t should be don e durin g the fit ?
Do's
v
Keep calm.
v
Loosen tight clothes around his/her neck - tie, tight collar, remove the spectacles.
v
Prevent the patient from injuring himself. Put him/her in a safe place away from
glass, machinery, staircase, stones etc.
v
Turn the patient to a side and wipe the froth from his mouth .
v
Try to find out if the patient is carrying an ID card with name telephone and doctors
contact. Contact that person only when above are done.
v
Some medicines can be used in emergency. They should be given if clear instructions
for there use are given.
v
Rush the person to hospital if the fit does not stop in 5 minutes.
This may be status epilepticus.
Don'ts
v
Do not insert spoon, cloth or any such articles into the mouth.
v
Do not restrict convulsive movements as it may cause fracture.
v
Do not crowd around the patient.
v
Do not give water/tablets or stuff any other liquid in mouth till he is fully conscious.
89
MYTHS & FACTS about epilepsy
90
Myths
Facts
Epilepsy is because of possession by evil spirit and
hence sorcery is the treatment
Epilepsy is a neurological disorder and there are
medications to treat it effectively
People with epilepsy are possessed by God and
hence should be worshiped.
Epilepsy is due to transient electrical disturbances
in the brain and the individual should be treated
like any other person.
Epilepsy is a mental illness
NO, it is a disease of the brain
Epilepsy is contagious so one should not come in
contact with a person with epilepsy.
Certainly it is not contagious.
Epileptic attacks damage the brain
It is the damaged brain which can cause epilepsy.
However a motor fit lasting for more than 5
minutes should be treated as an emergency.
People with epilepsy are below normal in their
intelligence.
Epilepsy does not affect intelligence or memory. If
the attacks are frequent or the person is taking
large doses of antiepileptic drugs, this may affect
temporarily the memory.
Epilepsy is hereditary and so one should not marry.
Epilepsy is not a hereditary disease. The tendency
to get epilepsy is passed on in about 3 % only. Hence
epilepsy is no bar for marriage.
Marriage cures epilepsy ?
OFF COURSE NOT. MEDICINES DO
Epilepsy is life long disorder
Not at all. In about 75% of people with epilepsy ,the
seizures are well controlled and a great majority of
them can go off the drugs.
Epilepsy is rare
Epilepsy affects almost 1% of population all over
the world.
Seizure can be stopped by giving a key in the hand
or making a person to smell onion
False. The attack stops on its own and not due to
the above factors.
During an attack to prevent swallowing of tongue
one has to insert a spoon in the mouth.
No need to insert any object in the mouth. In fact
this may cause damage to the teeth or gums or the
object may block the breathing pipe.
Epilepsy occurs only in children
Though it is common in children, epilepsy can
occur at any age. In fact a second peak of incidence
occurs between the age of 60-70 years.
Dogs Bites an d How to Avoid Them
Did You Know that …
According to a recent WHO report, over 20,000 people die in a year in India due to
v
rabies, making it the highest rabies deaths in the world?
Children account for some 50% of these deaths?
v
Over 95% of rabies deaths in India are due to rabid dog bite?
v
Most dog bites affecting young children occur during everyday activities?
v
Senior citizens are the second most common dog bite victims?
v
Awareness is the key to avoid dog bites?
v
However, the good news is that there are a number of things that we can do to avoid dog
bites.
How to Avoid Dog Bites
Never disturb a dog that is eating,
v
sleeping or is caring for puppies. Dogs
may bite if startled or frightened.
Do not throw sticks or stones at a dog.
v
Do not approach a dog that is tied.
v
In case of pet dogs, always take
v
permission from the dog owner before
approaching their dog.
Be cautious around a mother dog and
v
her puppies. In order to protect her
puppies, the mother dog may bite
Respect a dog’s space. Keep your hands
v
away from a dog’s fence. A dog
considers its yard as personal property
and may growl or bite to protect it.
Do not run or move quickly near dogs.
v
Do not turn back and run.
v
91
Do not look a dog in the eyes.
v
Speak softly and gently to calm the dog.
v
Say something like “good dog, Its OK”.
Do not yell or make loud noises.
If a nervous dog gets close to you,
v
FREEZE and pretend to be a tree. Allow
the dog to sniff and it will usually go
away.
If a dog attacks, assume the position of
v
a rock. Curl into a ball and protect your
face, neck and head.
Anti-Rabies Vaccination: Keep your dog
v
and those in the neighborhood healthy
and happy by vaccinating them against
Rabies. Consult an animal welfare NGO
or a veterinarian to know more about
the Anti-Rabies Vaccinations.
92
Dog Bite Emergencies
Most people associate all dog bites with
rabies infection. But that’s not so. Only a
bite from a dog that is infected or carrying
the rabies virus is dangerous. But Rabies is
always fatal to humans if not treated.
Hence, suitable steps have to be taken to
prevent the possibility of infections.
What should be done immediately after
a dog bite?
v
Clean bite wound with soap and warm
water as soon as possible.
v
Be sure to rinse all the soap away, or it
will cause irritation later.
v
Always show it to a physician. Some dog
bites need antibiotics, particularly if
they are deep puncture wounds.
v
Pour a generous amount of any
antiseptic solution into the dog bite
wounds. This solution would disinfect
the wound site.
v
Isolate the dog and monitor it.
v
It’s important to determine if a dog has
received its rabies vaccination. Request
the dog's owner for proof of rabies
vaccination.
v
Animal Birth Control (ABC)
Overpopulation of dogs and cats could
contribute to rabies outbreaks. Consult an
animal welfare NGO or a veterinarian about
ABC to prevent unwanted puppies and
kittens. Animal Birth Control also keeps
them healthier and better behaved.
Firs t Aid
Objectives:
v
to restore and maintain vital functions. The ABC of basic life support (Open airway,
Breathing and circulation) should be always the first priority.
v
to prevent injury and further deterioration.
v
to ensure that the victim is as comfortable as possible, till help is available.
Providing First Aid
First aid should be provided in the following order:
v
First: Access victim for signs of life. If signs of life are absent, call for help
v
Second: Restore respiration if breathing has stopped
v
Third: Restore heart action if there is no discernible heartbeat or pulse
v
Fourth: Stop bleeding
v
Fifth: Treat for shock
Making a First Aid Kit:
v
First aid box
v
Triangular bandages - 3 to 5
v
Conforming bandages, 10cm and 15 cm - 2 each
v
Crepe bandage 7.5 cm - 2
v
Tape 2.5 cm - 1 roll
v
Absorbent gauze—(small roll)
Sterile dressings—(selection)
v
Cotton wool( 50 gm)
v
Antihistamine (for bee stings)
v
Antiseptic solution (50 ml)
v
Antiseptic wipes - 4
v
Scissors - 1
v
Safety pins - 12
v
Tongue Depressor - 4
v
Latex Gloves - 2 pairs
v
Clinical Thermometer - 1
v
Pen torch - 1
v
Skin ointment for pain relief
v
Ear drops
v
Gum Paint
v
93
Common Firs t Aid Procedures:
Burns
First Degree
(Skin red and tender)
Second Degree
Third Degree
(Involve both epidermis
(Destruction of the full
and part of underlying dermis)
thickness of skin)
Rinse with cool water
/wet compresses
Rinse with cool
water / wet compress
Extinguish flame
by blanket/water
Clean the area
Gently wash with soap/
clean antiseptic
Check for respiration,
circulation and signs
of shock
Apply antiseptic cream
Spray (antiseptic)
Cover with sterilized dressing
Apply cool
Compresses
Shift to hospital
94
Animal bite
Wash the wound with soap and water
Apply antiseptic and hydrogen peroxide
+antibiotic cream
See Physician
Fainting
Lay the person
(on his back with head lower than heart and legs)
Loosen clothing to aid breathing
95
Raise the legs higher than head to
promote the flow of blood
to the heart and brain
Heat Exhaustion
Move (to cool/shady/air-conditioned place)
Loosen clothing
Apply cool wet compresses to head and torso
Administer fluids
Heat Stroke
Move to shady, Air-Conditioned areas
Loosen clothing
Spray cool water
96
Fracture
Check the ABC'S (Airway, Breathing, Circulation)
Place a sterile dressing over wound, if any
Immobilize the part which is fractured
Head Injuries
Check pulse and respiration
Check for signs of brain or neck injury
Control bleeding by placing clean gauze
over the injury, if any
Take the person to doctor (take expert medical advice)
97
Nose Bleeding
To sit with head slightly forward
Press the nostrils together
Maintain pressure (5 to 10 minutes), or till bleeding stops.
Sprains
Rest
Apply ice pack
Compression (with an elastic bandage)
Elevation (use pillow or sling)
98
Choking
Stand behind the victim
Make a fist placed above the navel
Put your other hand on the top of your fist and
give quick upward thrust
Repeat till airway clear CPR
Start CPR if breathing
does not resume
Convulsion
When seizure begins protect the person from further injury
Ease the person to the ground and cushion the head
to prevent from banging on the floor
Prevent tongue bites
After the seizure roll the victim on to one side to prevent choking
Do not restrain the person any more than necessary
Take the person to doctor for evaluation
99
100
Childhood Illn esses
101
VOMITING AND DIARRHEA
Consult your doctor if vomiting or diarrhea persists for more than 6 hours, contains blood or is accompanied by high fever. Have the child rest and keep
him off solid foods. When he starts to feel better, give him low fat foods and frequent small amounts of liquid.
In dia Immun iza tion Cha rt
Vaccine
Age
Birth
6 weeks
10 weeks
Primary Vaccination
14
9-12
weeks
months
Primary Vaccination
BCG
X
Oral polio
X
X
X
X
DPT
X
X
X
Hepatitis B*
X
X
X
X
Measles
Booster Doses
DPT + Oral polio
16 to 24 months
DT
5 years
At 10 years and again at 16 years
Tetanus toxoid (TT)
9, 18, 24, 30 and 36 months
Vitamin A
Pregnant women
Tetanus toxoid (PW): 1st dose
As early as possible during pregnancy (first contact)
2nd dose
1 month after 1st dose
Booster
If previously vaccinated, within 3 years
*Only in project areas
Source : www.whoindia.org
Na tiona l Immun iza tion Schedule
BENEFICIARY
AGE
VACCINE
Infants
Birth
BCG* and OPV**
6 weeks
DPT & OPV
10 weeks
DPT & OPV
14 weeks
DPT & OPV
9 months
Measles vaccine
18 months
DPT & OPV (Booster dose)
5 years
DT Vaccine
10 years
Tetanus toxoid
16 years
Tetanus toxoid
Children
102
* At birth or at the time of DPT/OPV;
* dose called as Zero dose and can be given till 14 days of age, if missed early.
ABBREVIATION : BCG=Bacillus calmittee Guerin;
DPT = Diptheria, Pertussis & Tetanus;
OPV = Oral Polio Vaccine;
DT = Diph & Tetanus vaccine.
Vaccina tion Cha rt for In fan ts an d Children
The Government of India recommends the following schedule for vaccinations;
Age
Vaccine
Birth
BCG
6 weeks
Oral Polio Vaccine (OPV) and Diphtheria, Pertussis and Tetanus
(DPT)
10 weeks
OPV, DPT
14 weeks
OPV, DPT
9-12 months
Measles
15-18 months
OPV, DPT
4-5 years
DT, Typhoid
10-15 years
Tetanus, Typhoid
The schedule recommended by the Government of India has fully incorporated the
recommendations of the EPI schedule given by the World Health Organisation.
The followin g table shows the possible
adverse reaction s for each vaccin e
Vaccine
Type
Adverse Reactions
BCG
Live attenuated
Axillary adenitis (swelling in the armpits)
OPV
Live attenuated
None
DPT
Killed
Fever, excessive crying, encephalopathy, seizures
Measles
Live attenuated
Fever, rash
MMR
Live attenuated
Fever, rash , arthralgia (pain in the joints)
DT
Killed
Fever
TT*
Killed
Fever
Hepatitis B
Recombinant
Pain, erythema
103
Immun isa tion Schedule
In dian Academy of Pedia trics
Age
Vaccines
Note
Birth
BCG
OPV zero
Hepatitis B -1
6 weeks
OPV-1 + IPV-1 / OPV -1
DTPw-1 / DTPa -1
Hepatitis B -2
Hib -1
OPV alone if IPV cannot be given
10 weeks
OPV-2 + IPV-2 / OPV-2
DTPw-2 / DTPa -2
Hib -2
OPV alone if IPV cannot be given
14 weeks
OPV-3 + IPV-3 / OPV -3
DTPw-3 / DTPa -3
Hepatitis B -3
Hib -3
OPV alone if IPV cannot be given
Third dose of Hepatitis B can be given at 6
months of age
9 months
Measles
15-18 months
OPV-4 + IPV-B1 / OPV -4
OPV alone if IPV cannot be given
DTPw booster -1 or DTPa booster -1
Hib booster
MMR -1
2 years
Typhoid
5 years
OPV -5
DTPw booster -2 or
DTP a booster -2
MMR -2
Revaccination every 3-4 years
The second dose of MMR vaccine can be given
at any time 8 weeks after the first dose
Tdap
10 years
HPV
Only girls, three doses at 0, 1-2 and 6 months
Vaccines that can be given after discussion with parents
104
More than 6 weeks
Pneumococcal conjugate
3 primary doses at 6, 10, and 14 weeks,
followed by a booster at 15-18 months
More than 6 weeks
Rotaviral vaccines
(2/3 doses (depending on brand) at 4-8 weeks
interval
After 15 months
Varicella
Age less than 13 years: one dose
Age more than 13 years: 2 doses at 4-8 weeks
interval
After 18 months
Hepatitis A
2 doses at 6-12 months interval
Dynamics an d Ben efits of School Ba sed Coun selin g
Bringing about a change in behavior enables the student to live a more productive
,satisfying life as the student defines it within the society's limitation. Improving the
student's ability to establish and maintain relationship helps in improving the quality of
relationship with others. Many students have problems relating to other people probably
due to poor self image causing him/her to act defensively in relationship or it may be
seen as the result of inadequate social skills. Therefore, a counselor helps the student
develop and maintain healthy relationship with others. Enhancing Coping Skills is
another dynamic of counseling. For a variety of environmental, biological and
psychological reasons children may find it difficult to cope with adversities or challenges
of everyday life. E.g. examination , peer pressure, failures , emotional setbacks ,
traumas etc. The student may exhibit physical and psychological problems like frequent
headaches, inability to sleep etc. Counselor works with the student to develop healthy
coping skills. Promotion of Decision making helps individual obtain information, clarity
and sort out personal characteristics and emotional concerns that may interfere with or
be related to making decisions. It helps these individuals to acquire an understanding of
not only their abilities, interests and opportunities but also of the emotions and
attitudes that can influence their choices and decisions. Facilitating student potential
can be viewed as a goal towards improving personal effectiveness. Counseling seeks to
maximize an individual's freedom within the limitations imposed by his own self and his
environment.
Skills of a School Coun selor
Students might seek advice from various sources , like their parents, teachers, friends,
and so on. But ,a counselor had inculcated specific skills as professional. A few of them
are:
•
Non-judgmental, non-critical, avoids prejudices, and presumptions
•
Curiosity and inquisitiveness: Posses a natural interest in people
•
An ability to listen: Find listening stimulating
•
A comfort with conversation : Enjoy verbal exchanges
•
Empathy and understanding: Can put themselves in another person's place
•
Emotional insightfulness: Are comfortable dealing with a wide range of feelings
•
Introspection: Have the ability to see/feel themselves from within
105
6.
Guidelin es for Facilita tors / Teachers /
Peer Educa tors
The purpose of the section is to provide background information for the trainer / teacher.
It describes the basic principles and practices of organizing and implementing training
course and is common to all the activities.
The trainers / teachers are suggested to have a group of 45-50
participants/students for each activity. The activities are suitable for Life Skills
enhancement of school going children.
At the beginning of any activity with a new group of people it is necessary to spend some
time on helping that group to begin to develop its own identity - its “Life”. This can be
done by the trainer taking participants through a series of activities given below.
Ice Breakers
Activities known as the ice breakers are used at the beginning of an activity as part of the
climate building process and to help participants get to know each other. Several
activities are specifically designed to enable group members to get to know each other's
names.
The purpose of an energizer is to allow participants to get a 'feel' of the activity - if the
energy levels are low - after a meal break for example - then a physical activity can help
to lend some motivation to a group. Alternatively, some activities can serve the opposite
purpose - to calm down the atmosphere after a difficult period or heated debate. Some
energizers can also be used as strategies for dividing participants into small groups.
All the activities described here belong to the low risk category. This means that they
should not cause any group member undue embarrassment, stress or discomfort by
requiring them to reveal too much of a personal nature.
Ice Breakin g Activities
1. Name Graffiti : Invite the participants to sit in a circle and place a large piece of
flipchart paper in the centre of the circle. Ask each participant, in turn to sign their
name on the paper, and to make a brief statement about their name.
2. Reasons Why I Can't Come to School Today? Ask participants to conduct a round,
which you initiate e.g., Reasons why I can't come to school today. The reasons for not
106
attending school must begin with the same letter of the alphabet as the person's
name, e.g., My name is Shilpa and I can't come to school today because I am sick.
3. Pyramids: Ask the participants to stand up to pick a partner. Encourage them to find
someone who they don't know very well and not to wait until they are picked, but to
be proactive about choosing. When the partnerships have been formed , ask them to
sit down together and then spend one minute to find one thing that they have in
common. After the minute is up, ask them to stay with their partner and to find
another couple, thus making a foursome and to find one thing in common. The task is
then repeated, this time with the
foursomes making groups of eight. Ask
each group to disclose their commonality
at the end of exercise.
4. Clustering: The purpose of this activity is
to find all the people in the room who fit a
particular description. Ask the participants
to stand up and to move around the room,
identifying others who fit a range of
categories, which you describe. The
following are suggestions:
Ø
All those who share the same birthday
month...
Ø
All those who share the same birth sign...
Ø
All those who share birth in same part of
the country...
Ø
All those who share the same favourite food...
Ø
All those who share the same favourite holiday place...
5. Accumulative Nature Game: Ask the participants to sit in a circle and start off by
introducing yourself. The person on your
left should then give your name,
e.g.....and I am ... and then the next
person gives the first two followed by their
name e.g.... And I am.... and then the next
person gives the first two followed by their
own name and so on around the circle,
each person adding their name to the list.
6.
Human Scavenger Hunt
Instructions
• Give the participants a Human
Scavenger Hunt Handout that you
have prepared in advance (see sample
list below). It should include at least 10
107
statements about things people may have done or experienced in their lives.
• Ask them to roam around the room and find as many other participants as possible
to whom the listed things apply; they should write each person’s name on the line
next to something that applies to him or her.
• After 10 minutes, ask the participants to sit down again.
• Ask participants of introduce themselves in turn, mentioning the listed item for
which they found the most participants, and share interesting things they learned
about another member of the group.
Human Sca ven ger Hun t: Fin d Som eon e Who:
• has an older sister _______________________________________________________
• has not watched TV in the last month________________________________________
• has a birthday in the same month as you__________________________________
• wants to be older _______________________________________________________
• takes a bus to school _____________________________________________________
• has more than six siblings_________________________________________________
• is learning another language ______________________________________________
• was born in another city or village _________________________________________
• has a grandparent living at home___________________________________________
• has planted a tree _______________________________________________________
• is the youngest child in his/her family ______________________________________
• recently read a good book ________________________________________________
• knows how to ride a bicycle _______________________________________________
• has travelled to another city or province ____________________________________
En ergizin g Activities
1.
Shoes : Encourage participants to stand still or sit down if they get too tired. Ask all
participants to stand up and find a space to move about and explain that they will
do the actions associated with different kinds of shoes and demonstrate each one.
Ø
Walking shoes (walking)
108
Running shoes (running)
Ø
Ballet shoes (dancing)
Ø
Hiking shoes (raise legs as if climbing)
Ø
High heeled shoes (walking on tip toe)
Ø
Pair of shoes (find a partner and hold hands)
Ø
Worn out shoes (flop into a chair or on to the floor and relax)
Ø
Call out the names of the shoes, and ask participants to make the appropriate actions
following the lead of the trainer.
2.
Changing Places : Ask the participant to sit in a circle and ask the trainer to stand
in the middle. Ask all the participants to move places "if...Shout out an instruction,
for example, "change places if you are wearing trousers...wearing
spectacles...have long hair...etc. While the participants are changing places,
move to find a chair for yourself, which means that someone else will be in the
middle and will have to find a chair. Continue until everyone is tired.
Group Dividin g Activities
If participants are asked to form small groups of their choice, they may often choose to
work with friends and group cohesion may come in the way of serious work. You can
ensure that this does not happen by using some of the following activities:
lCount participants off in twos.......
lLine up participants according to birth month, initials, signs of the zodiac etc...
lLine up participants to find someone who, e.g., has the same height or clothes...
lAsk
participants to choose a partner or to work with someone they have not
worked with before...
lDistribute
cards at random, which are to be matched up in order to find a partner,
e.g, famous couples, matching shapes, letters, or cut up old greeting cards and ask
participants to find the piece that completes the pictures...
lAsk
the participants to move around the room until you call out the number you
want in a group...
Mana gin g Sma ll Group Work
It is often difficult to make an accurate
assessment of how long different groups
will take to complete a group activity there will always be quick learners! You
may have to issue quite a lot of
encouraging statements to hurry along
109
the slower groups, and offer time limits, e.g., one minute left.
Taking feedback from a larger number of groups can be a time consuming exercise.
However, it is important to acknowledge the contribution to the activity made by all the
groups. You can cut down on time by:
lAsking
written feedback (usually on larger posters of paper) to be displayed
around the room and for all the participants to look at each other's efforts.
lMaking
sure that, after the first group's feedback, subsequent groups only add
issues and comments, which haven't been raised previously.
Settin g groun d rules :
Ground rules are the operational guidelines for the participants' and the trainer's
behaviour during the activity and encourage co-operation and collaboration, and
contribute towards the learning climate. Explain the rationale for establishing ground
rules to the group.
Stra tegies for Es tablishin g Groun d Rules :
Display a list of pre-prepared ground rules on the board/OHP and ask for comments and
clarification. Ask participants to add to the list. The following is a list of suggestions for
Ground Rules.
Ø
Be punctual
Ø
Listen
Ø
Tolerate
Ø
Respect each other's views
Ø
No sarcasm
Ø
Be positive
Ø
No negative comments to individuals
Ø
The participants need to know that you, as trainers, have the power to make
decisions about when a discussion has lost immediate relevance and the time has
come to move on. They also need to be reassured that you will be available to deal
with any individual issues of concern.
Con ductin g the Activities :
P
Use open-ended questions.
P
Use positive language and statements and then ask participants for their
contribution
P
Value all the contributions you receive from the participants.
P
Be willing to quote your own opinions if you are asked and to offer personal selfdisclosure if necessary. Admit any mistakes you make.
110
P
Allow the participants to have time to reflect.
P
Ensure that you make eye contact with the people that you talk to and use their
names.
Be ready to challenge a view presented by a participant if you feel it is
P
appropriate.
Intervene in a firm, yet sensitive fashion, if a discussion is being taken over by one
P
or two powerful personalities or is losing its way.
Think about how and when to intervene during a group activity. It is very important
P
to set time limits.
Fin ishin g An Activity
Some of the questions given below can be used for processing and winding up an activity:
WHAT? - How did I feel about this, what did I learn about my own behavior?
SO WHAT? How can I implement this learning in other areas of my life?
Con ductin g Empowerm en t session s by Peers
It is always more useful to initiate peer educators (preferably in pairs) to peer teach
other students. They can come together to develop skills through activities suggested in
the other Manuals. They can use the following set of debriefing questions to focus on
better empowerment skills.
Co-peer Educa tor Da ily Debriefin g Qu es tion s
To improve presentations during a Peer Educator to-peer session, one can discuss the
following questions during daily debriefing sessions at the end of each day.
1.
How well did we meet the goals of our workshop sessions today?
2. What did we do today that was not effective?
3. What did we do today that was effective?
4. How well did we handle problems that arose during the workshop today?
5. How well are we working together as co-trainers? Is there anything that we need to
improve?
6. Is there any feedback we would like for the session the next day?
111
The Experien tia l Lea rn in g Cycle In A Workshop
Direct experience (exercise or activity)
(Trainer / Peer Educator introduces the activity and explains how to do it)
Trainees / Other peers participate in :
•
•
•
•
•
•
•
brainstorming
role-play
small-group discussion
story-telling
case study
games
drawing pictures
Application: next steps
(Trainer / Peer Educator gives suggestions)
Trainee / Other peers discuss:
•
•
•
•
•
•
•
how the knowledge can be useful in their lives
how to overcome difficulties in using knowledge
plan follow-up to use the knowledge
story-telling
case study
games
drawing pictures
Reflection: thoughts/feelings
(Trainer / Peer Edcucator guides discussion)
Trainee / Other peers
• answer questions
• share reactions to activity
• identify key results
Generalization: Lessons Learned
Trainer / Peer Edcucator gives information; draws out
similarities and differences, summarizes)
Trainees Other peers participate in:
• presenting their exercise results
• summarizing key points
• drawing general conclusions
112
Evaluation can also be conducted on a verbal level as part of the closing activity. A
Written Feedback is however preferential.
In tern et Sa fety
Guidelin es for Studen ts
1. Do not download anything without your parent's permission
Real World:
Football_champ does not accept
toffees, gifts, or anything from
strangers, just like we all have
been taught by our elders not to
from the time we were toddlers.
Internet World: Similarly Cool_dude, has a strict
policy of not downloading files,
even if free, as they can be
harmful. They can have viruses.
2. Do not send out a picture of yourself without talking to your parents first.
Real World:
We only share photographs with
people whom we know, such as
family or friends, not with complete
strangers!
Internet World: Complete strangers might view our
photographs because on the internet
we have no control of onward sharing by others.
3. Share information with people you know in the real world like family, friends and
classmates.
Real World:
It is fun to share with friends
regarding funny incidents about
parents, little siblings, relatives,
etc.
We even talk over small
disappointments or problems.
Internet World: Be especially careful about confiding
your emotions or particulars about family, even indirectly, as it is
unsafe to do so on the internet. People are not always who they say they
are and we would never know.
113
4. Do not use bad language. Respect feelings of others.
Real World:
Does anybody like a bully? No! So we do unto others what we want
others to do unto us.
Internet World:
Some people think they are anonymous on the internet, that nobody
will know who is behind
rude messages. They do not
realize that all activity, all
clicks can be tracked!
If somebody bullies or
writes cruel messages
that make you feel
uncomfortable, simply stop
the conversation. Do not
reply. Tell your parents or a trusted adult about it.
5. Do not fill out online forms without taking
your parent's help.
Real World:
In case any form needs to be
filled, who fills it? Parent(s).
Internet World:
Do not fill online forms.
Some people (strangers)
might collect the information for misuse. Let parent(s) decide what information to fill in.
6. Have fun on the internet.
Real World:
You enjoy reading books meant
for your own age group.
Internet World: Visit sites meant for children
to update oneself.
114
DC PC R Guidelin es
Medica l Crisis Mana gem en t - Mechan isms in School
The escalating incidence of accidents and serious mishaps in the schools of Delhi have led
to a growing sense of concern amongst the cross sections of the society
over the lack of preparedness and the absence of guidelines in
handling medical emergencies in the schools. In the wake of such
rising school based medical emergencies an Expert Committee was
constituted by the Delhi Commission for Protection of Child Rights
(DCPCR) to look into the psychophysical requirements and medical
crisis management mechanisms in schools in Delhi. DCPCR has stated
the responsibilities of all state holders as detailed under:
School Hea lth Committee
P
All school must have a School Health Committee comprising 6-8 members.
P
Appropriate authorities - as defined us 2(e) of Delhi School Education Act, 1973.
(Education Deptt. of Government Schools / Municipal Corporation of Delhi for MCD
run Schools)/Managing Committee for private Schools) must include the school
doctor, the school nurse, Principal, Health coordinator teacher and any other staff
trained adequately for the function there of. Students and Parents representative
along with community leaders should be part of the SHC.
P
They should meet at least once a month to update, upgrade and reorient the
implementation of school health programme including inspection of the emergency
preparedness and Health related interventions.
P
The School Health Committee should formulate individualized management plan for
the student with special needs in collaboration with the mental health professional of
the school and the parents/guardians.
P
They must provide the requisite infrastructure including building/accommodation,
toilet facilities for boys and girls, drinking water supply (additional if required in case
of existing institutions, equipment etc).
P
In case of setting up of new schools, must ensure proper planning with regard to
location, building plans etc., and adequacy of required facilities keeping in view the
health and emergency requirements.
P
An Emergency Response Team (ERT) may be nominated alongside the school health
committee and may adopt members from the school health committee.
P
Review the School Health Index questionnaire for baseline evaluation.
P
A Crisis or Emergency response team and the School Health Committee should have a
rotating membership to allow a dynamic growth and progressive enrichment.
Constantly Working with Parents to identity their needs. Constant ideas and to
encourage their involvement.
115
The School Prin cipa l
As Head of the institution, the basic responsibility for effective planning and
implementation of the programme will rest on him/her. His/her main responsibilities
would be as follows:
P
Propagate and ensure a clean, healthy and safe physical environment in the school
premises, and promote a proactive School Health Climate, with special attention
to dining/canteen/kitchen facilities/baths/hand washing facilities and toilets,
drinking water supply points, class/common rooms and hostels. The Principal's
leadership in this area is paramount to the importance given to this aspect of
education.
P
Inculcate and enforce healthy lifestyles amongst the teachers, other school staffs
(especially those working in kitchen, canteens) and students and check unhealthy
habits e.g. smoking, drugs use, unhealthy eating, littering etc.
P
Set up the School Health Committee for planning, supervising and monitoring the
health programme, with regular meetings, at least once in a quarter of the year
but more frequently as and when necessary, and proper record of its proceedings
and follow up action thereof.
P
Establish linkages with and enlist support of public health authorities,
neighbourhood hospitals/Nursing Homes, doctors from amongst the parents and
others, facilities, ambulances (CATS, hospitals and charitable/commercial
services etc.) chemists, NGOs, corporate, philanthropists etc.) for optimum
utilization of available resources at minimum cost.
P
Ensure regular supply of all required equipment, including First Aid Box (es),
medicines for the Medical/First Aid Room/Box (es) with replacement/
supplementing as and when required.
P
Provide suitable, centrally located accommodation for Medical/First Aid Rooms on
the ground floor(s). (In case of schools in tents or other temporary
accommodation, a separate small tent can be put up for this purpose till a regular
building/accommodation becomes available).
P
Arrange and facilitate initial and periodical health checkups of students/staff with
the help of school Doctor, volunteers from amongst the parents, with maintenance
of proper records/Health Cards by the School Nurse and proper system for
communication of results in case of any adverse medical findings or where any
remedial action in their part is called for.
P
Modify the syllabus, with competent approval if any required, to include health
education as an integral part of general education in schools.
116
Organize training, including short term orientation courses, in first aid and medical
P
emergency response for teachers, school bus staff, sports staff, students and even
parents willing and capable of imbibing such training, with the help of School
Doctor/Nurse, other Doctors available for the purpose (DCPCR can help in such
training by planning and providing training modules and even organizing short
camps for the purpose).
In case of availability of Canteen or authorized vendor on the premises, arrange for
P
proper care for health and cleanliness aspects, both with regard to eatables,
cooking system and medium, type of snacks/food/cold/hot drinks supplied,
equipment and premises, with adequate supervision by a specified person and
frequent surprise checks.
Respon sibilities rela tin g to Medica l Em ergen cy
Respon se
Facilitate the preparation of a proper plan by the School Health Committee, with
P
the help and advice of competent medical persons, for coping with different types
of medical emergencies.
Constitute the Emergency Response Team, with alternates in case of absence of any
P
designated member for any reason, for responding to a medical emergency;
arrange for their proper training and orientation in the drill for handling such an
emergency. (The availability of the full team in position should be checked and
reported every day at the start of the school).
The plan for handling a life-threatening or other serious medical emergency
P
requiring outside help and necessitating shifting of the victim to a properly
equipped medical facility (as assessed by the ER Team) should have the following as
its essential elements.
An effective alarm system to alert the Team as well as the school head about the
P
emergency and its nature to enable the team to go into action without any loss of
time, but without starting any panic.
Detailing specific personnel for:
P
Calling the ambulance or arranging for any other suitable transport to avoid
P
loss of time.
Alerting the nearest Hospital/Nursing home about the nature of emergency,
P
arrangements for sending the victim (unless it is by their own ambulance) to
prepare them to respond promptly.
Informing the parents/guardians, police, in case the nature of incident
P
warrants the same. (Even assistance could be organized to bring the
parents/guardian to the Hospital/School).
117
Identification and establishment of linkages and protocols with the nearest
P
suitable Hospital/Nursing Home/Clinic, Ambulance/Transport facility for
response without any loss of time in routine procedures/formalities etc. in
case of such an emergency. These facilities and ambulances should be
familiarized with the School lay out, shortest route and gates etc. to avoid loss
of time.
Availability of a school ambulance, pooling an ambulance or liasoning with
P
CATS for ensuring of immediate transportation of the acutely injured/ill from
the school.
Ensure proper documentation of such emergencies and their handling.
P
Organise mock drill for emergency handling of different types of emergencies,
P
(such drills can be integrated with similar drills for disaster management
programmes, which include medical emergencies).
School Hea lth Coordina tor - Teachers / Coun sellor
To ensure that the instruction and services provided through various components of
P
the school health program are carried out in a smooth process with consistent
messages.
Assist the Principal/Head Master in promoting a culture of clean, safe and healthy
P
lifestyle amongst the students and other school staff, both by personal example and
guidance and motivation to others.
To facilitate collaboration amongst school health program personnel and other
P
school staff and help in organizing and participate in health related programmers
and activities.
Undergo training in health education and first aid to impart health education to
P
students.
Respond in a responsible manner to any emergency arising in their class or in their
P
presence, including alerting the medical team, rendering any possible support to
the victim till their arrival, ensuring order in the class and preventing any panic.
To facilitate collaboration between the school and other agencies who have an
P
interest in the health and well-being of children and their families.
To conduct evaluation activities those assess the implementation and results of the
P
118
school health program.
The School Doctor
Responsibilities of the school doctor are the following :
v
Registered Medical Practitioner Employed with the school part-time/fulltime
(especially where there are school hostels)
v
Medical Check-ups, diagnosis and prescribing treatment.
v
Playing leadership in all Health Education and Health Awareness campaigns of the
school.
v
Making appropriate referrals to specialists
v
Ensuring follow up of children especially with chronic underlying ailments.
v
Inspecting of school environment and sanitation
v
Holding meetings/seminars with parents and teachers
v
Ensuring maintenance of Health records and reports
v
Evaluation of the CSHP and redefining programme objectives and activities.
School Hea lth Nurse
v
A qualified registered full time nurse trained for school health emergencies and
first aid. Ratio recommended 1:750 children. In charge of the PAS (Public address
system and buzzer activation for the emergency response) teachers and the SHC.
v
Assisting in periodical examination of school children and annual health cards.
v
Inspection of school health environment and provisions for nutrition support,
advice and follow-up of health education strategies for children and adolescents.
v
Manage the spectrum of minor illnesses/injuries and provide adequate first aid.
v
Skillfully use the available physical and health assessment tools to identify factors
that may place the student at risk of emotional, behavioural and learning
problems.
v
Coordinating the referral services of the school in conjunction with families.
v
Work along with the school doctor as a facilitator for Health Promotion and Health
Education (Training and Development) activities of the school.
Studen ts
v
Maintain a clean, healthy and safe physical environment, not only in the school but
also in their home and the community, and adopt a clean and healthy lifestyle for
themselves, their family and community.
119
Abjure any unhealthy habits themselves and also advise and prevail upon their
v
friends/classmates to do the same.
Participate in health counselling in the school.
v
Participate in health related programmes and activities in the school-take up
v
health related subjects for project work.
Undergo First Aid training to manage their own health problems and also to help
v
others.
Work as peer trainers to impart health education/training to others.
v
Work on and assist the ERT.
v
Pa ren ts an d Gua rdian s
Adopt a clean and healthy environment and lifestyle for themselves and inculcate
v
the same in their wards.
Check any unhealthy habits or unhealthy company among their wards.
v
Participate in health related programmes and activities in the school.
v
To keep updated themselves about the common childhood emergencies and the
v
First Aid approach.
In case of health professionals, actively help the schools in their health
v
programmes, including imparting training to teachers, students and other parents
etc., rendering medical aid to students and school personnel, medical examination
of students and in planning for medical emergencies.
To inform and keep the school updated of any underlying Chronic Ailments
v
(Asthma, diabetes etc.) or unexpected developments in the health of a child,
which may need the joint attention of the school and parents.
In consultation with the family physician, make the child carry any essential
v
medical device e.g. inhaler or medication with him/herself to the school, with
proper understanding about their regular/emergency use.
To participate in any health related School based activities and programmes or
v
campaigns wherever parents are required to be present.
School bus /an y tran sport for s tuden ts
It is to be ensured that appropriately upgraded and updated First Aid Box is
v
positioned at the designated place in the school bus.
The drivers and conductors of the school bus are appropriately trained in First Aid
v
and CPR.
120
Periodical Assessment of the First Aid provisions of the school bus is carried out by
v
the school authorities.
Sa fety Check Lis t
Am I Sa fe in M y School?
Are awareness programmes organized for the students and the staff?
v
Are the teachers and students aware of vulnerable areas in school?
v
Are mock drills performed regularly in school?
v
Are safe places/shelters identified in school?
v
Is the staff assigned duties and responsibilities?
v
Is the staff trained for first aid?
v
Do we have fire fighting system?
v
Are the electrical panel/mains in good condition?
v
Does our school building have protection against lightning?
v
Are the major repair works carried out for the strengthening or the damaged part of
v
building?
School Fire Sa fety Check lis t
Wha t to do in ca se of fire?
Establish a fire safety plan.
v
Evacuate the students in immediate danger.
v
Sound the alarm.
v
Fight the fire with proper equipment.
v
Close room doors and hallway doors to prevent air movement and spread of smoke.
v
Do not panic. Advise students to remain calm.
v
Fire drills:
Always take the fire drills seriously and evacuate the school when the alarm sounds.
v
Hold fire drills on a regular basis.
v
Ensure the school employees know how to evacuate their work areas.
v
Sound the fire alarm as the first step of a drill.
v
Be familiar with the location of the nearest fire alarm and extinguisher.
v
Learn how to operate fire extinguishers, fire blankets and fire hoses.
v
121
Labora tories:
Store flammable liquid properly.
v
Avoid storing incompatible chemicals next to each other.
v
Survey chemicals annually and discard any that are obsolete.
v
Clean up spills immediately.
v
Repair all electrical hazards.
v
Dispose of rubbish regularly.
v
Cla ssrooms:
Clearly mark the evacuation route on the school floor plan and place it adjacent to
v
the classroom door.
Check electrical appliances and cords regularly.
v
Keep all doorways clear.
v
Dispose of rubbish daily.
v
Protect all unused outlets in kindergarten and pre-school nurseries with safety plugs.
v
Auditorium:
Check emergency lighting regularly.
v
Keep all doorways clear.
v
Keep exits lights in working order.
v
Extension cords should not be used as a replacement.
v
Ha lls An d Doorwa ys:
Identify exits with lighted exit signs and keep them unobstructed.
v
Avoid Wedging open hallway doors.
v
Check emergency lighting regularly to ensure it is in proper working order.
v
Test fire doors regularly to make certain that the doors do not jam and that the
v
hardware is not detached.
Boilers An d Ma in ta inan ce Rooms
DO NOT store combustibles in boiler rooms or furnace rooms.
v
122
Service heating equipment annually and check units regularly to make sure they are
v
in proper working condition.
DO NOT store combustible materials in electric rooms.
v
Gas powered equipment should be stored outdoors or in fire-rated room (one-hour
v
fire separation).
Sa fety Rules Of The Road
Drive defensively and avoid heavily traveled routes whenever possible.
v
Always keep to the left and drive with the traffic, not against it.
v
Use arm signals to indicate stops and turns. Indicate turns a good half block ahead.
v
If it's necessary to turn left at a busy intersection, walk the bike fully across the
v
street, then to the left after the light changes, then remount and enter traffic again
from the right.
Drive single file, keeping a safe distance from the vehicle ahead.
v
Never hitch a ride from another vehicle.
v
Carry packages in a basket or carrier, keeping both hands free to control the bike.
v
Don't carry passengers, except on adult bikes fitted with special passenger seats.
Be on the alert for car doors opening and for parked cars pulling out into traffic.
v
Never stunt-ride, show off or engage in horseplay.
v
Avoid driving in snow or on ice. Watch out for sand, stones, gravel, potholes and
v
other surface hazards.
Don't drive fast downhill.
v
Never turn or apply brakes on unstable or slippery surfaces. Coast through them in a
v
straight line.
In heavy traffic, dismount and walk bike across intersections, using the pedestrian
v
crosswalk.
For night driving use special precautions; light or white clothing, front bike light,
v
reflectors and reflective tape.
Wear a clip guard on trouser cuffs.
v
123
124
Focus Area durin g Em ergen cy
1. Display Do's and Don'ts & evacuation plan of your school building with safe and
unsafe buildings.
2. Every class must be oriented for drill.
3. Prior to drill assign duties to active members of DMC and other staff members at
various points.
4. Explain evacuation plan to, students, teachers & other staff.
5. Meeting place should be predecided.
6. Proper arrangement of siren or bell which is well known to whole school.
Norm Ba sed On Suprem e Court Guidelin es For Sa fe
Buildin gs an d Fire Sa fety Mea sures In Schools:
I.
Provision of adequate capacity and numbers of fire extinguishers of ISI marks to be
provided in eye-catching spots in each block of the school.
II.
First Aid kits and necessary medicines should be readily available in the school.
III.
Provision of water tank and separate piping from the tank with hose reel to the
ground floor and first floor.
IV.
Fire fighting training to all teachers and students from X to XII standards.
V.
Fire Task Force in every school comprising of Head of the institutions, two
teachers/staff members and one member from the Fire and Rescue Department
should be constituted. The Fire & Rescue Department member shall monitor and
make fire safety plan and conduct inspections once in every three months.
VI.
Display of emergency telephone numbers and list of persons to be contacted on the
notice board and other prominent places.
VII. Mock drills to be conducted regularly. Fire alarm to be provided in each floor and for
rural schools separate long bell arrangement in case of emergency.
VIII. All old electrical wiring and equipment shall be replaced with ISI mark equipments
and routine maintenance conducted by the School Management in consultation with
the Fire and Rescue Department.
IX.
No High Tension lines should run inside or in close proximity to the school. Steps must
be taken to shift them if they are already there.
X.
The Fire and Rescue Department shall frame guidelines with "DOS and DON'Ts " for
schools and issue a fitness certificate, which shall be renewed periodically.
125
Tra in in g of school teachers an d other s ta ff:
I.
The teachers along with other staff shall be trained to handle safety equipment,
initiate emergency evacuations and protect their students in the event of fire and
other emergencies by the Fire and Rescue Department.
II.
They shall also be trained in providing emergency first-aid treatment.
III.
There shall be a School Safety Advisory Committee and an Emergency Response Plan
drafted by the Committee in approval and consultation with the concerned Fire &
Rescue Department.
IV.
Emergency Response Drills conducted at regular intervals to train the students as
well as the school staff.
V.
All schools to observe Fire Safety Day on the 14th of April every year with awareness
programs and fire safety drills in collaboration with the Fire and Rescue Department.
School Buildin g Specifica tion:
I.
The school buildings shall preferably be a 'A' Class construction with brick/stone
masonry walls with RCC roofing. Where it is not possible to provide RCC roofing only
non-combustible fireproof heat resistance materials should be used.
II.
The nursery and elementary schools should be housed in single storied buildings and
the maximum number of floors in school buildings shall be restricted to three
including the ground floor.
III.
The School building shall be free from inflammable and toxic materials, which if
necessary, should be stored away from the school building.
IV.
The staircases, which act as exits or escape routes, shall adhere to provisions
specified in the National Building Code of India 2005 to ensure quick evacuation of
children.
V.
The orientation of the buildings shall be in such a way that proper air circulation and
lighting is available with open space all round the building as far as possible.
VI.
Existing school buildings shall be provided with additional doors in the main
entrances as well as the class rooms if required. The size of the main exit and
classroom doors shall be enlarged if found inadequate.
VII. School buildings have to be insured against fire and natural calamities with Group
Insurance of School pupils.
VIII. Kitchen and other activities involving use of fire shall be carried out in a secure and
safe location away from the main school building.
126
IX.
All schools shall have water storage tanks.
Pla y Groun d Sa fety
The Physica l En viron m en t
Before letting your child spend time in a playground, check it out yourself to make sure
that the play area is safe. Here's what to look for:
v
The playground should be surrounded by fences to prevent younger children from
wandering in and out and to allow the area to be closed off when no supervisor is
present. Fences also insure that the equipment will only be approached from the
proper direction.
v
The equipment should be arranged according to the age group for which it is
intended. Facilities for younger children should be separated from facilities for
older children. This will keep the younger child away from equipment that requires a
strength and skill he/she doesn't yet have and will protect him/her from being
caught up in the more vigorous, potentially dangerous, activities of older kids.
v
Adequate space should be marked off for each activity to protect both the
participants and the passers by Boundaries must be clearly indicated by physical
barriers or painted lines. Make sure your child understands the importance of
staying outside them when he/she's not actively playing.
v
Particularly around equipment, the surface of the playground should consist of
relatively soft materials such as grass, earth, sand or tanbark. Concrete, asphalt and
other hard, unyielding surfaces greatly increase the chances of serious injury. Check
that the surface is given the necessary maintenance to keep it safe.
v
Make sure the playground is kept clear of broken glass, bottles, metal tabs from cans
and other debris, especially around slides, sand boxes and swings.
Pla ygroun d Equipm en t
Broken-down, dilapidated structures are obviously dangerous and should never be used.
However, every piece of equipment used in the playground must be examined to make
sure it is safe for your child's play.
v
The equipment must be firmly anchored into the ground. In most public
playgrounds, the apparatus is safely embedded in concrete. Backyard equipment
anchored with pegs must be checked regularly to make sure that they haven't
worked their way loose. All anchoring devices should be buried well below ground
where they won't be tripped over.
v
Check that the equipment hasn't shifted with use. Structural components designed
to be horizontal or vertical must be maintained that way. Shifts in position can
impose a strain on the structure which may eventually lead to its breaking or
collapsing.
127
Screws and bolts holding the equipment together must not be loose or missing.
v
Exposed screws and bolts should fit flush or be capped and any protruding parts
covered with tape. Fittings must be examined frequently to make sure they remain
securely in place.
Split-link chains, S-hooks and similar fittings separate easily and are extremely
v
dangerous.
Hanging rings should either be much smaller than a child's head or much larger, under
v
5 inches (12.7 cm) or over 10 inches (4.4 cm.).
Metal structures should be kept free form rust.
v
Wooden equipment should be protected against deterioration and restored or
v
replaced as required Check for splinters.
128
7. Assessm en t an d Eva lua tion
Fun ction s of Assessm en t
•
Too much focus on Assessment and Evaluation rather than on the understanding and
application skills inherent in the course of study should be avoided. Stress must be
placed on acquiring health skills for entire life. However the following are purposes
for which assessment may be considered.
•
Teaching: Students and teachers may gain greater understanding of the substance of
the program when the results of test and assignments are reported to them.
• Communication: Students tend to organise their study around the demands of
assignments and assessment requirements. Thus assessment helps them to
understand the objectives of the course and the standards expected.
• Grading: To determine whether a student has achieved a satisfactory standard or may
count the course towards some level of award.
• Evaluation: Assessment can provide the student with information on personal level of
attainment and the teacher with indication of success and suitability of methods,
resources and effectiveness of teaching.
• Clarification: Allow students to clarify and refine their understanding of attitudes and
values of themselves and others.
Skills Attainment: To demonstrate whether a student has attained the necessary
practical skills required in a particular area.
• Prediction: The readiness of the student to proceed to the next unit of word or course
may be determined by appropriate assessment procedures.
Who Should Be Assessed?
When considering the evaluation necessary it is important to consider the need in varying
circumstances to assess all students, selection groups, individual students, the teaching,
the course, organisation and administration.
Who Should Assess?
At varying times, students should be encouraged to self-assess, groups of students may
undertake peer assessment. The whole class may assess a piece of work, the teacher may
assess in varying ways a teacher from another group.
129
Frequ en cy of Assessm en t
Assessment may profitably occur in varying ways as process assessment during the course
of the program or as outcome evaluation at the completion, at the end or during each
lesson, during a workshop or tutorial, at the end of a unit of work, at the end of each
term, at the conclusion of the year's work at graduation.
Examina tion s
Examinations in this syllabus are required and are to be used in
assessment of progress. Care should be taken in development
of examination papers to ensure that there is an array of
question types (as indicated as follows) and that the
examinations are valid in that they test the subject matter
taught but also allow for some deductive reasoning in solving
problems posed.
Furth
er, as the health work covered is very practical in nature, at least 30% of
marks should be allocated for practical work carried out in the home, school or
community. This may be done as a project task undertaken by an individual or small
group in which a final report is written by each student, individually covering:
1. Clear statement of the problem;
2. Aims of the project;
3. Methods undertaken to achieve aims;
4. Problems which were encountered;
5. Conclusion.
130
Sources of Eviden ce
When considering objectives which encompass health knowledge, attitudes and skills,
assessment procedures must include a variety of approaches, including;
-
individual as well as group assignments and reports
-
essays, children's writing
-
observation and analysis of behaviour, in classroom, school, community
-
records of staff meetings
-
changes in maintenance of school facilities
-
critical incidents, reports, journals, diaries, reports
-
judgement against standards
-
interviews, discussions, meetings, surveys, reports from parents
-
restricted response questionnaires, rating scales
-
free response questionnaires, interviews, feedback sheets
-
teachers' subjective judgement
-
already available information
• Indicators of Impact may be varied in a course involving health and living skills. They
may include:
-
improvement in personal hygiene,
-
better home sanitation,
-
improvement in institutional health and hygiene practices,
-
evidence of better, cleaner maintenance of school toilets,
-
increase in confidence,
-
greater flexibility,
-
increased care for the well-being of the other,
-
increase in ability to cope with problems and difficulties,
-
increase in decision -making opportunities and responsibilities,
-
improvement in communication, research, oral/written work, presentation,
-
improved responses to quizzes, tests, examinations on knowledge,
-
practical ability improved in health situations,
-
accepting and respecting each other's opinions,
-
increase in team-work and group decision-making,
-
challenge in stereotype and prejudice,
-
easy reorganisation of classroom for active, participatory teaching/learning,
-
more experiential, practical teaching/learning strategies,
-
reduction in incidents of transferable disease,
131
-
low morbidity,
-
better immunisation cover,
-
less home, school, street, recreation and workplace accidents,
-
better cooking and food preservation practices,
-
decrease in corporal punishment, abuse and exploitation,
-
greater rewarding and appreciation of children,
-
better communication between home and school,
-
more responsibility and decision-making opportunities for students,
-
equal treatment for all children, for boys and girls, for children with special needs.
Assessment and evaluation should thus be one means of seeking a better learning and
teaching environment and thus improved personal and group health.
Assessm en t a n d E va lua tion
Som e Examp les of m ethods of a ssessm en t
Tests
Tests are often used to evaluate knowledge, which may be a starting point for change in
thinking, attitudes and behaviour. It is difficult to devise valid, reliable tests and it is
often desirable to use a variety of types.
Some Sample tests.
1. Short answer
(a) What are three ways in which infectious diseases may spread?
___________________________________________________
(b) Why is safe waste disposal so important for health?
___________________________________________________
___________________________________________________
___________________________________________________
(c) Describe how you may assist your little sister or brother to play more safely.
___________________________________________________
___________________________________________________
___________________________________________________
132
(d) Your friend had a bicycle accident. What would you do to help?
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
2. True or False
1. Are the following statements true or false:
a) Hepatitis B is a form of STD. ___________
b) Smoking can produce cancer of the lips. ______________
c) Noise pollution can cause deafness. _______________
d) The joint at the elbow is ball-and -socket joint. ____________
e) Myopia sufferers are unable to distinguish distant objects clearly. ___________
2. If we cut down forests we risk ending up with: (tick the correct answers)
a) no ground cover,_________
b) eroded land , __________
e) cleaner water, ________
d) more soil, _______
e) less oxygen being produced, ________
3. Sickness may be transmitted at home by (tick the correct answer)
(a
keeping food covered,
(b) washing hands before eating,
(c) eliminating places where mosquitoes breed,
(d) keeping water uncovered,
(e) not using a toilet
4. Draw a line to join each disease with the correct route of transmission.
Disease
Route of transmission
Influenza
air
AIDS
lack of hygiene
Gastroenteritis
animal bites
Malaria
mosquitoes
Tetanus
blood products
133
5. Essays
a) Write an essay on ‘ How can we create our home vegetable garden’.
6. Attitude scales
Complete the following by putting a mark on the line to indicate your preference
a) By smoking I am placing my health at risk.
1_______3_________5
Strongly
Strongly
agree
disagree
(b) To maintain fitness, both sensible exercise and balanced diet are necessary.
1_______3_________5
strongly
strongly
agree
disagree
(c) I would dislike having someone in my class with a deadly disease.
1_______3_________5
strongly
strongly
agree
disagree
7. Interviews
A. With students:
a) What has the Health Program taught you about family relationships?
b) Without writing your name, discuss the best thing about this program.
B. With parents:
a) What does your son/daughter feel about the lesson on drugs?
b) What areas do you things need more emphasis?
8. Surveys
Anonymous collection of information about behaviour and behaviour change
a)
How has this program affected your behaiour at home and at school?
b) What are the important things which you learnt from this program?
9. Feedback sheets
Immediate response to a lesson or a workshop may be obtained by using the feedback
sheet.
a) In this workshop
134
I felt _______________________________________________________________
I learned ____________________________________________________________
I liked ______________________________________________________________
This lesson was
( Circle the most appropriate face.)
10. Pre-existing data
a)
Data that may be useful for planning units / lessons or for extension study is often
available from census figures, surveys carried out by various agencies, magazines or
newspaper reports.
11. Practical exercises
a.
Young children may be asked to walk or ride a bicycle over a set course to determine
ability to follow safety rules and road laws.
b.
A class group are asked to arrange a debate on a controversial topic which has arisen
in the class. The ability to organise, to listen to opposing viewpoints without
prejudice, to argue a viewpoint which they don’t necessarily support may all be
indicators of lesson success.
c.
Young children may be asked to draw a scene from their ‘healthy home’.
135
Appendix-1
WEBSITES
Adolescent and Youth Reproductive Health in India, Status, Policies, Programs and
Issues, http://www.policyproject.com/pubs/countryreports/ARH_India.pdf
Approach to Adolescents: UNESCO's Objective, www.un.org.in/jinit/unesco.pdf
Culture and Adolescent Development, www.ac.wwu.edu
Future of Mid-day Meals, www.hinduonnet.com
Health Needs of Adolescents in India, www.icrw.org
History of Games and Sports in India, www.indianmirror.com
J. Niti, Teens, www.boloji.com
Joseph Ammo, The World According to Adolescents, www.hsph.harvard.edu
Kumar Anant, 'Poverty and Adolescent Girl Health', www.bihartimes.com
Parents and Children, www.arogya.com
Patel, Andrews et al, 'Gender, Sexual Abuse and Risk Behaviors in Adolescent: A CrossSectional Survey in Schools in Goa, India, www.who.int
PH@ a Glance: Adolescent Nutrition, wbln0018.worldbank.org
Physical Education, Yoga and Health Education, http://diet.pon.nic.in
Problems of Adolescent Learners, www.ncert.nic.in
Scheme for Promotion of Yoga in Schools, www.education.nic.in
Seth Mridula, Building life skills for better health-the Rajasthan experience. Delhi,
UNFPA http://www.unfpa.in
Sex and the Adolescent, www.webhealthcentre.com
Sex Education and Children, www.indianparenting.com
Sex, Studies or Strife? What to Integrate in Adolescent Health Services,
www.ncbi.nlm.nih.
Sexual Behavior among Adolescents in Delhi, India: Opportunities Despite Parental
Control, www.iussp.org/Bangkok2002/s30 Mehra.pdf
136
Six Billion and Beyond, www.pbds.org
Yoga in Kerala government, www.kerala.gov.in/dept_generaleducation
Youth, Gender, Well-being and Society, www.icrw.org
http://wwwedu.ewc
www.unu.edu/unupress/food/unupress.htm
Food & Nutrition Board
http:/www.rxpgnews.com/food&nutrition/indexshtml
http:/www.whoindia,org/en/section20/section29-152&htm
137
Appendix-2
Hea lth Promotin g School In itia tive
-A Ca se Stud y
In troduction:
The Health Exhibition is an activity carried out by the school Health Committee on behalf
of the school or by a school committee to create awareness in the school as a whole and in
its surrounding community about the comprehensive School Health Program, the
prevention of disease and promotion of health. It is a means to reach out to the
community by the school and an opportunity to present the school as a caring educational
institution which is very much part of the community it serves.
Gen esis of the Hea lth Exhibition: (Nirog Dham)
Health exhibition is a school-level event involving all stakeholders-children, teachers,
health functionaries and the community. It gives the parents and community an
opportunity to know more about their own health and their well being of their children.
Objectives of Hea lth Exhibition:
v
Health check ups by renowned and super-specialist hospitals.
v
Display of Ayurvedic, homeopathy, naturopathy system of medicine, medicinal
plants and organic products prepared by Home Science students.
v
Lectures by eminent expert and clinicians on concepts and applications of
dimensions of health and awareness regarding adolescence concerns. Inter-school
Competitions to create awareness regarding health.
v
Exhibitions and sale of books and publications, food supplements and eco-friendly
products, fitness products and knowledge regarding health insurance.
v
A Primary Health Unit, adulteration tests and experiments conducted under DNA
club presented by science students.
Prepa ra tion:
138
Preparation was the key to successfully organizing and conducting the health exhibition.
Preparation, discussions and meetings were started in the beginning of the academic
year. The health exhibition was named as NIROG DHAM.
The date for conducting the exhibition was decided well in advance and was incorporated
in the school calendar. Pamphlets and advertisements were designed to attract the health
agencies to participate the exhibition.
1.
The Hospitals and other healthcare institutes were contacted and were asked to
participate in the exhibition. The Different indicators of health were taken by each
hospital to impart different health check-ups.
2.
The Home Science faculty was responsible to collect the recipes of different
organic product of amla like chutney, murabba, candy and supari. The Home
Science students prepared different products under the supervision of Home
Science teachers.
3.
The super specialist doctors of different fields were approached to give review
regarding various health concerning problems. Expressions India also took keen
interest in conducting work shops on Parent Advocacy and different Adolescence
issues.
4.
The school librarian contacted different publishers to display magazines, books and
other material related to healthcare in the exhibition.
5.
The Science faculty was responsible for training the students to handle different
medical emergencies. The different science models and displays were prepared by
the children under the supervision of science teachers. The DNA club presentation
also showcased different activities, field trips and experiments conducted through
out the academic year.
The Process:
On the Hea lth Exhibition Da y:
One could hardly recognize the school on the D-day. With more than 2000 people
gathered, the entire school building was converted into a health catering institute, as
the name symbolized NIROG DHAM. The school ground was covered with bright
shamiana, numerous colorfully dressed people; the atmosphere was no less than that
during a village jathre (fair) bustling with activity.
The hustle and bustle began at around 9"00 a.m. The class rooms were nicely decked up
with bright canopies. Each classroom had two stalls.
On the whole 36 health catering institutes participated in the health exhibition. 12
organizations were for check-ups, 8 organizations were for Ayurveda, naturopathy and
homeopathy consultancy, 4 organizations for books and publishers, 2 for medical
insurance and 1 for medicinal plants.
At the entrance was a registration desk where children noted the names of visitors. Here
each visitor was handed a printed list of institutions participating and feedback form to
indicate the grade obtained by him/her after visiting each of the stall.
139
People gathered in large numbers around each stalls and it was amazing to observe the
children working as a team. The children were totally in charge of the stalls and hence
communicated freely and made independent decisions.
Word of mouth was a strong force in drawing people to the exhibition. People who first
came and visited the exhibition must have gone back home and told their friends and
neighbours that this was an event not to be missed.
Bud get:
The expenses of the exhibition were minimal especially considering the wide spread
participation of the people. Care was taken to minimize expenses by using in-house
expenses. Props and the decorating material- to decorate the entire school building were
prepared by art & craft faculty. The infrastructure i.e. chairs, beds (PHC), bulletin
boards, display boards were all in house. Banners and the instructional material were
prepared by the teachers. Food was in issue that was discussed at length. Ultimately it
was decided that two times tea/coffee from vending machine should be served to the
participants while the doctors who came for the health check ups could be served with
lunch. The cost of shamianas was saved as the entire event was held in the building.
However the competition were held in the playground, hence required few shamianas.
The table below gives detail of the approximate expenditure towards organizing the
exhibition.
Expenditure for Health Exhibition (Approx)
S.No.
Items
Amount (Rs.)
Remarks
1.
Props
1000
In house
2.
Stationary
1000
3.
Registration Forms/Feedback
500
Forms
4.
Shamiana (only for
3000
competitions,outside)
Can be avoided by using the
school space more
creatively and mobilizing
the school resources.
140
5.
Banners & art work
1000
6.
Food
1000
7.
Miscellaneous
1000
Total
8500
Approximately
Pa rticipa tion of Peop le in the Exhibition:
Particulars
Number
Children (SPS)
1500
Children (Other Schools)
500
Teachers
300
Community Members
500
Total
2800
Outcom e an d Impact:
About 1800 parents & students got their health check ups done from the reputed
v
hospitals from Gurgaon and Delhi region in the school.
The Students, Teachers and the Parents were made aware regarding the different
v
alternative medicines. The products prepared by Home Science students were
appreciated to a great extent.
The event provided a space for children to act independently with immense self
v
confidence, as the students projected their models & displays. The Primary Health
Centre Unit involved a lot of group dynamics.
Lectures by eminent experts helped the students and community to gain insight
v
regarding childhood related problems like diabetes, Asthma and different
adolescence concerns like HIV/AIDS, substance abuse etc.
Sale & Display on books inspired the students and parents to be aware about health
v
education and the latest finding in this stream.
141
Appendix-3
Plan of the Yea r - Medica l
2009-2010
Activities
Month
Date
April
6th, 7th,
& 8th
May
Important Days
Tentative Plan
Details
World Healthy Day (7th)
-Healthy Tiffin Competition
for
o Montessori
o Primary
-To be coordinated by
primary wing
-Yoga & Meditation
o Middle
o Senior
-Art of Living/Physical
Education Department
22nd
World Earth Day (22nd)
-Presentation on Global
Warming
o Primary
oSenior
-Power point presentation by
Medical Faculty
9th (on
PTM)
World Asthma Day (3rd)
-Health Talk on Asthma for
parents
-By expert/School Doctor
No Tobacco Day (31st)
-Inter-house quiz
Competition
-Students to be given
literature before hand to
prepare
World Populatin Day (11th)
-Skit
-Skit in the assembly to be
coordinated by Music/Dance
Faculty
13th,
July
8th
August
11th,
Dengue Prevention Day
(10th)
-Banner/Rally-On Cleanliness -To be prepare by the
students of Class VII & IX
20th
World Mosquito Day (20th)
-Inspection by the Students
September
1st to 7th
22nd
-Criteria to be provided by
the Medical faculty
-Selection Criteria by the
World Nutrition Week (1st to -Quiz with Wellness Club
-Self made Nutritious recipe medical, counseling & home
7th)
competition/
science faculty
-Talk by the class XI Home
science students on nutrition
related issues
World Alzheimer's Day (21st)
-Question Answer Session
-In the assembly
October
10th (Open
Day)
World Sight Day (12th)
-Eye Check up by Venu Eye
Institute
-For Staff, Students &
Parents
November
10th & 11th
World Diabetic Day (14th)
-Blood Sugar Check Up for
Obese and Children having
Family History of Diabetes
-Criteria Medical Records
December
1st
World AIDS Day (1st)
-Red Ribbon Distribution for
Senior Student
-To be distributed to the
students of class XI & XII in
their respective classes
January
13th
Laughter Day (13th)
-Jokes session by class XI
students in the assembly
-To be coordinated by senior
teachers
16th
-No Smoking Day (13th)
-Poster Making Competition
-For classes VI to IX
February
March
142
Appendix-4
STUDENT'S MEDICAL RECORD
(To be filled by the parent on the first day of the session)
1.
Specific ailments suffered in the past:
__________________________________________________________________
2.
Operations undergone in the past, if any specify:
__________________________________________________________________
3.
Allergies, if any:
__________________________________________________________________
4.
Is the child on any regular medication? If so, give details:
__________________________________________________________________
__________________________________________________________________
Lea ve /Absen ce (on m edica l groun ds)
1.
A student who has been sick should bring a medical & fitness certificate
from the doctor on rejoining the school after illness.
2.
The parents should fill in the reason for the absence of the child from the
school in the 'Record of Absence" given in the Almanac or fill the Leave
Application From available at the reception.
3.
Students suffering from the following disease must observe the prescribed
period of quarantine before returning to the school :(a)
Conjunctivitis
Till full recovery
(b)
Measles
Two weeks after the rash disappears
(c)
Mumps
7 to 10 days after the swelling subsides
(d)
Chicken Pox
Two weeks after the onset of lesions
(e)
Jaundice
Six weeks after recovery
143
Appendix-5
Experien ce Sha rin g By The Peer Tra in ers
Initial Impressions
We got the chance to meet students from various schools and realized that they were
v
not much different from us. i.e. they had similar interests, queries etc. chance to
meet students from various schools and realized that they were not much different
from us. i.e. they had similar interests, queries etc.
We got a platform to voice our opinions and felt that sharing our thoughts was easier
v
in this group. Rather, a variety of opinion was encouraged.
What we learnt
We learnt that the issues, which bothered us, were actually important and needed
v
appropriate handling.
Concepts of Life Skills were introduced, which appeared timeless and ageless.
v
The workshop on Anger and stress helped to understand how different people react to
v
same situation differently.
Learnt more about deadly disease (AIDS/HIV), its diagnosis and prevention.
v
At an age when many of us differ in opinions with our family, we learnt the various
v
effective ways to cope up with situations in the workshop on Family Relations and
Bonding.
During the session in our school, we got a chance to know our peers better though they
v
have studied with us for many years.
What we did about it
We conducted the workshop on 'Introduction to Life Skills' in our school
v
It was conducted on the basis of the initiation session.
v
We divided the students in to 10 groups and gave each of them a thought provoking
v
task based on different life skills.
For example, Creative Thinking - Forming a unique prefectorial board; Coping with
v
stress and emotions - Role play on dealing with a bully.
Each group was asked to make a presentation; followed by a group discussion.
v
Finally the significance of life skills was discussed and feedback taken.
v
Our Future Plan s
We plan to conduct these workshops for classes IX to XII and form a rapport of being
v
friendly peers.
With the help of our counselor want to develop a Peer Mentor Club so that no needy
v
student suffers silently and has someone to share and discuss.
We, the Peer Trainers and our Counsellor, thank the team of EXPRESSIONS and
v
especially Dr. Jitendra Nagpal for this learning experience.
Bal Bharati Public School,
Brij Vihar, Ghaziabad.
144
CENTRAL BOARD OF SECONDARY EDUCATION
2, COMMUNITY CENTRE, PREET VIHAR, DELHI-110092.
ACAD/EO/2006
Dated : 31.5.2006
Circular No. 09
All the Heads of the institutions
affiliated to CBSE.
Subject: Comprehensive School Health Programme and Creating Health Club in the school.
Dear Principal,
Childhood and adolescence form the most joyful period of an individual’s life. They are times of
immense creative energy, self-discovery and exploration of the world. They can also be fraught with
feelings of isolation, loneliness and confusion. They can be due to various factors relating to the
physical, social, emotional, mental and spiritual well being of the younger generation. Schools,
families and communities need to play a positive and responsible role in bringing up young children in
a healthy environment which would enable each one to maximize their potential.
Schools can provide dynamic settings for promoting health, for enabling children to grow and mature
into healthy adults. Yet the potential of the school to enhance health is often underutilized. ‘School
Health’ has largely remained confined to medical check-ups of children or some hours of health
instruction in the curriculum. There is a growing recognition that the health and psycho-social wellbeing of children and youth is of fundamental value and the schools can provide a strategic means of
improving children’s health, self-esteem, life skills and behaviour. Although schools have undertaken
many initiatives in promoting school health, the comprehensiveness and sustainability in these initiatives is not clearly laid out. The need of the hour is a comprehensive school health policy integrated
within the school system.
The Central Board of Secondary Education suggests that schools plan out a Comprehensive School
Health Programme which could be initiated through HEALTH CLUB in each school to begin with.
Need For Creating Health Clubs in Schools
Healthy living incase of school children is the prime concern of all stakeholders including principals,
parents, teachers and the community. To achieve this objective collective responsibility needs to be
assumed. An important dimension is that of experience and development of health skills and physique through practical engagements with play, exercises, sports and practices of personal and community hygiene.
Health and Wellness Clubs in Schools would focus on the overall well being comprising emotional, social
and mental health of the child. It would act as the enabling and organizational point for conducting
activities related to various dimensions of health and wellness. A Health Card needs to be created for
students which would form a continuous part of their growth and development. This could form an
effective monitoring and feedback system for the overall health of a child during his schooling.
…………………/-2-
145
Constitution of a Health Club





Principal as Convener
Counselor / Psychologist / P. T Teacher / Nodal Teacher as Secretary
Student representative (one boy and one girl from each level)
Identified teachers from each level
Parent for each level (preferably a doctor)
Responsibilities of the Health Club


As an organizer of all health relevant activities (at least 8-10 activities in the year at each
level).
As a Resource Centre for the overall well being of students
Objectives of the Health Club













To create Health Cards for each student
To create a health newspaper at least twice a year/poster competition related to health issues
To conduct surveys on health related concerns
To organize ‘health walks’ as part of social campaigns
To organize health fairs and immunization projects
To tap the local resources in the community to arrange health talks
To render service in any area affected by a disaster or a calamity
To create health help line within the school to distress, cope with emotional and social behaviour
and to clarify misconceptions regarding sexual and reproductive health
To teach the students techniques of yoga and meditation from an early age
To inculcate in the students healthy and positive ways of living
To teach health songs on various health topics
Celebration of important days (World Health Day – April 7)
Creating awareness regarding ‘World No Tobacco Day’ (May 31), ‘World AIDS Day’ (December
1) etc.
The Board is suggesting a plethora of activities in Annexure A for various levels which can be
conducted as part of co-curricular inputs during the calendar year. The activities mentioned here are
recommended as pointers and many more can be added as per local needs and requirement. The
Board is also in the process of preparing a Manual on a Comprehensive School Health Program which
will be available shortly.
Any further suggestions on this issue are always welcome.
Yours sincerely
(VINEET JOSHI)
SECRETARY
Encl : Annexure A
146
Annexure A
COMPREHENSIVE SCHOOL HEALTH PROGRAM
Suggested Activities for promoting Health in School
I – IV
Module 1
Know yourself
























Yoga and Meditation
Drawing a Picture of oneself
Pasting a Photograph
Palm Printing / Foot Printing
Rythmic Exercises
Poem / Rhymes / Recitation
Role Play on Body Parts
Matching of Flash Cards
Self awareness / Diary
Sensitivity based Theater
Check up by Doctors/ Dentists
Health Card
Counselling
Ten Sentences on oneself
Physical/ Social/Society
Likes and dislikes
My list of favourites
Any other…..
Yoga & Meditation
Assembly themes
Tapping resources from
neighbour-hood / community
for health, hygiene & personality
Introspection diary
Survey of eating joints for their
nutritive content
Health Card
Any other
V-VIII
Yoga and Meditation
Health Mela
Health Newsletter
Class Board’s Decoration
House Board’s Decoration
Creating recipes
Effective use of
Home Science lab.
 Health Card
 Any other







Module 2
Food and
Nutrition
 Collection of Pictures of
nutritive/junk food
 Class Party and discussion on
food items
 Dietary charts for the week
 Jigsaw Puzzle presentation
 Four Corners
 Power point Presentations
 Mandatory to bring one
nutritive item
 Research on food items –
balanced items
 Mothers’ recipe book
 Any other
 Nutritive Recipe competition
 Orientation program for
Parents and Students
on good food habits
 A PMI (plus, minus and
interesting) on generally
observed health problems
 Survey based on balanced
diet of different regions /
communities
 Any other
147
IX-XII
Yoga and meditation
Health Mela
Health Newsletter
Class Board’s Decoration
House Board’s Decoration
Creating recipes
Effective use of Home
Science lab.
 Health Card
 Any other














Extempore
Debate
Slogan writing
Theatre
Collage making
Panel Discussion
Any other
I – IV
Module 3
Hygiene









Tick mark of self check-list
Presentation
Value based assemblies
Shramdaan (cleaning up of your
class at the end of the day)
Picking up wrappers/
foils etc after the break
Creating shramdaan clubs
Green brigade clubs
Posters
Outdoor excursions
(Speed, stamina, strength)
V-VIII
Board Displays
Research Projects
Skits
Eco-clubs
Celebrating Environment
Friendly Days
 Preparing Recycled Paper
 Visiting a Heritage Site
 Any other





IX-XII
 Resource persons
fromNGO’s
 Panel Discussion Planting
 Eco-clubs
 Planting Sapling and Trees
 Rain Water Harvesting
 No Polybag Zone
 Adopting a National
Heritage Spot
Module 4
Physical
fitness
Module 5
Safety Measures
-Fire
Accidents,
Emergencies
 Warming up exercises before
the beginning of each physical
education period
 Pranayam
 Yoga
 Physical education periods a
must for all schools/all classes
 Drills/aerobics followed by
presentations at the end
of every month
 Skill based programmes-camps
 March/run for health
 Any other






 Extempore dialogue delivery
 Ground rules preparation
in classes
 Safety activities-sports field/
activity period
(to be made by students)
 Travelling independently
(phone numbers/
residential numbers)
 Learning to Communicate
problems-Circle time)
 Campaigns
 Vigilance Committee
 Evacuation Skills




Competitive Sports
Team building adventure treks
Leadership camps
Health Walks for social issues
Swimming
Any other
Transport drill
Sports Day
First Aid
Showing Movies on fire
safety drill
 Bravery Award
 Research based Projects
 Sexual Health Education
issues related to
Gender Sensitivity
148
 Inter House Competitions
based on Aerobics /
Yoga / Gymnastics
 Team building
 Leadership Camps
 Running for a Cause
 Any other









Fire Brigade Demonstration
Disaster Management
Self – defence techniques
Traffic rules
Theatre-visit to
Rehabilitation Centre
Sensitization Programmes
on Substance Abuse
Interpersonal relationships
Parental Sessions
Laboratory Safety drill
I – IV
Module 3
Behavioural
and Life Skills





Consequence games
Learning to say “NO”
Think pair share
Handling peer pressure
Identification of good touch
and bad touch
V-VIII
Learning to say no
Mentoring
Interactive Bulletin Board
Quiz Contest
Poster making /
Painting Competition
 Group Games on
Adolescent issues





149
IX-XII
 Handling Peer Pressure
 Question Box Activity
 Situation Analysis and
Case Studies
of sensitive issues
 Peace March to mark a
social event or issue
 Panel Discussion with
Eminent Psychologists]
 Guest Speakers from the
experts (Doctor)
 Visit to a rehabilitation
centre
CENTRAL BOARD OF SECONDARY EDUCATION
INSTITUTIONAL AREA, ROUSE AVENUE, NEW DELHI-110002
CBSE/ACAD/CIRCULAR/2007
14th March,2007
Circular No. 17
All Heads of Institutions
Affiliated to CBSE.
Subject : Importance of Nutrition for Bone Health.
Dear Principal,
Bone Health is a neglected area and has resulted in various problems both for adults and young
children.
The major causes for the poor bone health in India are genetic predisposition, lower bone mineral
density due to deficiency of calcium and vitamin D, inadequate exposure of body surface area to
direct sunshine even though the country has plenty of sunshine throughout the year, clothing pattern,
relatively pigmented skin, poor diet, lack of availability of foods fortified with essential vitamins and
minerals and lack of physical activity.
Childhood and adolescence is the time when bones are beginning to be modeled until around the age
of 30 when peak bone mass is achieved. Diet in the modeling phase is extremely important. A
critical element that helps absorb deposition of dietary calcium into bone mass is vitamin D. Deficiency of vitamin D is one of major contributory factor responsible for lower bone mineral density
(BMD).
A related bone problem is flurosis. It is prevalent in 17 States and has affected 66 million people
including about 6 million children below the age of 14. It results from consuming ground water with
excessive fluoride leading to bone disorders. Inadequate exposure of body surface area to direct
sunshine, clothing pattern, relatively pigmented skin, environmental pollution, faulty housing architecture which does not allow enough sunshine, poor diet and lack of required food fortification, are
among the major factors responsible for compromised bone health.
It is important to pay attention to bone health right for childhood. It is in this regard, schools may be
advised to take steps regarding the following aspects :
1.
Schools should promote outdoor physical activity after 9.00 a.m. and before 4.00 p.m. for
adequate exposure to sunshine. Sunshine is the most important source of vitamin D.



Vitamin. D helps absorption of calcium. The main source of vitamin D is the exposure to
sunlight. Exposure of legs and arms to sunlight for about 25 minutes between 9 AM and 4
PM is adequate.
Physical activity at all ages, particularly weight bearing activity, is important for bone
health. It also reduces the risk of falling by strengthening muscles and maintaining balance.
Calcium is critical for sound bone health. Foods containing calcium like milk, leafy green
vegetables, etc. should be a part of the normal daily diet.
150
3.
During the educational programs, schools should emphasis the importance of calcium and vitamin D and thus the schools play a crucial role in creating awareness on such vital issues by
sharing this message with the entire student community as well as the parents.
With regards,
Yours sincerely
(C.GURUMURTHY)
DIRECTOR(ACADEMICS)
Copy to :
1.
The Commissioner, Kendriya Vidyalaya Sangathan, 18, Institutional Area, Shaheed Jeet Singh
Marg, New Delhi-110016.
2.
The Commissioner, Navodaya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
3.
The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat,
Delhi-110054.
4.
The Director of Public Instructions (Schools), Union Territory Secretariat, Sector-9,
Chandigarh-160017.
5.
The Director of Education, Govt. of Sikkim, Gangtok, Sikkim-737101.
6.
The Director of School Education, Govt. of Arunachal Pradesh, Itanagar-791111.
7.
The Director of Education, Govt. of A & N Islands, Port Blair-744101.
8.
The Secretary, Central Tibetan School Administration, Sector 5, Rohini, Delhi-110085.
9.
All the Regional Officers of CBSE.
(C.GURUMURTHY)
151
CENTRAL BOARD OF SECONDARY EDUCATION
2, COMMUNITY CENTRE, PREET VIHAR, DELHI - 110092
NO. CBSE/ACAD/HELATH/2007
20th June,2007
Circular No. 29
All the Heads of the institutions
affiliated to CBSE
Subject : Comprehensive School Health Programme :
Dear Principals,
The Central Board of Scondary Education in continuation of its Circular No. 09 dated 31.5.2006
regarding Comprehensive School Health Programme and creating Health Club in school would like to
reiterate and create awareness about the following issues :
1.
School must have by now intiated the creation the creation of Health Clubs to implement the
Comprehensive School Health Programme.
i)
ii)
iii)
2.
Health and Wellnesss Clubs in schools need to focus on over all well being comprising
mental and social health of the child. These would act as nodal centres for creating an
enabling environment in the school to ensure an ambience of wellness and fostering
reventive health care.
The Constitution, responsibilities and objectives of a Health Club have already been
stated in the previous circular.
Activities for promoting health and wellness in schools have also been stated in
the circular.
Comprehensive School Health Manual
The Comprehensive School Health Manual addressed a basic gap in schooling that has crept in over the
years. The is largely to do with the aspect of school health which has somehow been relegated to
sporadic health check ups or in some cases a few hours of health instruction in the curriculum. It is
imperative that something is done urgently to take up the issue of holistic health. The School Health
Policy and now the Manual proposes to view health holistically, utilize all educational opportunities for
health promotion including formal and informal aproaches in curriculum and pedagogy. Providing a
safe school environment, an activity oriented health education curriculum to avoid health-related
risk behaviour, ensuring physical fitness activities and sports, providing nutritous snacks in the school
canteen, ensuring access to primary health care services, providing emergency care for illness or
injury, providing counselling services and integrated family and community activities and staff health
promotion policy are some of the expectations that a school should fulfill as was advised earlier in the
circular issued to all schools regarding setting up of Health Clubs.
Comprehensive School Health Manual will be available to all schools by August 2007.
3.
Health Websites :
The Ministry of Health and Family Welfare (MOHFW), Government of India has commissioned a
website on Health Living (www.healthy-india.org) to address the concerns in India on the lifestyle
preventable diseases.
152
The
a)
b)
c)
d)
e)
f)
objectives of the website are :
to harmonize the burden of preventable chronic diseases in the country by creating awareness
to bring in the need for a healthy lifestyle
to create Agents of Change among school children with regard to health issues
to encourage the setting up of a health fostering school
to create awareness regarding canteens as social responsible outlets which inculate healthy
eating behaviours
to ensure that there is enough emphasis on physical activity in schools and on enjoyment of this
physical activity.
The website has been so designed that it is user - friendly and containg a number of dynamic sections
for interative sessions.
As India advances economically and gains greater control over traditional health threats, diseases
related to distorted lifestyles and unhealthy living habits are rapidly growing as major public health
problems. Imbalanced diet, physical inactivity, tobacco consumption and alcohol abuse are leading to
many Indians suffering from diabetes, heart disease, cancer and lung disease. Many of these diseases
are preventable. Such preventive efforts are best started in childhood and in schooling years.
Armed with appropriate health information people can protect and promote their personal health and
families can create healthy living conditions for individuals of all ages. Schools and colleges are
important stakeholders in disseminating healthy lifestyle information to children and youth.
Healthy India endeavours to advance consciousness of disease prevention opprtunities, encourage
earlier detection and treatment of chronic diseases and foster healthy living through information and
resources on healthy lifestyle viz. Healthy Diet; Physical Activity; Dealing with Tobacoo and Alcohol
related health problems; Yoga Stress Management; Diabetes; Cancers; Heart Attacks and Strokes.
We would request you to encourage students, teachers and staff to adopt healthy life style practices
suggested in this useful site (www.healthy-india.org) and practice the provided advise therein.
Yours Sincerely
(VINEET JOSHI)
SECRETARY
153
Copy to :
01
The Commissioner, Kendriya Vidyalaya Sangathan, 18 Institutional Area, Shaheed Jeet Singh
Marg, New Delhi.
02
The Commissioner, Navodya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
03
The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat,
Delhi-110054.
04
The Director of Public Instructions (Schools), Union Territory Secretariat Sector-9 Chandigarh.
05
The Director of Education, Govt. of Andaman and Nicobar Islands, Port Blair
06
The Director of School Education, Arunachal Pradesh, Itanagar-791111.
07
The Director of Education, Govt. of Sikkim, Gangtok, Sikkim-737101
08
All Regional Officers, CBSE
09
All Assistant Commissioners, Regional Officers, KVS
10
All Education Officers and Asstt. Education Officers, CBSE
11
E.O. to Chairman CBSE
12
P.A. to Director (Academic) CBSE
(VINEET JOSHI)
SECRETARY
154
CENTRAL BOARD OF SECONDARY EDUCATION
INSTITUTIONAL AREA, ROUSE AVENUE, NEW DELHI-110002
NO. CBSE/ACAD/HEALTH MANUAL/2008
24th June,2008
Circular No. 27/08
All the Heads of the institutions
affiliated to CBSE.
Subject :
Comprehensive School Health Programme and Release of School Health Manuals
in four Volumes.
Dear Principal,
Children are the greatest asset of a country and those in school have a right to a happy and healthy
life within the school environment as well as at home. Investment in the health of children is an
investment in the future of the nation. It is essential to build on the components of knowledge
relating to health and nutrition, develop healthy attitudes and enhance Life Skills to overcome the
multiple health concerns affecting school going children both in the urban and remote areas of the
country.
This is further to our circulars (No. 09 dated 31.5.2006 and No. 29 dated 20.6.2007) on Comprehensive
School Health Programme in which the Board has requested schools to set up `Health Clubs' in order to
implement the Comprehensive School Health Programme. It is heartening to note that some of the
schools affiliated with the board have responded positively in this regard.
Comprehensive School Health Programme and Health Manuals :
The objectives of the School Health Club as mentioned in the earlier circular are also being reiterated:
•
To create Health Cards for each student
•
To create a health newspaper at least twice a year / poster competition related to health
issues
•
To conduct surveys on health related concerns
•
To organize ` health walks' as part of social campaigns
•
To organize health fairs and immunization projects
•
To tap the local resources in the community to arrange health talks
•
To render service in any area affected by a disaster or a calamity
•
To create health help line within the school to distress, cope with emotional and social behaviour
and to clarify misconceptions regarding adolescent health
•
To teach the students techniques of yoga and meditation from an early age
•
To inculcate in the students healthy and positive ways of living
•
To teach health songs on various health topics
……………../-
•
Celebration of important days (World Health Day - April 7)
•
Creating awareness regarding `World No Tobacco Day' (May 31), `World AIDS Day
(December 1) etc.
155
Health Manuals :
The Comprehensive School Health Manuals address a basic gap in schooling that has crept in over the
years. School Health has somehow been relegated to sporadic health check-ups or in some cases a
few hours of health instruction in the curriculum. It was imperative that something is done urgently
to take up the issue of holistic health in school going children which includes physical, mental,
emotional and psychological health. The School Health Policy and now the Manuals propose to view
health holistically, utilize all educational opportunities for health promotion including formal and
informal approaches in curriculum pedagogy. Providing a safe school environment, an activity oriented
health education curriculum to avoid health-related risk behavior, ensuring physical fitness activities
and sports, providing nutrituous snacks in the school canteen, ensuring access to primary health care
services and integrated family and community activities and a staff health promotion policy are some
of the expectations that a school should fulfill.
There are four Manuals in this package. The first Manual-Vol I is addressed to all stakeholders
concerned with school health. The other three Manuals are activity based manuals for teachers. Vol
II is Teachers Activity Manual which consist of activities for Primary Level (Classes I-V), Vol III is
Teacher's Manual for Upper Primary Level (Classes VI-VIII) and Vol IV is Teachers' Manual for Secondary
and Senior Secondary Level (Classes IX-XII). The activities revolve around six different themes Knowing your Body, Food and Nutrition, Personal and Environmental Hygiene, Physical Fitness, Being
Responsible and Safe and Behaviour and Life Skills. The objectives of the modules and activities is to
focus on the different aspects of growth and age appropriate development of the child.
The Manuals are holistic in their approach since they deal with not only physical health but also
mental, social, emotional and spiritual well being. Their uniqueness lies in their participative and
interactive approach. The activities mentioned can be easily incorporated in the classroom transaction,
keeping in mind that hands on learning is internalized faster than conventional learning. It is also
recommended that teachers may modify or customize the activities according to their social, cultural
and demographic needs.
The activities for teachers in each Section are suggestive and it is earnestly hoped that they will carry
on the spirit of each section through curriculum plus intervention strategies within the school. The
activities are learner centred and will help to empower them to construct knowledge for themselves
in a classroom or out of the class setting.
……………../The graded activities provided in the manual follow outcome based approach to learning, teaching
and assessment. They are positive in attitude and stress on developing health promoting habits from
an early age which emphasizes the concept of learning throughout life.
For the success of the school health programme it has to be developed and implemented by a strong
indigenous group committed teachers under the guidance of the dynamic head of the organization as
well as a committed management. A special feature of this development would be a cooperative,
caring and concerned atmosphere which it is hoped will be the key note of the school learning
environment while implementing the programme.
The integration of school and community efforts should be related where the school is regarded as a
social unit providing a focal point from which the school may reach out to the family, to the local
community and to the community at large as a whole which in turn may support the efforts of the
school.
156
It is hoped that the Health Manuals will foster the need to provide for a healthy environment for each
child studying in a school and in that sense the CBSE Comprehensive School Health Program is dedicated
to all children.
The Health Clubs can be used to conduct the activities which are detailed in the School Health Manuals
in four Volumes being released to all the schools. One set of the four volumes is being sent to all
schools free of cost, however, for additional volumes the school will have to make a request as these
will be priced documents. These will be available from the Stores, CBSE, 17 Institutional Area, Rouse
Avenue, New Delhi as well as from the Regional Offices.
(VINEET JOSHI)
SECRETARY
Copy with a request to respective Heads of Directorates/KVS/NVS/CTSA as indicated below to also
disseminate the information to all concerned schools under their jurisdiction :
01
The Commissioner, Kendriya Vidyalaya Sangathan, 18 Institutional Area, Shaheed Jeet Singh
Marg, New Delhi-110 016.
02
The Commissioner, Navodya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
03
The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat,
Delhi-110054.
04
The Director of Public Instructions (Schools), Union Territory Secretariat, Sector-9, Chandigarh160017.
05
The Director of Education, Govt. of Sikkim, Gangtok, Sikkim-737101
06
The Director of School Education, Govt of Arunachal Pradesh, Itanagar-791111.
……………../-
07
The Director of Education, Govt. of Andaman and Nicobar Islands, Port Blair-744101.
08. The Secretary, Central Tibetan School Administration, ESSESS Plaza, Community Centre,
Sector 3, Rohini, Delhi-110 085.
09
All Regional Officers of CBSE with the request to send this circular to all the Heads of the
affiliated schools of the Board in their respective regions.
10. All Education Officers of the Academic Branch, CBSE
11. All Asstt. Education Officers, CBSE
12. The Library and Information Officer, CBSE
13. E.O. to Chairman CBSE
14. P.A. to C.E., CBSE
15. P.A. to Director (Academic) CBSE
16. P.A. to HOD (EDUSAT), CBSE
17. P.A. to HOD(AIEEE), CBSE
18. PRO, CBSE
SECRETARY
157
CENTRAL BOARD OF SECONDARY EDUCATION
INSTITUTIONAL AREA, ROUSE AVENUE, NEW DELHI-110002
NO. CBSE/EO(L)/ACAD/2008
1st Sept.,2008
Circular No. 33/08
All the Heads of the institutions
affiliated to CBSE.
Subject : Creating a Healthy School Environment
Dear Principal,
One of the lofty aims of education is to shape young individuals into caring, thinking sensitive and
value enriched citizens of the country. These are achievable when the schools provide a nurturing
environment and create a value based climate within the school.
The schools affiliated to CBSE are seen as powerful resources of Human Resource Development. This
is possible and can be ensured only if the schools themselves are convinced of the positive benefits of
a value enriched environment.
The conflicting role models thrown up by the social context as well as the explosion of media often
result in giving out ambiguous signals to young minds. It thus becomes even more mandatory that
the schools serve as agents of change and transformation by bringing out the best from within each
child. The inspiration, motivation and upliftment of spirit should go hand in glove with transaction of
academic knowledge.
The Central Board of Secondary Education has received feedback about certain schools where the
school authorities forcibly keep the children back in Classes IX & XI under various pretexts. This has
been viewed very seriously. The Board requires all heads of institutions to reflect on the long term
objectives of imparting holistic education in schools. It is impossible to create vibrance and a joyful
and friendly learning ambience to ensure there is collaborative synergy between learners, teachers,
heads of the institutions, parents and the management of the school.
Unless the heads of schools realize their own responsibility towards all these stakeholders there will be
a serious backlash from all these quarters. Cases of indiscipline, rowydism, bullying, smoking and
other kinds of drug abuse in some institutions have also been reported to which a blind eye is turned
by the school authorities. The Adolescence Education Programme and the Life Skills
……………./Programme as well as the Comprehensive School Health Programme advocated by
the Board focuses on the growing concerns of adolescence which need to be addressed with an
urgency and immediacy and unless stringent action is taken at the right point of time in collaboration
with the parents of the adolescents it may become a matter of serious concern. Life Skills Education
is an excellent tool for bringing about positive behavioural changes in individuals.
It is essential that all stakeholders involved in imparting value based education within the school
environment should come together to find an answer to some of these areas that ultimately concern
all of us.
This may be brought to the notice of all teachers, students and parents through staff meetings /
assembly meetings, circulars and advisory issued and reinforced from time to time.
Yours sincerely
(VINEET JOSHI)
SECRETARY
158
Copy with a request to respective Heads of Directorates/KVS/NVS/CTSA as indicated below to also
disseminate the information to all concerned schools under their jurisdiction:
01
The Commissioner, Kendriya Vidyalaya Sangathan, 18 Institutional Area, Shaheed Jeet Singh
Marg, New Delhi-110 016.
02
The Commissioner, Navodya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
03
The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat,
Delhi-110054.
04
The Director of Public Instructions (Schools), Union Territory Secretariat, Sector-9, Chandigarh160017.
05
The Director of Education, Govt. of Sikkim, Gangtok, Sikkim-737101
06
The Director of School Education, Govt of Arunachal Pradesh, Itanagar791111.
07
The Director of Education, Govt. of Andaman and Nicobar Islands, Port Blair-744101.
08.
The Secretary, Central Tibetan School Administration, ESSESS Plaza, Community Centre,
Sector 3, Rohini, Delhi-110 085.
09
All Regional Officers of CBSE with the request to send this circular to all the Heads of the
affiliated schools of the Board in their respective regions.
………………./-
10.
All Education Officers of the Academic Branch, CBSE
11.
All Asstt. Education Officers, CBSE
12.
The Library and Information Officer, CBSE
13.
E.O. to Chairman CBSE
14.
P.A. to C.E., CBSE
15.
P.A. to Director (Academic), CBSE
16.
P.A. to HOD (EDUSAT), CBSE
17.
P.A. to HOD(AIEEE), CBSE
18.
PRO, CBSE
SECRETARY
159
CENTRAL BOARD OF SECONDARY EDUCATION
INSTITUTIONAL AREA, ROUSE AVENUE, NEW DELHI-110002
NO. CBSE/ACAD/CSHP/2008
6th Nov.,2008
Circular No. 49
All the Heads of the institutions
affiliated to CBSE.
Subject:
Follow up on Comprehensive School Health Programme.
Dear Principal,
The Central Board of Secondary Education has recommended the setting up Health and Wellness Clubs
and launched the four manuals in the package of Comprehensive School Health Manuals (vide circular
no. 27 dated 24th June, 2008).
We hope that you have received the following four volumes of the Comprehensive School Health
Manuals :
1.
Comprehensive School Health Teachers Activity Manual Volume I
2.
Teacher's Manual for Classes I-V
3.
Teachers' Activity Manual for Classes VI-VIII
4.
Teachers' Activity Manual for Classes IX - XII
In continuation of the above the Board would like to bring to you an advisory on some of the
components related to health such as Physical Fitness, Substance Abuse and Emotional Concerns.
1.
Physical Fitness :
a.
There should be at least 30 minutes of Physical Activities or games with maximum health
benefits for Classes I-VIII everyday.
a.
For Classes IX - XII it should be ensured that all the students participate in Physical Activity /
Games / Mass P.T / Yoga with maximum health benefits for at least 2 periods per week (90120 min / week).
b.
In case the school has constraints of space, climatic conditions, presence of enough PE Teachers,
or coaches it may consider indoor activities which would provide maximum health benefits
(Aerobics / Meditation & breathing exercises / Yoga).
c.
Mass P.T. in the morning keeping in view the climate conditions is another alternative the
school can use.
d.
Too much of time being spent by children at house in watching TV or playing computer games
needs to be carefully monitored by the parents. An advisory can be sent by schools to parents
and reinforced in the beginning of every term.
e.
Parental Awareness Programmes regarding Adolescent concerns including the above may be
held at regular intervals by the schools.
160
2.
Eating Habits and Diet:
School canteens should provide healthy snacks which can be monitored by the Health Clubs of the
schools. Doctors / Nutritional Experts/ dieticians / Counsellors / Nurses/ Home Science Department
may be involved in designing the recipes for the menu (healthy, nutritious, wholesome) and monitoring
quality of the food items. Junk / fast food needs to be replaced completely with healthy snacks.
Carbonated and aerated beverages may be replaced by juices and diary products (Lassi, Chach,
Flavored milk etc.)
3.
Substance Abuse :
Passive smoking is as harmful as indulging in active tobacco use. Awareness regarding the hazardous
effects of passive smoking need to be created among the students and this may also be a part of the
Parental Awareness Programmes. Awareness on recent laws enacted on prohibition of Tobacco products
in public places needs to be created among students. Heads of Institutes should ensure that no
Tobacco products should be sold either by minor or by major children in the vicinity of the educational
institutes. Regular vigilance against smoking at home and school needs to be emphasized. The
matter can be discussed in PTA meetings with parents. Project work on Substance / Tobacco abuse
may be assigned to students as part of school assignment across disciplines and `No Tobacco Week'
may be celebrated in school. A substance abuse control committee at school level involving PTA
member's local leaders and students may also be initiated.
Value Education and Value Enhanced Life Skills should form a part of the larger curriculum plus
activities in the schools. Schools should also be able to integrate unstructured programmes on Value
Education through their Literary Clubs, Health Clubs and Eco Clubs.
4.
Emotional Health:
There is a need for Value Education aided Conceptual Framework of Life Skills related to values for
sensitizing teachers and learners to the Universal Skills such as Thinking Skills (Creative and Critical
Thinking, Self Awareness, Problem Solving, Decision Making), Social Skills (Interpersonal Relationships,
Effective Communication, Empathy) and Emotional Skills (Managing feeling / Emotions, Coping with
Stress).
Yours sincerely
(DR.SADHANA PARASHAR)
EDUCATION OFFICER(L)
Copy with a request to respective Heads of Directorates/KVS/NVS/CTSA as indicated below to also
disseminate the information to all concerned schools under their jurisdiction :
01
The Commissioner, Kendriya Vidyalaya Sangathan, 18 Institutional Area, Shaheed Jeet Singh
Marg, New Delhi-110 016.
02
The Commissioner, Navodya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
03
The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat,
Delhi-110054.
04
The Director of Public Instructions (Schools), Union Territory Secretariat, Sector-9, Chandigarh160017.
161
05
The Director of Education, Govt. of Sikkim, Gangtok, Sikkim-737101
06
The Director of School Education,Govt of Arunachal Pradesh,Itanagar-791111.
07
The Director of Education, Govt. of Andaman and Nicobar Islands, Port Blair-
08. The Secretary, Central Tibetan School Administration, ESSESS Plaza, Community Centre,
Sector 3, Rohini, Delhi-110 085.
09
All Regional Officers of CBSE with the request to send this circular to all the Heads of the
affiliated schools of the Board in their respective regions.
10. All Education Officers of the Academic Branch, CBSE
11. All Asstt. Education Officers, CBSE
12. The Library and Information Officer, CBSE
13. E.O. to Chairman CBSE
14. P.A. to C.E., CBSE
15. D.O. to Secretary, CBSE
16. P.A. to Director (Academic), CBSE
17. P.A. to HOD (EDUSAT), CBSE
18. P.A. to HOD(AIEEE), CBSE
19. PRO, CBSE
EDUCATION OFFICER(L)
162
CENTRAL BOARD OF SECONDARY EDUCATION
INSTITUTIONAL AREA, ROUSE AVENUE, NEW DELHI-110002
CBSE/CM/ 2008
Dated: 11.11.2008
Circular No. 51/08
All Heads of Institutions
Affiliated to the Board
Subject: Safety in School Science Laboratories
Dear Principal,
Science laboratories are essential and critical component in Science education. All students study
Science as a compulsory subject upto grade X and a significant percentage of them continue studying
Physics, Chemistry, Biology, BioTechnology, Home Science etc. at senior secondary level. This requires
conduct of regular practical work and use of variety of equipment, instruments, gadgets, materials,
chemicals, glassware etc. It is of utmost importance that in order to ensure safety of students
working in Science laboratories, every essential precaution is taken well in advance.
It is not uncommon to observe that in many cases, the essential safety measures are either not given
much attention or are ignored altogether. Gas fittings in chemistry laboratory often do not fulfil the
mandatory standards and requirements. Chemical are, in many cases, not stored in safe manner and
kept under safe custody. It is also observed that exhaust fans are sometimes not provided in chemistry
laboratory. Mandatory items such as laboratory coats, goggles and gloves are not used while doing
experimental work. Electrical fittings are at times done with sub-standard materials and components.
Laboratories are not located with easy and open exits. Fire extinguishers are not installed at desired
locations. First aid facilities are inadequate or missing. Medical facilities are also found wanting on
many occasions. All such negligent actions may result in dangerous and unfortunate incidents and
need to be attended to urgently.
In order to ensure safety of students in Science Laboratories, there is an urgent need to look into its
different aspects and make the following provisions:
•
Designing of all science laboratories according to necessary norms and standards.
•
Two wide doors for unobstructed exits from the laboratory.
•
Adequate number of fire extinguishers near science laboratories.
•
Periodical checking of vulnerable points in the laboratories in relation to possibility of any
mishappening.
•
Ensuring gas fittings in Chemistry laboratory fulfilling desired norms and standards.
•
Periodical checking of electrical fittings/ insulations for replacement and repairs.
•
Timely and repeated instructions to students for careful handling of chemicals and equipments
in the laboratory.
•
Display of do's and dont's in the laboratory at prominent places.
•
Safe and secure storage of all chemicals.
•
•
Proper labelling and upkeep of chemicals.
Proper safety and protection provisions such as fume hood, goggles and gloves while doing
practical work.
•
Careful supervision of students while doing practical work.
•
Advance precautionary arrangements to meet any emergency situations.
•
Conduct of any additional experimental work only under supervision and with due advance
permission.
163
•
•
Availability of First Aid and basic medical facilities in the school.
Proper location of the laboratories.
The tragic fire incident in a school at Kumbakonam in 2004 is still afresh in which nearly 100 children
lost their precious lives. The Board had issued a detailed Circular no. 28/2004 dated 26th July, 2004
asking schools to take all safety measures for meeting adverse situations and ensuring safe custody
of children in the school. It is reiterated that all necessary safety measures may be taken and the
above guidelines may be discussed in detail with the teachers as well as students for greater awareness
and sensitization on safety matters.
The Board may depute an expert team to visit your school to find out whether all safety provisions in
Science laboratories have been made.
With best regards
Yours faithfully,
(VINEET JOSHI)
CHAIRMAN
Copy with a request to respective Heads of Directorates/KVS/NVS/CTSA as indicated below to also
disseminate the information to all concerned schools under their jurisdiction:
1.
The Commissioner, Kendriya Vidyalaya Sangathan, 18-Institutional Area, Shaheed Jeet Singh
Marg, New Delhi-110 016.
2.
The Commissioner, Navodaya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
3.
The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat,
Delhi-110 054.
4.
The Director of Public Instructions (Schools), Union Territory Secretariat, Sector 9,
Chandigarh-160 017.
5.
6.
The Director of Education, Govt. of Sikkim, Gangtok, Sikkim - 737 101.
The Director of School Education, Govt. of Arunachal Pradesh, Itanagar-791 111
7.
The Director of Education, Govt. of A&N Islands, Port Blair-744 101.
8.
The Secretary, Central Tibetan School Administration, ESSESS Plaza, Community Centre,
Sector 3, Rohini, Delhi-110 085.
9.
All the Regional Officers of CBSE with the request to send this circular to all the Heads of the
affiliated schools of the Board in their respective regions.
10. The Education Officers/AEOs of the Academic Branch, CBSE.
11. The Joint Secretary (IT) with the request to put this circular on the CBSE website.
12. The Library and Information Officer, CBSE
13. EO to Chairman, CBSE
14. PA to CE, CBSE
15. PA to Secretary, CBSE
16. PA to Director (Acad.)
17. PA to HOD (AIEEE)
18. PA to HOD (Edusat)
19. PRO, CBSE
CHAIRMAN
164
CENTRAL BOARD OF SECONDARY EDUCATION
INSTITUTIONAL AREA, ROUSE AVENUE, NEW DELHI-110002
CBSE/ACAD/EO (L)/NUSSA/2009
Dated:24.6.2009
Circular No. 22
All the Heads of the Institutions
Affiliated to CBSE.
Subject :
National Urban School Sanitation Awards 2009 in the context of setting up of
`Health and Wellness Clubs and `Eco-Clubs' in schools.
Dear Principal,
The CBSE in collaboration with the Ministry of Urban Development and GTZ has introduced the
`National Initiative on School Sanitation' and the aim is to inculcate good sanitation habits among the
school children. The Annual National Urban School Sanitation Awards(NSSUA) has been instituted by
Ministry of Urban Development along with German Technical Cooperation (GTZ) and Central Board
of Secondary Education CBSE to inspire, acquaint and celebrate excellence in Urban School Sanitation.
These Awards are instituted with the purpose of honouring urban schools who are taking significant
steps towards effective sanitation and improvement in service delivery leading to behavioral change.
The awards are open to all school affiliated to CBSE which include Kendriya Vidyalayas, Jawahar
Navodaya Vidyalayas, Government Schools, Private Independent Schools, DAV Schools, CTSA Schools,
Army Schools etc.
Awards will be given in the following categories which schools can take up as part of Health and
Wellness Clubs and Eco-Clubs

Awareness Generation leading to Behavioural Change through Students and Community
Mobilization

Technical Innovation and Interventions

Improving Sanitation facilities for the Girl Child

Best performing Health and Wellness Clubs

Sustainability of the Effort

Waste Management and Disposal

Water conservation and Waste Water Recycling and its Utilization

Conservation of Green Spaces

Public Private Partnership
Parameters for the Selection
1. Sustainability :Demonstrated success geared towards long term hygiene and safe sanitation.
2.
Replicability: Potential for replication of practices and models that have resulted in better
service delivery.
3.
Safe Hygiene Practices
4.
Waste Segregation and Waste Management
5.
Awareness Generation Efforts and impact leading to Behavioral Change
6.
Water and Sanitation:Tangible Improvements in Service Delivery
165
7.
Efforts towards Water Management
8.
Innovation: Demonstrated Innovation, Uniqueness and Originality in the use of Ideas, Technology
and Resources
9.
Dynamism: Activity points scored by participation in various activities as organized from time
to time through website; www.schoolsanitation.com
Mechanism and Procedures


MoUD, CBSE and GTZ have constituted an Advisory Group for deciding on Awards.
Initial scrutiny will be done by Committee and then the final hundred entries will be submitted
for critical examination and final selection for the Awards by the Advisory Group.
The Awards will be in the form of certificates of excellence, mementos, citations, participation in a
school sanitation exchange programmes, joint development of pilot projects on zero waste producing
concepts with the schools and also special certificates to Principals, teachers and students associated
with excellent Health & Wellness Clubs and Eco Clubs.
You are requested to disseminate the information to all and participate in this initiative of National
importance.
You are requested to send in CD-ROM addressed to the Nodal Officer, National Urban School Sanitation
Awards 2009 by courier at CBSE, Shiksha Sadan, 4th Floor, Room No. 404. Under no circumstances
either projects or models should be sent to the CBSE or GTZ Office. For more information about the
National initiative on Urban School Sanitation visit: www.schoolsanitation.com and for further queries,
the Academic Branch at CBSE may be contacted at telephone no. 011-23234324 (Dr. Sneha Singh /
Syed Shaney Alam)
Yours sincerely,
(DR.SADHANA PARASHAR)
EDUCATION OFFICER (L)
Copy with a request to respective Heads of Directorates/KVS/NVS/CTSA as indicated below to also
disseminate the information to all concerned schools under their jurisdictions:
01
The Commissioner, Kendriya Vidyalaya Sangathan, 18 Institutional Area, Shaheed Jeet
Singh Marg, New Delhi
02
The Commissioner, Navodaya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi
03
The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat,
Delhi-110054.
04
The Director of Public Instructions (Schools), Union Territory Secretariat, Sector-9,
Chandigarh.
05
The Director of Education, Govt. of Andaman and Nicobar Islands, Port Blair
06
The Director of School Education, Arunachal Pradesh, Itanagar-791111.
07
The Director of Education, Govt. of Sikkim, Gangtok, Sikkim-737101
08
All Regional Officers, CBSE
09
All Assistant Commissioners, Regional Offices, KVS
166
10.
All Education Officers and Asstt. Education Officers, CBSE
11.
Joint Secretary .IT. CBSE
12.
E.O. to Chairman CBSE
13.
P.A. to Secretary CBSE
14.
P.A. to Director (Academic) CBSE
15.
P.A. to Controller of Exams. CBSE
16.
P.A. to HOD (EDUSAT), CBSE
17.
P.A. to HOD (AIEEE), CBSE
Education Officer (L)
167
CENTRAL BOARD OF SECONDARY EDUCATION
INSTITUTIONAL AREA, ROUSE AVENUE, NEW DELHI-110002
(An autonomous Organisation under the Union Ministry of Human Resource Development, Govt.of
India). ‘Shiksha Sadan’, 17, Institutional Area, Rouse Avenue, New Delhi -110002
CBSE/ACAD/HEALTH/2010
July 28,2010
Circular No. 38
All the Heads of Independent Schools
Affiliated to the CBSE
Subject:
Observation of International Day against Drug Abuse and Illicit Trafficking on 26th
June, 2010.
Dear Principals,
As you are aware that each year 26th June is observed as the International Day against Drug Abuse
and Illicit Trafficking. Kindly refer to our earlier circular no.18 dated June19, 2009 whereby all schools
affiliated to CBSE had been asked to observe the day in a befitting manner by organizing activities
like awareness campaigns, conducting seminars and workshops and holding exhibitions etc.
You are hereby requested to send a report on the specific activities conducted in your school on this
occassion such as debates, elocution, essay writing, poster making competition and other suitable
extra curricular activities.
Yours Sincerely
( C.Gurumurthy)
Director (Academic)
Copy with a request to respective Heads of Directorates/KVS/NVS/CTSA as indicated below to also
disseminate the information to all concerned schools under their jurisdiction:
1.
The Commissioner, Kendriya Vidyalaya Sangathan, 18-Institutional Area, Shaheed Jeet Singh
Marg, New Delhi-110 016.
2.
The Commissioner, Navodaya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
3.
The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat,
Delhi-110 054.
4.
The Director of Public Instructions (Schools), Union Territory Secretariat, Sector 9,
Chandigarh-160017.
5.
The Director of Education, Govt. of Sikkim, Gangtok, Sikkim – 737 101.
6.
The Director of School Education, Govt. of Arunachal Pradesh, Itanagar-791 111
7.
The Director of Education, Govt. of A&N Islands, Port Blair-744 101.
8.
The Secretary, Central Tibetan School Administration, ESS ESS Plaza, Community Centre,
Sector 3, Rohini, Delhi-110 085.
9.
All the Regional Officers of CBSE with the request to send this circular to all the Heads of the
168
affiliated schools of the Board in their respective regions.
10.
The Education Officers/AEOs of the Academic Branch, CBSE.
11.
The Joint Secretary (IT) with the request to put this circular on the CBSE website.
12.
The Library and Information Officer, CBSE
13.
EO to Chairman, CBSE
14.
PA to CE, CBSE
15.
PA to Secretary, CBSE
16.
PA to Director (Acad.)
17.
PA to HOD (AIEEE)
18.
PA to HOD (Edusat)
19.
PRO, CBSE
( C.Gurumurthy)
Director (Academic)
169
CENTRAL BOARD OF SECONDARY EDUCATION
INSTITUTIONAL AREA, ROUSE AVENUE, NEW DELHI-110002
CBSE/Sports/2010-2011
Dated: 27.10.2010
Circular No. 71
All the Heads of the Institutions
Affiliated to CBSE
Subject:
Physical Education & Sports in Schools – reg..
Dear Principal,
Schools are dynamic settings for promoting health and wellness through various correlated areas such
as Physical Education and Sports as well as through Health and Wellness Clubs. There is a growing
awareness that the health and psycho-social well-being of young children is of paramount importance
and schools can provide a strategic means of improving children’s health, self-esteem, life skills and
behaviour.
Healthy living incase of school children is the prime concern of all stakeholders including principals,
parents, teachers and the community. To achieve this objective collective responsibility needs to be
assumed. An important dimension is that of experience and development of health skills and physique
through practical engagements with play, exercises, sports and practices of personal and community
hygiene.
The CBSE through its various advisories (Circular No. 09 dated 31.5.2006, Circular No. 29 dated 20th
June, 2007, Circular No. 27/08 dated 24th June, 2008, Circular No. 49 dated 6th Nov., 2008 and
Circular No. 57 dated 20.11.2009) has directed schools to set up Health and Wellness Clubs which can
be used to conduct the activities which are detailed in the School Health Manuals in four volumes
already released to all the schools.
It is well established that participation in Physical Education & Sports activities is highly beneficial to
one’s health and it leads to improved performance by students in schools, in addition to helping them
in developing many life skills.
Children lead happier lives as a result of being actively involved in sporting activities and it has long
been established that fitness and improved academics performance go hand in hand. Physical Education
and Sports activities during the school hours reduce boredom and help keep students attentive in the
classrooms.
Keeping in view the above, the Central Board of Secondary Education has time and again recommended
for providing compulsory time schedule for Physical Education & Sports activities for the students of
all classes.
The Board is of the firm opinion that the Physical Education & Sports programs teach important
conflict resolution skills including team work, fair play and communication leading to reduced violent
behaviour among children. Further, children who participate in Physical Education & Sports develop a
positive attitude towards their every day life activities.
In the above background, it is advised that the following in respect of the Physical Education & Sports
may be strictly adhered to:
a.
b.
There should be at least 40-45 minutes of Physical Activities or Games period for Classes I-X
everyday.
For Classes XI – XII it should be ensured that all the students participate in Physical Activity /
Games / Mass P.T / Yoga with maximum health benefits for at least two periods per week
170
(90-120 min / week).
c.
d.
In case the school has constraints of space, climatic conditions, presence of enough PE Teachers,
or coaches it may consider indoor activities which would provide maximum health benefits
(Aerobics / Meditation / Yoga & Asanas).
Mass P.T. in the morning keeping in view the climate conditions is another alternative the
school can have.
As part of Continuous and Comprehensive Evaluation the students will be assessed on participation
and performance in by choosing any two activities from the 13 activities given for Classes VI-VIII and
08 activities given for Classes IX-X.
It is earnestly hoped that all schools will follow these directives to ensure that all students draw
maximum health benefit in terms of physical fitness and team building as well as collaborative skills.
This may be brought to the notice of all teachers, students and parents.
Yours sincerely
VINEET JOSHI
CHAIRMAN
Copy with a request to respective Heads of Directorates/KVS/NVS/CTSA as indicated below to also
disseminate the information to all concerned schools under their jurisdiction:
01
The Commissioner, Kendriya Vidyalaya Sangathan, 18 Institutional Area, Shaheed Jeet Singh
Marg, New Delhi-110 016.
02
The Commissioner, Navodya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
03
The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat,
Delhi-110054.
04
The Director of Public Instructions (Schools), Union Territory Secretariat, Sector-9,
Chandigarh-160017.
05
06
The Director of Education, Govt. of Sikkim, Gangtok, Sikkim-737101
The Director of School Education,Govt of Arunachal Pradesh,Itanagar-791111.
07
The Director of Education, Govt. of Andaman and Nicobar Islands, Port Blair.
08. The Secretary, Central Tibetan School Administration, ESSESS Plaza, Community Centre,
Sector 3, Rohini, Delhi-110 085.
09
All Regional Officers of CBSE with the request to send this circular to all the Heads of the
affiliated schools of the Board in their respective regions.
10. All Education Officers of the Academic Branch, CBSE
11. All Asstt. Education Officers, CBSE
12. The Library and Information Officer, CBSE
13. E.O. to Chairman CBSE
14. P.A. to C.E., CBSE
15. D.O. to Secretary, CBSE
16. P.A. to Director (Academic), CBSE
17. P.A. to HOD (EDUSAT), CBSE
18. P.A. to HOD (AIEEE), CBSE
19. PRO, CBSE
CHAIRMAN
171
Sunday, December 27, 2009
12:59 PM
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Teacher's Activity Manual for Classes I - V)
Revised
School Health Manual
(Teacher's Manual for Classes I - V)
VOL. II
Revised School Health Manual, Vol-II for classes I-V
PRICE : Rs. 100/-
EDITION : December, 2010
© CBSE, India
COPIES : 5000
No part of this publication may be reproduced , stored in a
retrieval system or transmitted, in any form or by any means,
electronic, mechanical photocopying, recording or otherwise
without the prior permission of the publisher.
PUBLISHED BY
:
The Secretary, Central Board of Secondary Education, Shiksha
Kendra, 2, Community Centre, Preet Vihar, Delhi - 110092.
DESIGN, LAYOUT &
ILLUSTRATIONS BY
:
Multi Graphics, 5745/81, Reghar Pura, Karol Bagh, New Delhi - 110005
Phone : 25783846
PRINTED BY
:
Preface
Childhood and the age of adolescence are perhaps the most momentous
periods in an individual’s journey of life. They are characterized by creative
bursts of energy, immense curiosity about the self and the world, sudden
changes in the physical, emotional and social dimensions and expanded
need for communication. They are also periods of grappling with an identity
crisis, feelings of isolation, anxiety, alienation and confusion. Each
individual is unique with inherent positive attributes and latent potential
and it is the responsibility of the school to provide opportunities for young
talent to blossom and flourish.
The biggest killer in the world today is not war, disease or natural calamity. It
is life style related diseases. Health is an important component of the
concerns regarding adolescent issues. Obesity, lack of physical activity and
exercise, mental and emotional stress are major concerns. The experiences
gained as children often stay with us throughout life. Therefore there is a
need to create health oriented school climate so that appropriate ambience
is created which is sensitive to the health needs of school going children and
helps to promote their well being.
The new millennium schools must provide a setting where in education and
health programmes come together to create a health promoting
environment which in turn promotes learning. It must constantly strengthen
its capacity as a healthy setting for learning and preparing for life. Such
schools use its full organization potential to promote health among
students, staff, families and community members.
Schools need to provide a safe healthy environment which includes safe,
clean water and sufficient sanitation facilities, freedom from abuse and
violence, a climate of care, trust and respect, social support and mental
health promotion.
The school can work in the areas of Food and Nutrition, Knowing Your Body,
Personal, Environmental Hygiene and Sanitation. Behaviour and Life Skills,
Physical Fitness and Being Responsible and Safe. The Manual provides
guidelines to all stakeholders including managers, principals, teachers and
students. There are activities designed for different levels in the different
volumes of the Manual. The first part of the Manual recommends setting up
of a Health ans Wellness Club to further carry on these enrichment activities
within the school. The ultimate objective of the Manual is to involve the
school going child in making healthy life style choices.
The Board has strengthened the School Based Assessment and Continuous
and Comprehensive Evaluation in 2009-2010. As part of Comprehensive
assessment of co-scholastic aspects, the grades obtained in Health and
Physical Education will be reflected in the Report Card as well as Certificate
of School Based Assessment. Learners can choose any two activities from the
options provided.
The Comprehensive School Health Manuals are an outcome of the
collaborative effort of CBSE along with the guidance provided by WHO India.
The Manuals would not have been possible but for the effort and support
provided by the material production team. I would also like to thank Dr.
Sadhana Parashar, Head (Innovation & Research) and Mr. Pramod Kumar T.K.,
Asst. Education Officer, CBSE for coordinating and editing the Manual. There
are four volumes in the package. The First volume is Introductory and the
other three consist of graded activities for each level : Primary, Upper
Primary and Secondary as well as Senior Secondary.
Any further suggestions for improving the Manuals are always welcome.
Vineet Joshi
CHAIRMAN
Acknowledgements
Acknowledgements
Advisors:
Sh. Vineet Joshi (IAS)
Dr. Cherian Varghese
Dr. Jitendra Nagpal
Dr. Manoj K. Johar
Material Production:
Dr. Indu Khetrapal
Ms. Usha Ram
Mrs. Kalpana Kapoor
Mrs. Neeta Rastogi
Dr. Divya Prasad
Chairman, CBSE, Delhi.
WHO, India, New Delhi.
Expressions India Vimhans, New Delhi.
Academy for International Career & Education, New Delhi.
Principal, Salwan Public School, Gurgaon, Haryana.
Principal, Laxman Public School, Hauz Khas, New Delhi.
Principal, Delhi Public School Ghaziabad Vasundhara, Ghaziabad.
Principal, Sadhu Vaswani International School,
Shanti Niketan, New Delhi.
Psychologist, Vimhans, New Delhi.
Contributors:
Dr. Lalit Modak
Head Mistress, Jr. School, DPSG Vasundhara, Ghaziabad.
Ms. Mousmi Mahopatra
PGT (Chemistry), DPSG Vasundhara, Ghaziabad.
Mrs. Seema Banerjee
Head of Social Work, Laxman Public School, Hauz Khas, New Delhi.
Ms. Dimple Vij, Counsellor Laxman Public School, Hauz Khas, New Delhi.
Ms. Neha Sharma
Headmistress, Amity International School, Vasundhara.
Dr. Manjari Tripathi
Associate Professor, Dept. of Neurology, AIIMS, New Delhi.
Dr. Sanjeev Bhoi
Assistant Professor, Dept. of Emergency Medicine, AIIMS, New Delhi.
Jago Teens (NGO)
Stray Relief and Animal Welfare (STRAW)
Cover Page-Courtesy :
Dr. Indu Khetrapal
Principal, Salwan Public School, Gurgaon.
Art and Layout:
Mr. Amitav Bose
Photography Club, DPSG Vasundhara, Ghaziabad.
Editing:
Dr. Sadhana Parashar
Mrs. Kalpana Kapoor
Mr. Mukesh Kohli
Co-ordination:
Mr. Pramod Kumar T.K.
Ms. Harjot Kaur
Dr. Sneha Singh
Head (Innovation & Research), CBSE, Delhi.
Principal, Delhi Public School Ghaziabad, Vasundhara, Ghaziabad.
Reader, Department of Physical Education, Ram Lal Anand College,
University of Delhi.
Asst.Education Officer, CBSE, Delhi.
Consultant, AEP
Consultant, AEP
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sA
THE CONSTITUTION OF INDIA
PREAMBLE
WE, THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a SOVEREIGN
SOCIALIST SECULAR DEMOCRATIC REPUBLIC and to secure to all its citizens :
1
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 the individual and the [unity and integrity of the Nation];
2
IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November, 1949, do HEREBY ADOPT,
ENACT AND GIVE TO OURSELVES THIS CONSTITUTION.
1.
2.
Subs, by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for "Sovereign Democratic Republic (w.e.f. 3.1.1977)
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
Chapter IV A
Fundamental Duties
ARTICLE 51A
Fundamental Duties - It shall be the duty of every citizen of India(a) to abide by the Constitution and respect its ideals and institutions, the National Flag and the National
Anthem;
(b) to cherish and follow the noble ideals which inspired our national struggle for freedom;
(c)
to uphold and protect the sovereignty, unity and integrity of India;
(d) to defend the country and render national service when called upon to do so;
(e) To promote harmony and the spirit of common brotherhood amongst all the people of India
transcending religious, linguistic and regional or sectional diversities; to renounce practices
derogatory to the dignity of women;
(f)
to value and preserve the rich heritage of our composite culture;
(g) to protect and improve the natural environment including forests, lakes, rivers, wild life and to have
compassion for living creatures;
(h) to develop the scientific temper, humanism and the spirit of inquiry and reform;
(i)
to safeguard public property and to abjure violence;
(j)
to strive towards excellence in all spheres of individual and collective activity so that the nation
constantly rises to higher levels of endeavour and achievement.
Content Page
About the Comprehensive School Health Manuals
Page No.
i-iv
1. Knowing your Body
1-8
2. Food and Nutrition
9-18
3. Personal Hygiene, Environment & Sanitation
19-28
4. Physical Fitness
29-36
5. Being Resoponsible & Safe
37-44
6. Behaviour and Life Skills
45-54
7. Frequently Asked Questions
55-60
8. Appendices
61-92
About The Comprehen sive School Hea lth Man ua ls
The Comprehensive School Health Manuals address a basic gap in schooling
that has crept in over the years. This is largely to do with the aspect of school
health which has somehow been relegated to sporadic health check-ups or in
some cases a few hours of health instruction in the curriculum. It is imperative
that something is done urgently to take up the issue of holistic health in school
going children which includes physical, mental, emotional and psychological
health. The School Health Policy and the Manual proposes to view health
holistically, utilize all the educational opportunities for health promotion
including formal and informal approaches in curricular pedagogy. Providing a
safe school environment, an activity oriented health education curriculum to
prevent health-related risk behavior, ensuring physical fitness activities and
sports, providing nutritious snacks in the school canteen, ensuring access to
primary health care services and integrated family and community activities
and a staff health promotion policy are some of the expectations that a school
should fulfill as was advised earlier in a circular issued to all the schools
regarding the setting up of Health and Wellness Clubs.
There are four Manuals in this package. The first Manual-Volume I is
addressed to all stakeholders concerned with school health.
A health promoting school strives to provide a healthy environment
conducive to students' health, education and school health services along with
school/community projects and outreach opportunities for physical education
and recreation, social support and mental health promotion.
School Health and Wellness Clubs can become the focal point of school
health promotion which would encompass the entire school environment and
become a school campus activity. A checklist for a Health Promoting School is
included so that schools can monitor their own School Health Plan. The
responsibilities of the Administrators, Principals, Teachers, Counsellors and
Community leaders have also been enlisted. Monitoring, Evaluation and
(i)
Sustainability of the Health Plan in each school is extremely essential. Fact
Sheets regarding a Health Promoting School, focusing resources on Effective
School Health and Improving School Performance through health promotion
are other areas of concern.
The other three Manuals are activity based manuals for teachers. Vol II is
Teachers Activity Manual which consists of activities for Primary Level
(Classes I-V), Vol III is Teacher's Manual for Upper Primary Level (Classes VIVIII) and Vol IV is Teachers' Manual for Secondary and Senior Secondary
Level (Classes IX-XII). The activities revolve around six different themes Knowing your Body, Food and Nutrition, Personal, Environmental Hygiene and
Sanitation Physical Fitness, Being Responsible and Safe and Behaviour and
Life Skills. The objective of the modules and activities is to focus on the
different aspects of growth and appropriate development of the child.
Kn owin g Your Bod y Activities will take the child from knowing
body parts and their functions to appreciation of the importance of each body
part. This will lead to heightened understanding of the need for correct
information regarding growing up processes which will help in creating a well
informed individual.
Food An d Nutrition Activities focus on the effect of the right
food and nutrition intake to generate positive energy and thus influence
learning capacity. Variation in geographical location alter or modify nutritional
intake. Food can effect energy levels, concentration and learning.
Persona l,
Activities
En viron m en ta l
Hygien e
an d
San ita tion
emphasize on the need to ensure that children follow clean and
regular habits regarding bath, bowel movement, sleep, oral hygiene, nails and
hair. Once personal hygiene becomes a part of the regular system the child will
look forward to having a cleaner environment. Sanitation activities have been
added in the Revised Manual.
(ii)
Physica l Fitn ess Activities will help children to maintain fitness,
strengthen cardiovascular and respiratory system, keep bones and muscles
strong, ease depression, manage pain and stress and above all make one feel
alive, vibrant and energetic.
Bein g Sa fe An d Respon sible Activities
help learners to
understand the consequences of risk taking behavior and create a safe
environment for themselves and others. This would lead to a better quality of
personal life and would enhance positive behaviour towards self and
environment. Security and an environment that is physically and emotionally
safe is the need of the hour and equipping a child to handle situations that are
age appropriate is the task of the school, family and community.
Beha viour An d Life Skills Section focuses on bringing about an
awareness and in-depth understanding of behavioural issues revolving around a
child which will certainly influence his or her academic performance and social
development. The module is an attempt to forge clarity for the teachers to
facilitate the child's learning progress. The objective of the activities is to
highlight self management and infuse skills within the child which will help him
or her emerge as an individual who will be well equipped to handle related issues.
The Manuals are holistic in their approach since they deal with not only
physical health but also mental, social, emotional and spiritual well being. Their
uniqueness lies in their participative and interactive approach. The activities
mentioned can be easily incorporated in the classroom transaction, keeping in
mind that hands on learning is internalized faster than conventional learning. It
is also recommended that teachers may modify or customize the activities
according to their social, cultural and demographic needs.
The CBSE had also undertaken a Global School Health Survey across
different types of schools in various parts of the country. This was to collect
data on health behaviours and protective factors that affect the immediate
(iii)
and long term health status of young children. The results from the survey will
help in policy formulation at the local and national level.
The activities for teachers in each Section are suggestive and it is
earnestly hoped that they will be implemented in the spirit of each section
through curriculum plus intervention strategies within the school. The
activities are learner centred and will help learners to empower themselves to
acquire knowledge for themselves in a classroom or out of the class setting.
The Board has strengthened the School Based Assessment and
Continuous and Comprehensive Evaluation in 2009-2010. As part of
Comprehensive assessment of co-scholastic aspects, the grades obtained in
Health and Physical Education will be reflected in the Report Card as well as
Certificate of School Based Assessment. Learners can choose any two
activities from the options provided. These include Sports/Indigenous Sports,
NCC/NSS, Scouting and Guiding, Swimming, Gymnastics, Yoga, First Aid,
Gardening / Shramdaan. Teacher may record observations about the student’s
participation over a period of time either in Anecdotal Records or a Portfolio.
All students must take up at least two activities to ensure maximum health
benefit in terms of physical fitness.
The future of young India is being shaped in the schools and it is
imperative that all of us take a proactive role in ensuring that healthy and
balanced young minds leave school and forge ahead confidently.
We wish teachers will find the Manuals useful and enrich them further
with their wisdom and experience. It is an investment that each teacher,
principal and parent must make to generate and augment creative and
protective capacity of young people in school. This will go a long way in creating a
sustainable, social, healthy and peaceful society.
Dr. SADHANA PARASHAR
HEAD (INNOVATION & RESEARCH)
(iv)
1
Kn owin g You r Bod y
Activity : Awa ren ess Kit
BACKGROUND :
Awareness is the first step to realization. Knowledge of one's body parts
helps in understanding the various changes taking place and those that
have already taken place in the child's body so far. The identification of
parts and their function helps a child to convey properly if he is facing
any discomfort or is unwell physically.
METHODOLOGY:
The teacher starts the class with positive and specific reinforcement
l
statements like:
“You're doing a good job in drawing that hut!”
“Your teeth are sparkling!”
“What a nice smile you have!”
“You were very graceful in aerobics
that day!”
“You are a very fast runner. Keep
working on your strengths and
weaknesses too!”
CONCEPT :
To know the functions of
various parts of one's
body.
OBJECTIVE :
To help in identifying
the various parts of the
body and to know their
functions.
MATERIALS
REQUIRED:
Two chart papers
showing parts
of the body.
MODE :
Individual
“I appreciate your 100% attendance
The teacher
l
puts up a chart on the
board showing parts of the body.
about functions of every body part the teacher asks the
students to list down what according to them is the probable
function of each body part.
TIME REQUIRED :
Talking
l
45 minutes
Important points of discussion can be put up on the board.
l
The questions can be graded i.e from simple to complex depending upon
the class and age appropriateness.
OBSERVATION:
Students will be able to write down most of the functions of body parts
themselves. Teacher can give inputs wherever necessary.
3
Knowing Your Body
CONCLUSION:
Every part of the body has a specific role to perform. A healthy body doesn't feel fatigued or
tired easily.
INFORMAL ASSESSMENT:
(i) In the human body, one fine day the liver decides to go on a holiday. A lot of problems start
arising and the other organs decide to write a letter to the “Brain” citing their problems and
the crisis which arose after the absence of the liver. Draft a letter to the brain (in not more
than 60 words) on behalf of the organs of the body citing why liver should be immediately
called back from the holiday.[Students can be asked to write similar thematic paragraphs in
situations like what if the heart goes on strike OR What if the stomach decides to go to his
parent's house OR What will happen if ears will stop listening to sounds. ]
(ii) Do you watch Television? If so identify positive advertisements or images that project the
importance of body parts.
KEY MESSAGES:
(i)
(ii)
(iii)
(iv)
Self analysis
Self regulation
Knowledge of one's body parts
Awareness of “feeling good and looking good”
SUGGESTED ACTIVITIES:
(i)
Invite friends over and encourage them to wear whatever makes them feel good-sweat
suits, flip flops, pyjamas—and serve delicious food or snacks without any guilt. Urge
everyone to come prepared to talk about their feelings and experiences.
(ii)
Try a new physical activity just for fun. Stop weighing yourself, and change your goal
from weight loss to improving your health.
(iii) Conduct a “Love Your Self Campaign” in the school.
(iv) Write a poem on “My Eyes”
(v)
Empty outline method:- The teacher can give a short paragraph involving the various
parts of the body using incomplete sentences. The child will be required to complete
them.
(vi) Select rhymes, poems or stories that talk the about relevance of body parts.
4
Knowing Your Body
Activity : Sma ll Won ders
BACKGROUND :
Finer parts of our body are equally essential for the proper functioning
of our body. The nostrils and their mucous lining, eye lids/lashes,
fingers, ear muscles, tongue, teeth ,lips etc. play a vital role in
conduction systems of our body efficiently. There are certain other parts
called as "vestigial organs," which are present in our body but they don't
contribute much to the functioning of the body. Examples of vestigial
organs are villi, outer ear lobe muscle, eyebrows, hair
and nails.
METHODOLOGY:
1. Divide the class into groups
comprising two students each.
2. Each group will be given the task
of finding details regarding a
particular "fine body part". For
e.g. one group works on fingers,
the second works on nails, the
third works on hair, fourth works
on eyelids and eyebrows, fifth
works on tongue etc. Allotment of
the "parts" should be done in such
a way that it covers all the major
systems of the human body.
3. The students should be given at
least two days time to find out relevant information about the body
part.
4. Every group will do presentations in the class.
5. While one group is doing the presentation, the other students will be
noting down the key areas (the function/presence/mode of action
etc.) of the presentation in their science copy.
CONCEPT :
Knowledge of various
parts of the body, even the
minutest one will lead to
self-knowledge in child
and respect for those
parts
OBJECTIVE :
To make oneself aware of
the need to take care of
the minutest part of the
body
MATERIALS
REQUIRED:
Copy, Pencil,
Crayons or
Colours,
Chart Paper
MODE :
Group
TIME REQUIRED :
30 minutes
6. The teacher sums up the exercise by elaborating the importance of
the "small wonders" on the blackboard.
OBSERVATION:
Children already have some prior knowledge about the different parts of
the body. They will be interested to know the science behind every
organ/body part irrespective of how small it is.
5
Knowing Your Body
CONCLUSION:
Our body is a combination of different systems which work collaboratively in terms of functional
aspects of its processes both at cellular as well as sub-cellular level.
INFORMAL ASSESSMENT:
Divide the students into groups of four(QAXP-Q for question, A for answer, X for expand and P for
paraphrase) and conduct a quiz.e.g first group asks a question: What is the role of our nostrils in
respiration?
The second group provides answer to the question. The third group explains the role of nostrils in
detail while the fourth group summarizes the answer. Every group gets a chance to switch roles i.e
if once a group asks a question, the next time they answer the question asked by the second group,
the third time a question is asked by a group they expand the answer given by another group, and
in the fourth time they get a chance to paraphrase the answer .
Highlight the need to be healthy rather than slim. In this context highlight the role of muscle
building with respect to age, sex and geographical locations.
KEY MESSAGE:
(i) Importance of exercise
(ii) Self-monitoring
(ii) Team work.
SUGGESTED ACTIVITIES:
Ask questions like:
(i) What is “appendicitis”? What are “villi” and why are they called “vestigial organs”?
(ii) Conduct simple exercises for increasing the flexibility of fingers.
(iii) Play a game. Let children look into the eyes of their neighbouring student and watch
who blinks the eyelids first. This exercise will not only help in improving the
concentration levels of a child but will also be a good exercise for the eyes.[Overstraining
of eyes should be avoided. This exercise should never be done if one is suffering from any
minor/major eye infection]
(iv) Write an autobiography of an ape.[Points to be included:]
-relationship with man
-development of body parts
-social interactions
-beauty both inner and outer
-development of the brain
-thinking skills
(v) Put on good rhythmic music and let children understand that every part of their body is
involved in the exercise.
6
Knowing Your Body
Activity : Ha vin g Fun !
BACKGROUND :
CONCEPT :
To give conceptual
knowledge alongwith
demonstration of various
body parts
The need and necessity of each part of the body helps to maintain the
general appearance and up-keep of the body.
METHODOLOGY:
OBJECTIVE :
Activity-A
The students will
l
be able to label the
bones in the hand;
l
create a model of the
hand;
l
compile a set of
fingerprints;
l
realize the
importance of
the thumb.
1. The students discuss the most used part
of the body – the hands.
2. They make a short list of activities that
they can do with their hands.
3. Then they make a list of activities that
can be done without the use of the
hands.
4. All answers will be discussed.
Activity-B
1. The teacher asks the students to toss a ball around the classroom
using their hands.
2. The teacher will ask the students
about what they had done.
3. Then they write down how they threw
the ball.
4. The class discusses the needed hand
movements.
5. Then the students pass a small ball by
using any part of the body other than
the hands.
Activity-C
MATERIALS
REQUIRED:
Note book paper,
slips of paper
(1 for each student),
Crayons, Flour, Water,
Pencil, sticking tape,
Masking tape, Scissors,
Blank paper, Wax paper
MODE :
Group/individual
TIME REQUIRED :
2-3 periods
1. The students place their fingers
together at the second knuckles with
the pinkies up and touching.
2. They try to move them without sliding them sideways.
3. They try this with each finger to determine which finger is immobile.
7
Knowing Your Body
Activity-D
1. The students tape down their thumbs and try to complete a number of exercises, such as
writing, catching a ball, buttoning clothes, etc.
Activity-E
1. The students use a mixture of flour, salt and water to create dough.
2. They flatten it out and press their hand into it to create a handprint.
3. A partner uses a plastic knife to cut the excess dough from between the fingers.
4. The students then place the bone structure cut out in the appropriate parts of the hand.
5. The dough is left to dry for several days.
Activity-F
1.
2.
3.
4.
5.
6.
The students trace their hand on a blank sheet of paper.
They make fingerprints by using a pencil to make graphite shavings.
Then they rub their finger across the graphite.
The partner places a one-inch piece of clear tape across the darkened part of the finger.
This piece of tape is applied to the matching finger on the traced hand.
This is continued until all fingers are done.
OBSERVATION:
Children will develop motor skills which will help them to actively participate in
class activity.
CONCLUSION:
At the conclusion of this lesson the students will be able to identify the anatomy of the hand
including the fingerprints. They will also know the importance of the hand and its many uses for
different activities.
KEY MESSAGES:
1. Importance of body parts should be acknowledged and every body part should be given
equal importance.
2.
There are children who are differently abled.
SUGGESTED ACTIVITIES:
1. Other body parts like nose, eyes, ear, legs and feet may also be considered to illustrate
the importance of body parts.
2. Let the children try out activities with body parts other than the ones they use.
3. A game of Simon says can be played where in teacher says, Simon says, raise your hands
so the students raise their hands.
- She can continue Simon says eyes see and students can touch their eyes.
- For every sensory organ she can call out phrases.
8
2
Food a n d Nutrition
Activity : M y Persona l diet !
CONCEPT :
A proper diet helps a
person to be healthy.
BACKGROUND :
Learn the four basic food groups:
l
milk
products: milk, cheese, yogurt
and ice cream
OBJECTIVE :
l
meat/eggs: red meat, poultry, fish and
To make oneself aware of
the nutritive value of food
items.
eggs
l
grains: bread, cereals, rice, pasta and so forth ·
l
fruits/vegetables:
may be consumed as
MATERIALS
REQUIRED:
solids or juices.
One should know what to eat before
exercise. Eating meat does not improve
athletic performance. The best food items
to be consumed before prolonged exercise
are complex carbohydrates. These include bread, pasta
odles), potatoes and rice. These should be
consumed 3 to 4 hours before the athletic
event so that they have passed out of the
stomach.
Water consumption continues to be
important upto the time of participation
and every 20 to 30 minutes during the activity.
METHODOLOGY:
(no
Chart papers for
the groups,
pictures related
to the four basic food
groups.
MODE :
Group/individual
TIME REQUIRED :
2 periods
1. Let the children bring pictures related
to the above four basic food groups.
2. Working in groups, let the groups make a
collage based on the components of a
nutritive diet.
11
Food and Nutrition
3. The students are asked to maintain a daily nutritive diary wherein they enter all
that they have eaten during the day and the category of the food.
4. In the next class students are expected to bring their
responses and classify them under the given
headings.
(i)
Everyday
(ii)
2-3 times a week
(iii) 3-5 times a week
(iv) Need to cut down on
5. The teacher now
provides insights
into the calories
provided by various food items
and puts it on the board for students
to review. Let the chart remain on the
board till this activity is conducted.
OBSERVATION :
Children will be able to identify their likes and dislikes with regard to
the food they eat. The importance of each component will also become
clearer by the end of the activity.
CONCLUSION:
Every food item influences the human body in some way or the other.
INFORMAL ASSESSMENT :
(i)
Write a poem on fruits and vegetables.
(ii)
How are the following useful to our body? Carrots, Spinach, Rice, Pulses, Chocolates,
Toffee.
(iii)
Empty outline method:- The teacher can give a short paragraph involving the four basic
food groups using incomplete sentences. The child will be required to complete them.
KEY MESSAGE :
12
(i)
Importance of a proper diet
(ii)
Knowing oneself
Food and Nutrition
(iii)
Self analysis
(iv)
Self regulation
SUGGESTED ACTIVITIES:
(i)
Prepare a matrix to show which food item helps in the building process of a body part. e.g.
S. No
Name of the
food item
The food
item is rich in
Body part
it helps to grow
Av a i l a b l e
the season
in
[The teacher can help the students in filling up column 3 and 4 or else give the task for
independent work]
Ask the questions:
(ii) What is a balanced diet? Give an example of a balanced meal a child of your age must eat.
(iii) Give reasons why certain food items should not be eaten. You can even have a debate on it.
13
Food and Nutrition
Activity : I Lo ve Ea tin g!
CONCEPT :
Know your favourite
food
BACKGROUND :
The need and necessity of each part of the body that helps to maintain
the general appearance and up-keep of the body.
METHODOLOGY:
OBJECTIVE :
FAVOURITE FOOD CHART
Students will be able to
identify their favourite
food items.
1. The students will name their favourite foods.
2. Have a large piece of chart paper put up on the board .
3. Ask the children to think of all their favourite foods; food their
parents make, food they eat at their grandparents house, food they
eat out, or foods they eat at their friends'
homes.
4. Ask the children to name each food,
write it down on the chart paper.
5. Let them illustrate their words.
6. They could look at all the words that
begin with a particular letter.
7. They could also look for letters in their
names that appear on the chart.
OBSERVATION :
MATERIALS
REQUIRED:
Chart papers,
colored pens to
display the list of
favourite food items.
MODE :
Groups /
Individual
Students are able to state their liking for a particular type of food item.
CONCLUSION :
TIME REQUIRED :
Every food item if taken according to its nutritive value with respect to
likes and dislikes will help the child to develop good eating habits.
1 Period of
35 min
INFORMAL ASSESSMENT :
(i)
Provide art paper and art medium such as paints or crayons.
(ii)
During free time, allow the children to make pictures of their
favourite food items or provide old magazines from which they
can cut pictures of their favourite food items.
(iii)
Write each child's comments about his/her pictures
somewhere on the picture.
(iv)
Display the pictures in the room.
(v)
Let the class decide on a title for the art display.
14
Food and Nutrition
(vi) Write the title on a word strip and post it on the board along with the names of the
children.
(vii) The students can be evaluated by asking them to record the daily food intake they take
according to the food pyramid. They can write food servings taken by them in the food
pyramid. Note them for a month and let them discover for themselves the utility of a
food pyramid.
KEY MESSAGE :
Identification of various food items of their choice will help them to be independent in
knowing the value of food items.
SUGGESTED ACTIVITIES :
(i) Students can play a quiz naming the most popular food items.
(ii) Mother's Recipe book can be created highlighting nutritious food.
15
Food and Nutrition
Activity : Nutriman !
BACKGROUND :
The knowledge of the need and necessity of each part of the body helps
CONCEPT :
Children are prone to
eating junk food and are
not made to understand
the harmful effects of
food items that have no
nutritive value.
to maintain the general appearance and up-keep of the body.
METHODOLOGY :
1. Have NUTRIMAN the puppet hold the following pictures of food in his
pocket; whole apple, apple slices, apple juice, milk, parantha,
different fresh vegetables or any other nutritious food available.
2. Explain that many of the food items we like can be fixed in several
OBJECTIVE :
Student will be able to
understand the importance
of eating nutritious and
healthy food items.
different ways. The way a food is prepared may make it a favourite
food or one they do not like at all. Everyone likes variety in the food
items.
3. Use the cards from the puppet's pocket to show how rotis and rice
and nutritious food available can be prepared in many different
ways.
MATERIALS
REQUIRED:
Cloth to make
puppets, pictures
of food items,
fresh
vegetables, milk
4. Explain how foods items change as they go through the preparation
process.
MODE :
5. Post pictures along with the food chart on bulletin board to be
displayed during the week.
Groups /
Individual
OBSERVATIONS :
Students will get to know the value of every food item. They will also be
TIME REQUIRED :
able to identify the food items if taken according to the food pyramid
1 period of
and also highlight them as stated by NUTRIMAN. They will also learn to
35 min x 2 classes
mix and match food items.
CONCLUSION : Diet in different food forms is taken up by different people
according to what they like. Every food item if taken according to its
nutritive value will help us to grow properly.
KEY MESSAGE:
16
Food and Nutrition
(i)
Nutritious and value added food enhances the eating habits of fussy children.
(ii)
Liking for a particular type of food can make a child learn the importance of food.
(iii)
Balanced diet plays an important role in the proper development of every
individual. Hence proper diet plans will help every person to stay fit and strong.
(iv)
Every food form has its own nutritive value.
SUGGESTED ACTIVITIES :
(i)
Interactive bulletin board can be used to help students visualise what is taught in the
class.
(ii)
Role plays between junk food and nutritive food
(iii)
A debate – (for and against)- Topic-Junk food is necessary in order to have variety
in the diet.
(iv)
Daily Diary of food intake.
(v)
Lyric writing advocating balanced diet.
(vi)
Jingles or advertisements for 30 seconds on any one food item.
(vii)
Interview a cheese burger and salad burger (Design a questionnaire).
17
Food and Nutrition
18
Personal,
Environmental
Hygiene and
Sanitation
3
Person a l, En viron m en ta l
Hygien e a n d Sa n ita tion
Activity : Open Your Mouth ! Ha !Ha !Ha
CONCEPT :
Hygiene of our “Mouth” is
very important.
BACKGROUND :
Learn the following:
Pieces
l
of food get trapped
in the tooth surface and in
between the teeth when
OBJECTIVE :
To make oneself aware of
the need to keep the
mouth clean.
we eat food items such as
bread, cereals, pasta,
crackers and potato chips
which stay in the mouth
for long periods of time.
If we
l
do not brush our
teeth, the food stays in
between our teeth and the bacterias that live in our mouth break
the food into sugar products.
These sugar products are converted into acids that decay the tooth
l
enamel.
Enamel
l
is the protective
outer coating of the
Chart papers
showing pictures
of the mouth
[Students with neat teeth
and gums can be used as
props].
If possible recorded
jingles or advertisements
advocating oral hygiene
can also be used.
MODE :
Group
teeth.
If you
l
MATERIALS
REQUIRED:
eat snacks a lot,
food is left on the teeth
longer and increases your
risk of tooth decay
TIME REQUIRED :
30 minutes
(cavities).
21
Personal, Environment Hygiene and Sanitation
For these reasons, sugar and starche food items should be eaten during mealtime when there
l
is a higher level of saliva (spit) production to prevent cavities.
Food
l
itmes that produce cavities include cake, candies, cookies, cough drops, doughnuts,
gums, honey, jams, jellies, mints, molasses, pies, popsicles, soft drinks, syrups, and table
sugar.
METHODOLOGY:
1. Place a chart on the blackboard showing mouth and its various parts.
2. Now place another chart showing a person smiling heartily.
3. Point to the picture and ask the children the following questions:
a. What is this person doing with her mouth?
b. Could you smile if you did not have a mouth?
c. What would your smile look like without teeth?
d. How would you feel if you couldn't smile?
4. Point to the picture that shows a person eating.
Ask the children the following questions:
a. What is this person doing with his mouth?
b. What moves when you eat food?
c. What part of your mouth do you use when you are eating food?
d. How would you feel if you couldn't eat?
5. The teacher talks about mouth, its parts and their utility.
“Cleanliness” of the mouth needs to be emphasized with due reference to microbes, bad
odour, tooth decay and bleeding gums.
OBSERVATION :
Children have some prior knowledge already about
mouth and the necessity to maintain its cleanliness.
They will be interested to know more about how to
keep their
mouth ,teeth and gums in proper
condition.
CONCLUSION :
Every food item we consume influences the mouth in
some way or the other.
INFORMAL ASSESSMENT :
(i)
Write five lines on the oral hygiene
“Teeth are important for your smile”
22
Personal, Environment Hygiene and Sanitation
(ii) How are the teeth useful to our body?
(iii) Frame two stories -One on healthy teeth and gums called the Happy teeth story and the
other about bad teeth, foul breath and aching gums called the Sad teeth story.
(iv) Cover any size playblocks with magazine pictures of nutritious food items and use food
with added sugar as well. Let children choose a block and talk about whether the food is
both nutritious and good for the teeth. If so, have them use the block to build a
strong tower.
(v) Explore the options used in cleaning of teeth, tongue and mouth in both rural and
urban sector.
KEY MESSAGE :
(i)
Self awareness
(ii) Self monitoring
(iii) Proper daily habits
(iv) Oral hygiene
SUGGESTED ACTIVITIES:
(i)
Conduct a group discussion in the class on when and why do gums start bleeding?
[A student can keep noting down the key points of discussion on the board for every one
to see and reflect upon].
(ii) Matching activity: Distribute a page having six cliparts on “What we use to keep our
mouth organs clean” to each student. Help children match the organ to be cleaned with
the item used for cleaning. They may cut out the items and place the matched items
side by side and glue them in their science copies.
(iii) Make arrangements for a dentist to visit your class. Have him explain what happens
during a visit to the dentist. The visit can also be simulated through a role play.
23
Personal, Environment Hygiene and Sanitation
Activity : Am I Clean ?
CONCEPT :
Personal Hygiene is very
important.
BACKGROUND : Different people coming from different areas have
specific habits.
METHODOLOGY:
1. Remind children not to share
l
food and drinks
l
eating and drinking
utensils
l
personal toiletries e.g.
toothbrush, toothpaste,
etc
2. Ask the children why the
above should not be shared.
3. Wash hands with soap and
water frequently especially :
(i) before eating
(ii) before preparing food
(iii) after visiting the toilet
(iv) after handling rubbish
4. Ask the children why they
think hands should be
washed.
5. Cough, sneeze, or blow your
nose into a tissue. Do not
reuse the towel/napkin. Wash
hands immediately after it.
Spit into a tissue or napkin in
case of emergency and
dispose it in a litterbin.
6. Practical demonstration of
cleaning hands with soap: Work up a good lather. Cover the areas
between fingers, under the nails and the back of the hand up to the
wrists. Put your hands under running water. Dry hands with a clean
towel.
24
OBJECTIVE :
Children learn good
personal hygiene practices
and toilet habits.
MATERIALS
REQUIRED:
Soap, towel
MODE :
Group /
Individual
TIME REQUIRED :
35 min
Personal, Environment Hygiene and Sanitation
OBSERVATIONS:
Students are keen to practically try the soap cleaning process.
INFORMAL ASSESSMENT :
Students can be graded for their day-to-day activity based in class by the class teacher as he/she
marks them for the responsibility shown by every child before and after taking his food or
returning from the toilet.
SUGGESTED ACTIVITIES :
Team
l
leaders can be made in class to note down the personal hygiene code of conduct being
followed by each child.
Nails can be checked by a class representative every week.
l
A daily
l
diary by students can be made wherein the teacher records comments on personal
hygiene and their relationship with the environment.
Placards can be put up in the toilets stating
l
(i)
Flush Toilet After Use
(ii) Wash Hands After Use
Students
l
can enact a role-play situation wherein a child can be made a doctor and other a
patient. They may just talk of awareness of good toilet habits and personal hygiene.
25
Personal, Environment Hygiene and Sanitation
Activity : En viron m en ta l Hygien e
BACKGROUND : Students will be able to develop a positive attitude towards
environmental cleanliness. Students will be involved in framing certain
ground rules in maintaining the environment in their school premises.
METHODOLOGY:
1. Students are asked to bring 1-2 handouts on issues related to
environmental hygiene.
2. They are divided into groups and asked to
visit various areas of the school such as
playground, corridors, laboratories and
drinking water corner.
3. They prepare a report on the hygiene
level of cleanliness in these areas.
4. After the survey is concluded they get
back into groups followed by group
discussions.
5.
After the discussions, the students
should frame basic ground rules to be put
up in the classes. Some rules should be on
the suggestion for improvement to re-inforce the ground rules of
cleanliness. Help of cut-outs should be taken to emphasize the
importance of cleanliness.
OBSERVATIONS:
Students will observe if any positive changes have taken place over a
period of time (say in a week) and report their findings in the form of a
journal entry or presentation in the class or assembly.
EXERCISE / EVALUATION / ASSESSMENT:
Students will be submitting their report every month regarding the
condition of cleanliness in different areas of their school. They will be
graded in groups according to the level of maintenance of cleanliness in
their areas.
KEY MESSAGE:
A healthy school will prepare students to maintain a healthy
environment.
SUGGESTED ACTIVITIES:
a. Shramdaan can be conducted on monthly basis.
b. Story telling competition can be held at interclass/inter- house
levels.
c. The various groups can be asked to make questions for a quiz to
list the basic rules that are being practiced.
26
CONCEPT
Nurturing
environmental
ethics.
OBJECTIVE
The student will be able to
understand the importance
of creating hygienic
conditions.
MATERIALS
REQUIRED:
Magazines,
newspapers
MODE
Group Work
TIME
Two periods of
30 minutes each.
Personal, Environment Hygiene and Sanitation
Activity : Food Hygien e
CONCEPT :
Health and hygienic
l
conditions are
essentials to achieve full
mental and physical
growth.
BACKGROUND :
Encouraging students to understand
l
the importance
of Healthy eating habits
l
the need for maintaining food hygiene.
OBJECTIVE :
the various
l
Sensitize
children for
adopting
measures for
maintaining
essential food
hygiene and to
maintain overall
health.
hygienic conditions that decreases the development of
chronic diseases.
METHODOLOGY:
1. Students will be divided into two groups A and B and given two
surveys.
2. Children of each group have to undergo an individual survey at home
for the following:
A)
Adequate water supply in kitchen.
B)
Maintenance of food in hygienic conditions.
3. Group survey in a school for encoding and highlighting the hygienic
conditions in various areas of school.
4.
Group A and B will document their findings by making power point
presentation on hygienic conditions in school.
5. The best chart and presentation will be applauded in the class.
Students will observe if any positive changes have taken place over a
period of time.
Group A
Group B
Chart paper and
l
coloring material.
Computer and
l
internet facility.
MODE :
EVALUATION:
List of
groups
MATERIALS
REQUIRED:
contents
PowerPoint
presentation/
chart
Presentation in
the class
Individual/team
work
Individual
TIME REQUIRED :
2-3 periods
KEY MESSAGE
l
Children should be aware of maintaining hygienic conditions at home and in school.
l
Habit of maintaining food hygiene helps children to achieve physical and mental growth.
SUGGESTED ACTIVITIES
1. Brainstorming sessions can be taken up in a class for keeping food hygiene.
2. Students can make daily check list for do's and don'ts of maintaining hygienic conditions
INDEPENDENT PRACTICES : FROM SCHOOL TO HOME
1. Do an individual survey at home to find out how many times junk food is prepared for one’s family in
a month.
2. Prepare a comparative chart to study the advantages and disadvantages of nutritious food and junk
food.
27
Personal, Environment Hygiene and Sanitation
Ba sic Hygien e
POINTS FOR HEALTH EDUCATION
LET CHILDREN LEARN THE FOLLOWING:
i)
Take a bath every day. Use soap and water or a soft paste made from a small amount of gram
flour mixed with a little water. Scrub the body, especially the back and feet, with a brush, or a
rough cloth, or a dried gourd. Take care to wash the folds in the armpit and groin.
ii)
Wash the hair at least once a week and more often during the hot weather. Comb it regularly.
If it is long, plait it neatly and tie ends with a ribbon or a strip of cloth.
iii)
Every evening after school, comb the hair with a fine toothed comb to look for lice and nits
(eggs). If there are lice in the hair, take the necessary treatment before the number of lice
increases.
iv)
Keep your fingernails and toenails short and clean. Cut your fingernails once a week. If you
work in the garden or field scrub your nails with a brush to take out the dirt.
v)
Wash your hands well with soap and water after you go to the toilet and before taking food.
vi)
Always wear clean clothes. Wash your clothes frequently especially in the summer. If you have
to wear the same clothes on the next day, keep them to air or in the hot sun. Clothes worn
next to the skin (underclothes) should be washed every day.
vii) Wear light and loose clothes. These should be cool in the summer (e.g. cotton garments) and
warm in the winter (e.g. woollen or padded garments).
viii) When you go out of the house, wear well-fitting shoes, sandals or chappals. See that there are
no nails coming through the sole of your shoe.
ix)
When you go home, leave your footwear outside the house. Wash your feet before coming into
the house.
NATURE & HEALTH
POINTS FOR HEALTH EDUCATION
i)
Tell and show children how water collections become breeding places for mosquitoes and
explain how mosquitoes can cause malaria and filariasis.
ii)
Get children to help in filling in any water collections in the school compound with earth.
iii)
Get children to help in constructing soakage pits.
iv)
Get children to help in planting and maintaining the kitchen garden.
28
4
Ph ysica l Fitn ess
Activity :Jumpin g Jack
BACKGROUND :
Activities to enhance a child's motor skill development could include the
following: animal imitation -- have the children imitate various animals
by jumping like a frog or hopping like a rabbit; kicking and running -turn the children lose in an open area to play; follow the leader -- have
the children dance like a ballerina, waddle like a duck, or walk a straight
line like a tightrope walker; riding a broomstick horse -- a broom with a
bag over the top can be the transportation for a cowboy or cowgirl;
shadow tag -- on a sunny day in the playground have the children try to
step on the shadows of other children; buttoning and zipping -- attach
the following items to a sturdy board: a sneaker with laces, a zipper
from a pair of pants, a belt with a buckle, and a row of buttons and
buttonholes from a shirt; dressing up -- in the dramatic play centre, or
at home, provide the
children with plenty of
adult wardrobe
clothing so they can
practice learning how
to dress; and cutting -with safety scissors,
allow a child ample
opportunities for
cutting (World Book,
1987; Ebert, 1991;
Hammett, 1992).
CONCEPT :
Activities like jumping,
hopping etc can enhance
child's motor skill
OBJECTIVES :
To develop motor skills
MATERIALS
REQUIRED:
As per activities
MODE :
Group/Individual
TIME REQUIRED :
One period
INFORMAL ASSESSMENT:
(i)
The child prepares a self-assessment diary on the times
and types of activities conducted by him/her in a day.
[The teacher should review the diary fortnightly.]
(ii)
Conduct simple activities in the class to promote skill of
speed counting and matching objects one-to-one.
31
Physical Fitness
Examples of activities to promote math readiness include: counting from one to
10 -- in the bottom of each pocket of an empty egg carton, place different
quantities of items such as buttons or beans and ask the child to count how many
are there in each pocket;
«What Time Is It Mr./Mrs. Lion» -- have the children ask Mr./Mrs. Lion what time it is.
If the lion says it's three o'clock, the children take three steps forward, but if the lion
says it's dinner time then he/she chases the children back to a predetermined line;
One-to-one matching -- have the children set the lunch table by placing a fork, cup,
plate and napkin at each seat; help children develop skills in number awareness,
counting and measuring;
«Five Little Ducks» song -- use colourful pieces of felt to make five little ducks,
including a mother and father, and act out the song on a flannel board; and matched
cards -- make a set of numbered cards and a set of object cards and then match each
numbered card with an object card (World Books, 1987; Stravos, 1987; Inderbaum,
1985).
KEY MESSAGE:
(i)
Learning by playing
(ii)
Self review
(iii)
Importance of staying fit
(iv)
Correlation of a healthy mind and a healthy body.
SUGGESTED ACTIVITIES:
(i) Empty outline method:
I believe I am physically fit today because _______.I think I have to improve on ________.
Two years down the line, I see myself____________ physically. I can achieve it by________.
I should not have bad habits like _______ as it may affect my health. My health is very
precious to me because _________.
(ii) Answer the following questions:
(a)
List two ways which help a person
to stay fit.
(b)
A healthy mind rests in a healthy
body. Do you agree? Justify your
answer in ten lines.
(c)
What is the role of muscles in our
body?
(d)
What is meant by reflex action?
(iii) Maintain a diary to keep a record of
your fitness routine.
32
Physical Fitness
Activity : Prana yama or brea thin g exercise is the
key to good hea lth
CONCEPT :
Studies and sports are
equally important. Rightly
said “ A healthy mind rests
in a healthy body”
BACKGROUND :
Student will be sensitized to the importance of breathing properly. They
will be taught simple pranayama pratices so that they can take care
their health in a better way.
METHODOLOGY:
The importance of pranayam and its process will be demonstrated.
Step 1 Sit down with legs folded. Free your hands and lay your palms on
your thighs.
Step 2 Close your eyes and try to calm yourself.
Step 3 Take a deep breath in and then exhale out.
Repeat this process slowly at least ten times.
Step 4 Now breathe through one nostril and release through the other.
Repeat this process at teast ten times.
OBJECTIVE :
The aim is to teach the
young ones simple
breathing exercise which
are like a mantra to a
healthy living.
MATERIALS
REQUIRED:
A small mat
(2mx2m), music
player, cassette.
If mat is not available
newspapers can be used.
[Do this with the other nostril now.]
MODE :
Group
TIME REQUIRED :
30 minutes
33
Physical Fitness
At no point of time should one be stressed to do it. Any discomfort should be informed
immediately to the teacher.
Very carefully, with calmness and poise, meditation has to be done with constant soft speech and
well-planned instructions on how to perform the breathing exercises.
OBSERVATIONS:
Students will feel fresh after the session.
CONCLUSION:
Wonderful things happen in silence. Pranayama is a very effective tool to build concentration
and will power in children.
INFORMAL ASSESSMENT :
Problem recognition tasks: Let student write down the time when he feels tired in a day.
Providing clues (related to his eating habits, sleeping cycle, studies, posture he adopts during
studies, time he devotes to games etc.) help him analyze his physical fitness. Ask the children to
make a chart showing how many days in a month the child has been able to practice prayanama
at home.
NOTE: The PT /sports teacher taking the class can be present during this activity to get
insights which will help him note down the areas of concern of a child.
KEY MESSAGE:
(i)
Awareness of our culture and traditions
(ii)
Getting up early
(iii)
Importance of yoga and pranayam.
SUGGESTED ACTIVITIES:
34
(i)
What is Yoga? How is Yoga related to our Indian culture?
(ii)
Mention any two forms of Yoga.
(iii)
Prepare a table for yourself indicating study hours, games/sports timings, pranayam
practice, sleeping hours, dinner timings and duration. Get it signed by parents first
and then show it to the teacher. The teacher in the mentoring classes can take up the
issue with the student as to how to lead a regulated and structured life.
(iv)
A soul stirring Shloka can be played on the music player while students are told to
meditate. As the music is played the students repeat the steps learnt during the
period.
Physical Fitness
Activity :Sta yin g Fit !
CONCEPT :
BACKGROUND :
There is a need for
awareness
in the society about
staying fit.
The child has a duty for his community. He needs to spread the message
of good health to every part of the community he comes in contact with
and the advantages of physical fitness.
OBJECTIVE :
Physical fitness : Keeps our body in excellent shape. It makes the body
supple. It tones up muscles and strengthens bones.
To spread awareness in
the locality about
physical fitness.
Generates
l
spirit of camaraderie : It teaches a child about
teamwork and unselfish play. Playing for team and not for personal
accomplishment is the goal.
Teaches to accept defeat gracefully : It assists a child in developing
l
the skill for handling disappointments
Generates healthy spirit of competition.
l
Channelizes
l
energies constructively : It inspires and energizes
youngsters.
Makes a child more disciplined.
l
Sports improves body postures
and lends grace to the body, thus enhancing self-esteem. It boosts a
child's morale when he excels at a specific skill he has. e.g. If he is
very good at fielding and bowling in cricket, he can work more
towards honing that skill.
MATERIALS
REQUIRED:
A small mat
(2mx2m), music
player, cassette.
If mat is not available
newspapers can be used.
Builds self esteem and confidence :
l
MODE :
Group
Builds good immune system : It improves body immune system thus
l
promoting good health. It builds good appetite.
METHODOLOGY:
1. Students are asked to make posters on “Staying fit”.
TIME REQUIRED :
One hour
2. A rally can be organized in and around the community.
3. Dressed in a sporty attire to get a feel of the run for health, students
can demonstrate poses, slogans, verbal
dialogues, importance of medical kit
etc.on the microphone and spread the
message .A team of teachers has to
supervise the whole event. Constant soft
speech and well-planned instructions on
how to perform the breathing exercises is
essential.
35
Physical Fitness
OBSERVATIONS:
Students participate enthusiastically . They will love to go out of the school and communicate
the message to the community.
CONCLUSION:
It is equally essential to spread awareness in the society about the importance of being fit.
INFORMAL ASSESSMENT :
a) Design a poem or a pledge to reinforce the importance of Being Fit.
b) Write any five slogans on “Physical Fitness”.
c) Matrix method: Let the students complete the following matrix
S.No
Name
of my...
Things they do
for me...
Things I will
do for them...
PARENTS
FRIENDS
SCHOOL
COMMUNITY
COUNTRY
KEY MESSAGES:
(i)
Appreciation
(ii)
Importance of spreading socially relevant messages
(iii)
Valuing interpersonal relations
(iv)
Sensitivity towards people who may be physically unfit.
SUGGESTED ACTIVITIES:
36
(i)
What is a social message?
(ii)
Make a list of any five social messages
being shown on the television.
(iii)
Prepare a collage for the class bulletin
board based on social messages.
(iv)
Do an opinion poll in your class/school on
how many students follow/implement the
social messages.
Ways I will
fulfill my
responsibilities
towards my...
5
Bein g Respon sible An d Sa fe
Activity : M y Hom e Sa fety
CONCEPT :
Safety at homes is an
essential requirement.
BACKGROUND :
Home Safety can protect people from intruders, but it can also be
harmful if security features prevent quick
escape during a fire emergency. Families
seeking to protect themselves from one hazard
can unknowingly put themselves at risk from
others. Home security and home safety can and
should work together and you should take the
time to examine your entry points (doors and
windows) to make sure home security doesn't
interfere with your safety.
METHODOLOGY:
1. Divide the class into groups (maximum
eight in a group).
OBJECTIVE :
To make students aware of
various issues related to
safety in homes.
MATERIALS
REQUIRED:
A pen, paper, role
play requirements
(if any)
2. Give separate topics related to homes
where safety is a concern. e.g. kitchen, living room,
electronic devices etc.
MODE :
3. Ask the students to prepare a role play on the given topic.
Group
4. The teacher can give as many inputs as required, related to
the class level concerned and help them create a dramatised
presentation.
TIME REQUIRED :
5. This can be showcased in the class first and after further
refinement can be shown in the assembly.
40 minutes
CONCLUSION:
Every corner of the house needs safety measures to be followed. A
little negligence can become the cause of a major accident.
INFORMAL ASSESSMENT:
(i)
Write five/ten lines on the learning that took place
after the presentation.
39
Being Responsible & Safe
(ii)
Poster making: Prepare a poster on Safety of my house.
(iii)
Mention any four safety measures one should undertake when there is a gas
leakage in the kitchen.
KEY MESSAGE:
(i)
Self realization
(ii)
Skills enhancement
(iii)
Being preventive
SUGGESTED ACTIVITIES:
(i)
How can lightening affect the electronic devices at home?
(ii)
'What iffing': A range of open ended questions can be thrown to the class e.g:
(a) What if the electric bulb bursts all of a sudden?
(b) What if your younger brother or sister gets a cut and it starts bleeding?
(c ) What if ……?
40
(iii)
Name three chemical substances to be kept at home for safety purposes and which can
be used as First Aid after an accident.
(iv)
Put up a list of Do's and Dont's safety rules in your own home as well as in the school.
(v)
Make a list of First Aid measures in case of mini fire, injury or insect bike.
Being Responsible & Safe
Activity : Sa fety Kit
BACKGROUND :
A child needs to know how to go to school safely and walk down home
safely. Accidents during travel are very common now-a –days. A child has
to know minimum Life Skills while travelling on the road anytime so that
he does not endanger his life and also the persons with him on the road.
Drive and let others drive safely too should be his motto.
METHODOLOGY:
CONCEPT :
Safe travelling is a
very important area
of concern.
OBJECTIVE :
To generate newer ideas
in children (creative
thinking) about safety
issues on the road/while
travelling.
1. Select any seven speakers from a class.
2. Conduct an extempore in the school in one of the language
classes.
3. Students can be briefed about various issues, accidents
happening in and around by the teachers from time to time.
4. On an informed date with proper
instructions being given the child can
be asked to express his points related
to safety.
5. Different situations can be given like
on road, during air travel, on train,
while walking and trekking etc….
Safety norms need to be highlighted during
the presentation.
MATERIALS
REQUIRED:
Posters on Road
Safety, Traffic
Rules.
MODE :
Individual
TIME REQUIRED :
1 minute for
each child
OBSERVATIONS:
Students will be able to speak on the given issue and will also benefit
from what others say.
CONCLUSION:
Extempore is a very healthy technique to enhance Speaking skills and
Creative Thinking in a child.
INFORMAL ASSESSMENT :
(i)
Collâge making: Prepare a collâge from newspaper
cuttings on the topic My role in building a safe society.
Ask questions like:
(ii)
What is a safety kit? What should it contain?
41
Being Responsible & Safe
(iii)
Take the students out to the field for a hockey /cricket/volley ball match. After
words let them plan their safety tool kit for the class and preserve it for the whole
session.
l
What type of planning should be done with regards to safety while traveling. The child
can choose his/her own mode of travel.
l
Children
can be made to practice sitting, standing and moving with awareness and
confidence. They practice how to look and speak more confidently so that people will
bother them less and listen to them more. They practice noticing and observing what
is happening around them so that they can prevent the trouble before it starts.
KEY MESSAGE:
(i)
Planning ahead
(ii)
Self monitoring
(iii)
Being preventive
(iv)
Devising Safety Kits
SUGGESTED ACTIVITIES:
l
Choose
the right chores according to the child's age and level of ability. Choose
beginner-level task at which your child can easily succeed. Make tasks manageable.
Assign chores that produce pleasant effects. Give an incentive to finish the chore
properly. Set reasonable performance standards.
l
Dramatization of Road Safety Rules
l
Organizing Safety Weeks.
l
Creative
writing on issues that children need to be aware of while travelling
(unclaimed objects, talking to strangers, good touch and bad touch, helping the
elderly, younger children and differently abled).
l
Collection of newspaper cuttings and reports that reinforce Safety Norms.
42
Being Responsible & Safe
Activity : I Am Respon sible !
BACKGROUND :
CONCEPT :
Responsibility in public
areas is extremely
important
While in public places like canteens, malls, zoos, theatres, market
places etc. one needs to behave responsibly.
METHODOLOGY:
Arrange for children to participate in a community project such as
planting flowers in a favourite park. Help your child understand why you
chose particular social causes and convictions. Allow him to voice his
opinions.
Focussed listening:
1. Divide the class into groups.
2. Start off a discussion on the
responsibility of an Indian
citizen and generate more
ideas with help of the
students.
3. Motivate them to speak.
4. Add variety to the discussion
by changing the subtopics
under the broader perspective of Need for a responsible Indian. To make the discussion
interesting show cut-outs from papers and keep brainstorming
on the issue.
OBJECTIVE :
To make the child aware of
responsible acts in public
areas
MATERIALS
REQUIRED:
Articles, Stories,
Editorials
MODE :
Group
TIME REQUIRED :
40 minutes
5. One student is to be made the recorder who will keep noting
down the points discussed in the class on the notice board.
6. Conclude by summarizing the discussion.
OBSERVATIONS:
Students will mostly participate freely in the class.
Newr ideas will be generated and different students
may see one picture differently.
CONCLUSION:
If students are empowered to make responsible
decisions and participate in discussions related to
their neighbourhood, community and their country,
they will emerge as responsible Indians.
43
Being Responsible & Safe
INFORMAL ASSESSMENT :
(i)
Why is it unsafe to step out of home alone in the night?
(ii)
When you go out for vacations what safety measures should you equip your house
with?
(iii)
Make a note of the traffic signals and their meanings in your copy.
KEY MESSAGE:
(i)
Concern for a better India
(ii)
Togetherness
(iii)
Responsibilty
SUGGESTED ACTIVITIES:
44
(i)
You think your house is a safe house. Why? Justify your answer with five valid points.
(ii)
Prepare an interactive bulletin board in the class based on the above answers.
(iii)
Give the child an independent assignment to find solutions to questions like:
(a)
Do you believe that you or your family will probably never meet a serious
accident?
(b)
Do you believe accidents only happen to other people?
(c)
Do you believe your family's current safety knowledge is sufficient to keep
everyone safe?
(d)
As a child what measures can you adopt in order to be called A Responsible
Citizen of India?
6
Beha viou r An d Life Sk ills
Activity : Expression !
BACKGROUND :
CONCEPT :
There is a way to raise
awareness about the
way we feel and react
in a particular situation.
Emotions are an integral part of life and leave an effect on
everything we do.
METHODOLOGY:
1. On the slips of paper have
the students write examples
of times when kids of their
age might feel disappointed
or feel like a failure.
2. Have them pick one slip at a
time from the hat, read it
aloud and offer suggestions
on how to deal with it.
OBSERVATION :
Students are able to identify their emotion and are found to be
equipped with the confidence to deal with them.
OBJECTIVE :
To make the students
aware of different types
of emotions and correct
way of handling them.
MATERIALS
REQUIRED:
Markers, charts,
hat
CONCLUSION:
Students are able to relate themselves to the situations and thus
develop their resources.
MODE :
INFORMAL ASSESSMENT / SELF ASSESSMENT :
Group
Plan out strategies required to deal with emotions.
KEY MESSAGE :
Understanding our emotions is the first step towards having more
control over them.
TIME REQUIRED :
1 hour
SUGGESTED ACTIVITY :
Divide the class into groups and brainstorm the group on Five
different situations which will make them angry, disappointed,
worried, sad etc. List the situations on the chart paper let the
students form pairs to work together to find one healthy/ unhealthy
way to respond to the situation.
47
Behaviour And Life Skills
Activity : A.S.K. :
A Three Step Process For Sa yin g 'No'
CONCEPT :
Understand the process
of Assertiveness.
BACKGROUND :
Sometimes we get into trouble because we don't ask the right questions.
When someone encourages you to do something that you think might
end up causing problem, use this process.
METHODOLOGY:
Divide the class into pairs and give situations to each group. Each group
has to discuss the situation and follow A-S-K process. Later they have to
come in front of class and answer various questions such as : -
OBJECTIVE :
To help the students in
taking decisions and
thus enhancing their
Decision
Making Skills.
Describe the situation in which you used A-S-K process.
l
MATERIALS
REQUIRED:
Describe what happened as you used the 3 steps.
l
Handout
What did you say for 'A'.
l
What did the other person say for 'A'.
l
What did you say for 'S'.
l
MODE :
What did the other person say (if anything).
l
Group
What did you say for
l
'K'.
How did you feel about the outcome?
l
Before starting this activity make the students understand A-S-K
process.
A- Ask questions
So that you know what you are
getting into and decide if the
situation could lead you in to
trouble
S- Say 'No'
If it is wrong or will get you in
to trouble.
K- Know alternatives
OBSERVATIONS:
Increase in Assertiveness, Confidence, Self-Esteem and Responsible
behaviour.
48
TIME REQUIRED :
30 minutes
Behaviour And Life Skills
CONCLUSION:
It is better to say 'no' than to land yourself in to trouble. This activity will help in dealing with
pressures which we have in our life.
INFORMAL ASSESSMENT :
To have clubs in schools which will help you to check the change in student's ways of dealing with
pressures.
KEY MESSAGE :
Evaluate what the situation offers and then decide your action plan.
SUGGESTED ACTIVITY :
Give students various situations related to problems they face and discuss openly various ways to
say 'No' in situations that lead to troublesome consequences.
49
Behaviour And Life Skills
Activity : Emp ty or full?
BACKGROUND :
CONCEPT :
The way we perceive
things around us makes a
difference.
Having a Positive Attitude makes it easier for us to go ahead in our life.
METHODOLOGY :
1) Fill a glass half way with coloured liquid.
2) Ask the students to say whether it's half empty or half full. Quickly
they will conclude it could be either.
3) Explain that the way you see things or your point of view is called
'perspective'. Your attitude can be categorised by the way you
interpret glass as 'half empty' (negative attitude) or half full
(positive attitude). Ask for examples, how our attitude can influence
the way we see many things in our lives.
OBSERVATION :
Students were able to develop positive perception / attitude towards
events in their life.
CONCLUSION :
OBJECTIVE :
To make students able to
think about different
ways of viewing situations.
To make them accept the
positive side of situation
and move with confidence
towards their goals.
MATERIALS
REQUIRED:
Glass of coloured
water
This activity will help students to have better critical thinking.
INFORMAL ASSESSMENT :
MODE :
Give students some tough jobs and notice the change in their perception
and the level of effort they put in to cope with the situation with the
help of positive attitude.
Group
KEY MESSAGE :
TIME REQUIRED :
Having positive attitude
has long list of advantages,
out of which some are:
increase in self-esteem,
self-confidence and
enhanced decision making
skills.
SUGGESTED ACTIVITIES :
Divide the class into groups and give them various situations. They have
to look for perceptions of common people towards that situation and
their own. Have discussion and come out with healthy way of
perception.
50
45 minutes
Behaviour And Life Skills
Activity : Brea thin g in deep ly
BACKGROUND :
This activity highlights the importance of correct breathing techniques.
This practice has a great influence at the pranic level and it is very
useful for harmonizing and improving the functions of the internal
organs.
METHODOLOGY :
1) For this activity, the children should be made to sit in base position,
which is sitting with legs stretched in front of the body. After that
they should hold the right foot and place it under the left thigh, and
then hold the left foot and place it under the right thigh. Place the
hands on the knees and keep the spine absolutely straight, for
proper breathing.
2) When small children are asked to breathe deeply, they tend to inhale
hurriedly and in a shallow manner. To encourage deep breathing, the
children should be made aware of doing
it slowly and to hold it longer.
3) It should also be emphasized that the
head should not keep moving up and
down during this process. The children
need to focus inward on their breathing
pattern during this practice.
CONCEPT :
The correct way of
breathing is instrumental
in providing peace to the
mind and
calmness in
thoughts.
OBJECTIVE :
To make the children
understand the importance
of deep breathing through
the nose.
MODE :
Group/Individual
TIME REQUIRED :
2-3 minutes
OBSERVATION AND SUGGESTIONS:
The mind and the body are highly
influenced by the pattern of our breathing.
If the body lacks in stamina and supple
movements, then the mind becomes restless and dull. But if the
breathing process is correct, the child can easily move towards
developing a focused and sharp mind.
KEY MESSAGE :
Breathing done in the correct way helps us concentrate on our studies.
FOLLOW UP ACTIVITY :
This activity should be practiced at least two or three times in the
morning and in the evening, on an empty stomach.
51
Behaviour And Life Skills
Activity :Stretchin g like a tree (Tree Pose)
CONCEPT :
BACKGROUND :
The importance of physical
and mental balance in
relaxing the child's mind
and body.
This activity highlights the importance of physical and mental balance in
relaxing the child's mind and body. The entire spine if stretched and
relaxed, helps to clear up any congestion of the spinal nerves.
OBJECTIVE :
METHODOLOGY :
In this activity, the children should be made to stand erect, interlock the
fingers and lift their palms up, over the head. Inhale and stretch the
arms above the head, while standing on their toes. Then, gently and
slowly, start exhaling and lowering the heels back to its starting
position. This is one round. Do 5-7 rounds.
OBSERVATION AND SUGGESTIONS:
The mind and the body are
highly influenced by the
pattern of our breathing. If
the body lacks in stamina and
supple movements, then the
mind becomes restless and
dull. But if the breathing
process is correct, the child
can easily move towards
developing a focused and
sharp mind.
KEY MESSAGE :
Stretching like a tree makes us
grow tall.
FOLLOW UP ACTIVITY :
This activity should be
practiced at least two or three
times in the morning and in the evening, on an empty stomach.
52
To help the children keep
their spine straight.
To develop a sense of
balance and focus within
them.
MODE :
Group/Individual
TIME REQUIRED :
2-3 minutes
Behaviour And Life Skills
Activity : Roa rin g like a lion
BACKGROUND :
This activity, which is highly recommended for children, is practiced
facing the Sun. It helps in curing swollen tonsils and is a good remedy
against ailments of throat, nose, ears, mouth and teeth.
METHODOLOGY :
For this activity, children should assume a kneeling position, with the
toes touching, heels apart and soles facing upward. While facing the
Sun, place the hands on the floor between the knees, then lean forward,
resting the body on the arms. Inhale deeply and then, tilt your head
backward, open the mouth and stretch out your tongue as much as
possible, so as to expose your tongue and throat to the rays of the Sun
while exhaling. Keep producing a roaring sound from the throat during
this practice. Do 5-7 rounds.
CONCEPT :
The activity can be a good
remedy against ailments of
throat.
OBJECTIVE :
To remove stuttering and
stammering.
To give a vent to the pent
up feelings within kids.
MATERIALS
REQUIRED:
Mats
OBSERVATION AND SUGGESTIONS:
The children usually do not understand the significance of this activity,
and so they do not open their mouth wide enough or roar loud enough.
The roaring sound should be loud and clear.
KEY MESSAGE :
MODE :
Group/Individual
Roaring like a lion is excellent for keeping all kinds of throat related
problems at bay.
FOLLOW UP ACTIVITY :
This activity should be practiced at least two to three times in the
morning and in the evening, on an empty stomach.
TIME REQUIRED :
2-3 minutes
53
Behaviour And Life Skills
Activity : Hummin g like a bee
CONCEPT :
Humming like Bee can
relieve stress
BACKGROUND :
This activity is mainly to relieve the stress caused by anger and is
beneficial for children who are aggressive and restless.
OBJECTIVE :
METHODOLOGY :
To remove stuttering and
stammering.
For this activity, children must
sit in a comfortable position
with erect spine and knees
resting on the floor. Inhale fully
through both nostrils and plug
the ears with the index fingers.
After this, with mouth still
closed, exhale completely
while producing a humming
sound like a bee. Exhalation
should be slow and steady and
they should focus on a humming
sound. Lips should be together
or slightly apart. Do 5-7 rounds.
To give a vent to the pent
up feelings within kids.
MATERIALS
REQUIRED:
Mats
MODE :
Group/Individual
OBSERVATION AND SUGGESTIONS:
This activity helps to relax the
child's mind and body. Since if
children are nervous and tense,
this activity helps them relieve
their stress.
KEY MESSAGE :
Humming like a bee shuts us out from the external world and helps us
experience the beauty of the internal world.
FOLLOW UP ACTIVITY :
This activity should be practiced at least two-three times in the morning
for a relaxed start to the day.
54
TIME REQUIRED :
2-3 minutes
Frequ en tl y Ask ed Q u es tion s
Q1
What is the correct method to wash our hands?
Work up a good lather. Cover the areas between fingers, under the nails and the back of the hand
upto the wrists. Put hands under running water. Dry hands with a clean towel .
Q2
How can I help people in the slums to be aware about their personal hygiene?
You can stage some 'nukkad shows' along with your classmates wherein you emphasize the steps to
be taken for proper maintenance of personal hygiene. You could create slogans and work on
campaigns to promote personal hygiene.
Q3
I have a cavity in my teeth. It gives me a lot of pain. I am afraid to go to the dentist. What
should I do?
Dentists are friends who help you in maintaining good oral health. Every cavity in your teeth will
lead you to more serve pain later on. So quickly meet a good dentist. He will advise you properly.
Q4
Is calcium really good for my teeth?
Yes, calcium gives the basic covering to the teeth. If this covering is strong the teeth will live a
good life.
Q5
I am 14 yrs old. My hair has started to grey. Shall I start applying colour/mehendi to my hair?
Application of colour to the hair may damage them. Greying of hair at such a tender age may be
due to eating habits that do not contain proper balanced diet. So take the help of a good dietician
who will help you to decide a good diet for you.
Q6
I have a friend who has a habit of biting nails. How can he be helped?
Your friend should develop a positive attitude of self-consciousness. It may be an attitude
problem or a medical problem. He should talk to a good counsellor so that he can be helped for
the development of confidence and take a diet which is rich in calcium.
Q7
I have very long hair. It becomes difficult for me to wash my hair daily. What should I do?
The geographic location where you live in should help you to decide frequency of hair wash. If you
live in a humid area probably washing the hair every alternate day should be helpful.
Q8
I have a lot of dandruff and my friends tease me as I scratch my hair. Help me.
Dandruff is not a disease. You should take proper care of your scalp. Use a medicated shampoo if
possible or reetha powder to clean your hair and your dandruff will disappear gradually. If it
persists consult a doctor immediately.
Q9
Why is it said that self discipline is important for physical fitness?
S e l f - d i s c i p l i n e p r o m o t e s p u n c t u a l i t y, d e d i c a t i o n ,
will power, which are imperative for physical fitness.
Q10
commitment
and
strong
One has to do tons of push ups and dumb bells to really get that strong muscular look. How far is
this true?
55
This is not true. Overuse of crunches will only shorten your abs, pull your head forward, and give
you bad posture. Any standing exercise that will contract your abs will do, but you should
specifically target your lower back to strengthen the muscles that support your spine. Along with
proper exercise proper eating habits is a must and do not forget to consult your doctor before
starting any diet and exercise plan.
Q11
Will indoor games also help me?
Yes. Indoor games like Chess, Carom board, Chinese checkers and Abacus inspire the mind to think
independently which ultimately helps a child in dealing with real life situations too. Computer
games, if selected carefully can also increase a child's speed and mental skill.
Q12
What are the benefits of yoga?
It helps in finding your limits, expanding your boundaries and relaxation of mind. It includes
meditation and certain exercises, which improve breathing techniques, reduce physical and
mental disorders, help maintain calmness and teach one to concentrate.
Q13
I jog every morning. How good is a morning walk?
A proper morning fitness schedule can have exercises including walking which decreases the risk
of death, heart attacks, stroke, high blood pressure, some cancers, osteoporosis, depression,
anxiety and obesity. It also improves overall health, helps in osteoarthritis and diabetes, reduce
high cholesterol levels and lightens mood. As long as there are no medical conditions that
contraindicate walking (such as predisposition to falls or advanced degenerative joint disease),
walking is an excellent inexpensive form of exercise. Walking slowly for 30 minutes uses 100
calories. Even making a few minor changes in your lifestyle and walking the extra distance can
make a difference.
Q14
I am fat and I can't walk or run distances easily. I get tired very easily. What should I do to be fit
and not obese?
When it comes to eating here are some helpful do's and don'ts .
l
Do eat slowly and avoid junk foods.
l
Do listen
to your body and eat only when you are hungry. Don't mistake thirst for hunger. Drink
plenty of waters.
l
Don't eat because you are
bored or want to pass time.
l
Don't skip meals.
Overeating, however, is not the main reason for obesity. Inactivity is the main reason. Exercise makes
you burn energy much faster than you do when you are resting for e.g. resting for 20 minutes burns
around 10 calories of energy while 20 minutes of running burns around 300 calories. An obese person
needs to burn more calories than they consume.
Q15. Is cycling or swimming an exercise?
Yes. It is an exercise as it helps to improve body composition, muscular strength and endurance,
muscular flexibility, toning of the body and thus helps in staying fit.
Q 17 Usually girls feel they should stay slim and trim to be fit. So "dieting" is the solution where they
eat less and work more on exercises to remain thin. How healthy is it?
56
This is a classic myth. One needs to have proper dietary habits to remain fit. Fitness has nothing to
do with slimness. To be fit one should be healthy which can happen only when one eats well in the
required amounts. On the contrary, eating less and doing more workouts may lead to
cardiovascular problems, poor strength of muscles, malnutrition arracmia like anemia and
weakness.
Q18
Will martial arts ,aerobics ,dance classes ,kung fu etc. help me to stay fit?
The above mentioned arts help in promoting greater aerobic capacity, balance, flexibility, muscle
endurance and strength. They can be considered as an excellent form of exercise for the
promotion of fitness in adolescents and an alternative method to the traditional exercise.
Q19
Is it necessary that healthy eating habits can be obtained only if we take vegetarian food?
No, this is not true. Balanced diet is a diet which contains all the components of food in proper
amounts. So it can be achieved from vegetarian as well as non-vegetarian sources.
Q20
If I eat one pizza daily will it harm me?
Yes. It contains a huge amount of fat that takes a long time or extensive workout to digest. So,
once a week is fine but definitely not on daily basis.
Q21 We used to eat rice based items in Chennai. But now we are living in Delhi and I have a stomach
ache daily. Is this because of my eating rice daily?
Yes, your stomach ache could be due to eating rice daily. There cab be many reasons for your
problem. It may be that you are growing up,rice diet is not helping you to cope with the demands
and growing requirements of your body. Before you take any decision on your own it is advisable
to have an appointment with a good dietician who will definitely help you.
Q22
I like to eat chocolates. My mother does not allow me to eat even one chocolate. What should
I do?
Your mother definitely is concerned for your health. If you eat one chocolate daily it may harm
your oral health.
Q23
Can I lose weight by missing meals?
Research shows that missing meals can actually lead to an over-compensation and increased food
consumption at the next meal. The result can be a gain, not loss in weight. Not only that, when a
meal is missed, the body makes up for lost energy by conserving what you have already eaten and
thus slows up your metabolism.
Q24
Are vegetarian diets healthier than meat-based diets?
Vegetarian diets vary greatly and can range from avoiding meat to a strict vegetarian diet, where
all foods of animal origin are excluded. Some studies show that vegetarians suffer less from heart
disease, some cancers, high blood pressure and type 2 diabetes, and that they live longer than
meat-eaters. However, any beneficial effect is also likely to be due, in part, to a generally
healthier lifestyle adopted by vegetarians including not smoking and taking more exercises. It is
not simply a case of omitting meat from the diet. Thus, a vegetarian diet is not automatically
healthier than an omnivorous diet and non-vegetarians who are health conscious can live just as
long as vegetarians. Vegetarian diets can even be unhealthy if meat and animal products, rich in
essential vitamins (e.g. vitamin B12) and minerals (e.g. iron, zinc), are not substituted by
nutritionally appropriate foods or compensated by adequate food supplements.
57
Q25
Does sugar cause diabetes?
When sugar is consumed, the hormone insulin is required to bring blood sugar levels back down to
normal. Diabetes is caused due to a lack of sugar in the diet and not excess. Once someone has
diabetes it is important to manage the frequency and amount of eating and the types of
carbohydrate, (including sugar) consumed to allow the body to maintain good blood sugar control.
Q26
If both my mother and grandmother are overweight, does that mean that I too will be
overweight?
You do not inherit fat, but you have a tendency to become fat. The women in your family may tend
to store excess weight around their thighs while the men expand around their bellies. But whether
you accumulate this fat or not depends on the way you lead your life. If the number of calories you
eat each day match those which you burn then you will not gain weight anywhere on your body,
regardless of your parents' shape. What tends to happen, however, is that we inherit eating and
lifestyle habits from those we grow up with. Kick those habits, eat well, get active. You will look
and feel better.
Q27
Is it wrong to drink water in between meals?
As such there is no set rule for drinking water. It is said that water should be taken only after meals
are complete. This is just a myth.
Q28. Which are the areas where I have to be very careful? List out the accident prone areas which a
child may normally encounter.
Fire and burns, motor vehicle safety, choking, suffocation, poisoning, falls, water drowning, risk
of any adventure for which one is unprepared for etc.
Q29
Where can I find out about road safety?
Newspapers carry large coverage on road safety. The
Internet has it in plenty. Moreover, police stations,
traffic departments and other government
departments related to transport have information
about it.
Q30
In case of a fire at home/school what should I do?
At home such matters should be immediately informed to parents/elders present at that time in
the home and if in school the matter should be reported to any teacher /principal. However a
knowledge of use of fire extinguisher and water, switching off the main electricity connection
can come in handy.
Q31
Why is it important to have the phone numbers of all family members?
It is important to have the phone numbers of all family members so that people surrounding you
can contact your near and dear ones in case of any emergency. An Identity Card is always helpful
when one is out of the house for any reason.
Q32
What do I do incase of a road accident?
The nearest police station is to be intimated immediately or the person be rushed to a nearby
hospital if he requires any medical help.
58
Q33. When do we get an electric shock?
Electricity is always trying to get to the ground. It takes shortcuts whenever it can. If something
that conducts electricity gives electricity an easy path to the ground, electricity will take it. You
can never tell when contact with electricity will be fatal, but you can be sure that it will always
hurt.
Electric shock can cause muscle spasms, weakness, shallow breathing, rapid pulse, severe burns,
unconsciousness, or death. Appliances have protective insulated cords and coverings to keep you
from contacting the electricity inside. It's important to use appliances and cords the way they
were designed to be used so you don't damage the insulation or contact live electrical parts. If a
live wire inside an appliance, toy, or power tool touches the inside of the device and you touch the
device, it would be like touching a bare live wire. In a shock incident, the path that electric
current takes through the body gets very hot. Burns occur all along that path, including the places
on the skin where the current enters and leaves the body.
Q34. How does one act responsibly when parents are out or when one is all alone at home?
The house should be locked from inside. Care should be taken of the younger siblings. Any
emergency should be reported to the neighbours first and then to the parents too. The telephone
numbers of the neighbours is a must. One needs to apply one's presence of mind in problematic
situations when parents have gone very far off. Help of neighbours should be taken judiciously.
Q35. Why do we have mock drills in our school?
One of the key objectives of these safety programmes is to create awareness about issues related
to Road Safety amongst students and general masses. The students are told about safety rules and
regulations through the use of audio-visual aids, interaction through quizzes and live
demonstrations wherever undertaken. Other events such as skits on road safety and traffic drills
are also organised to educate children on road safety. Mock drills expose a person to situations,
which he/she has never encountered before. So the information helps in tackling them. Mock drills
are also a part of evacuation drills in case of disasters.
Q36
I know my father hates me. He finds ways to beat me. What should I do?
Parents just don't beat up their children because they want it that way. There might definitely be
some ways by which you may talk to your parents and find a good communication channel with
your parents.
Q37
I do not have a thumb. I feel ashamed and try to remain indoors.
Not having a thumb is a body deformity but it definitely is not a disability. Even Eklavya did not
have a thumb. But he became a legend and was a master archer. So respect yourself for what you
are and get ahead in life.
Q38
How can I know that my friends like me truly?
It is not a measurable quantity to be known. But if you get along well with your friends and you are
able to keep up a good communication with your friends you have already won the hearts of all.
Q39
Is my IQ level appropriate according to my age?
IQ of every person depends on the logical approach that an individual has developed as he grows
59
up. So IQ's may vary in the same age group.
Q40
Why am I so tall compared to others in my class? Everybody says I am a Giraffe!!
You are tall because your genes carry dominant height genes. Your parents might also be tall. So
you do not have to worry. Feel privileged, carry yourself well and enjoy being tall.
Q41
Why is it that I catch cough and cold very easily?
Your immune system might be not as strong as it should be for your age. Consult a good physician
who will advise you on proper eating habits which will help you to develop a strong
immune system.
Q42
I have white spots on my face. My classmates laugh at me!
Your white spots may be due to deficiency of some minerals and vitamins that may be required by
your system. Do not get obsessed by the fact. Instead, consult a good physician and a good
dermatologist.
Q43
My classmates always laugh at me saying I am too short. What should I do?
You are short in height and may have small stature because of your genes. Your parents might be
short. So you do not have to worry.
Q44
I have heard my teacher saying "my sixth sense works for me". Which sense is called the sixth
sense and why?
Sixth sense is your inner consciousness that helps you to guide yourself in adversities. As you grow
up you may feel guided by this sense.
Q45
Is it necessary to know one's blood group?
Yes, this is very important as this helps you in case of any emergency.
Q46
How can I improve on my bad habits?
Who decides what is good or bad? If you are able to analyze yourself and make a positive effort to
come out of the so-called bad habits you have done a great job! Writing a daily diary may also help
you in your self-introspection. Take the help of your parents & teachers.
Q47
Everybody in my class hates me because I have a "Me -Too" attitude. How should I come out of
this situation?
"Me-Too" attitude is definitely not good for one's image. It is great that you have self introspected
and feel the urge to come out of it. Take the help of a good counsellor or a teacher who will help
you to overcome this attitude.
Q48
How can I increase my concentration power ?
Concentration power can be developed in many ways such as:
(i) Improve your listening skills.
(ii) Recapitulate all that you have listened to as early as possible.
(iii) Try to jot down important points.
(iv) Avoid any kind of distraction when involved in serious work.
60
61
v
Kick stationary ball.
v
Dip your face and blow bubbles.
of water skills enter/exit
from the pool.
v
Beginning
v
Tadasan.
v
Padmasan.
v
Breathing Exercises in and out.
v
Eye Exercises.
others.
v
Enjoy participation alone and with
body movements with
personal success and
achievements of others
v
Celebrate
around water.
v
Introduce survival skill in, on and
v
Introduce to rules of games and life.
and challenges.
v
Game of hockey.
v
Introduce feelings of success, failures
v
Game of leg cricket.
v
Different types of relays.
v
Suryanamaskar.
v
Halasan.
Music.
v
Changing
v
Marching.
v
Complete warm up schedule.
v
Run and jump a hurdle.
v
Game of kick ball.
and method for safe
activities.
use of equipments.
v
Introduce glide, front and back float,
v
Tell about feelings that come from
flitter kick, free style strokes.
participation in physical activities.
v
Vajrasan.
v
Tell guidelines
a variety of body parts or an v
Move each joint completely.
object into high, middle and low v
Manage body weight.
levels.
v
Tell about importance of safety while
v
Balance an object on various
participating in physical activities.
body parts.
v
Be considerate of others in physical
v
Place
v
Kick a moving ball.
v
Run and take off.
v
Jump and land for height.
in various ways.
v
Roll a ball under hand to a target.
Class - III - V
v
Standing broad jump.
between straight, curved
Class - II
and zig-zag pathways while travelling v
Kick a stationery ball to a target.
v
Distinguish
Class - I
APPENDIX -I
PHYSICAL EDUCATION PROGRAM AT PRIMARY LEVEL
APPENDIX -II
Advisory To Schools
It is well established that participation in Physical Education & Sports activities is
highly beneficial to one's health and it leads to improved performance by students in
schools, in addition to helping them in developing many life skills.
Children lead happier lives as a result of being actively involved in sporting
activities and it has long been established that fitness and improved academics
performance go hand in hand. Physical Education and Sports activities during the
school hours reduce boredom and help keep students attentive in the classrooms.
The Board is of the firm opinion that the Physical Education & Sports programs teach
important conflict resolution skills including team work, fair play and
communication leading to reduced violent behaviour among children. Further,
children who participate in Physical Education & Sports develop a positive attitude
towards their every day life activities.
In the above background, it is advised that the following in respect of the Physical
Education & Sports may be strictly adhered to :
a)
There should be at least 40-45 minutes of Physical Activities or Games
period for Classes I-X everyday.
b)
For Classes XI-XII it should be ensured that all the students participate in
Physical Activity/Games/Mass P.T./Yoga with maximum health benefits
for at least two periods per week (90-120 min/week).
c)
In case the school has constraints of space, climate conditions, presence
of enough PE Teachers, or coaches it may consider indoor activities which
would provide maximum health benefits (Aerobics/Meditation/Yoga &
Asanas).
d)
Mass P.T. in the morning keeping in view the climate conditions is another
alternative the school can have.
As part of Continuous and Comprehensive Evaluation the students will be assessed
on participation and performance in by choosing any two activities from the 13
activities given for Classes VI-VIII and 08 activities given for Classes IX-X.
62
63
Class - II
Class - III - V
v
Split jumping.
pattern.
v
Walk and run using a mature motor
v
Jump a swinging rope held by others.
v
Running on the spot.
bounces.
v
Toss and catch the ball before it
bench.
v
Walking forward and sideways on a
responses to signal.
v
Formation of different shapes and
response to a signal.
side
and dodging to avoid or catch others.
Balance, demonstrating stillness, in
symmetrical and asymmetrical
shapes on a variety of body parts.
v
Demonstrate skills of chasing, fleeing
v
Repeatedly jump a self-turned rope.
ball towards a target.
v
Use at least one body part to strike a
properly positioned
hands, a gently thrown ball.
v
Catch, using
overhand technique, a
orientation and opposition.
v
Throw a ball hard demonstrating an
Skills of chasing,
fleeting, and dodging to avoid or
catch others.
catch and kick using mature
motor patterns, and towards a
target.
v
Throw,
strike a softly thrown
ball with a bat or paddle
demonstrating an appropriate grip,
side to target and swing plane.
v
Consistently
a softly thrown, lightweight
ball back to a partner using a variety
of body parts, and combinations of
body parts (e.g. the bump volley in
volley ball, the thigh in soccer, etc.)
v
Strike
hesitating, travel into and
out of a rope turned by others.
v
Without
maintain control while travelling by
self and within a group.
one and two feet take-offs and
landings.
v
Demonstrate
v
With Hand/foot dribble a ball and
v
Jump and land using a combination of
v
Walking forward and sideways v
Travel in backward direction and v
While travelling, avoid or catch an
quickly, safely, without falling.
in dividual or object.
direction and change direction in
Class - I
PHYSICAL EDUCATION PROGRAM AT PRIMARY LEVEL
APPENDIX -III
CENTRAL BOARD OF SECONDARY EDUCATION
2, COMMUNITY CENTRE, PREET VIHAR, DELHI-110092.
ACAD/EO/2006
Appendix-IV
Dated : 31.5.2006
Circular No. 09
All the Heads of the institutions
affiliated to CBSE.
Subject: Comprehensive School Health Programme and Creating Health Club in the school.
Dear Principal,
Childhood and adolescence form the most joyful period of an individual’s life. They are times of
immense creative energy, self-discovery and exploration of the world. They can also be fraught with
feelings of isolation, loneliness and confusion. They can be due to various factors relating to the
physical, social, emotional, mental and spiritual well being of the younger generation. Schools,
families and communities need to play a positive and responsible role in bringing up young children in
a healthy environment which would enable each one to maximize their potential.
Schools can provide dynamic settings for promoting health, for enabling children to grow and mature
into healthy adults. Yet the potential of the school to enhance health is often underutilized. ‘School
Health’ has largely remained confined to medical check-ups of children or some hours of health
instruction in the curriculum. There is a growing recognition that the health and psycho-social wellbeing of children and youth is of fundamental value and the schools can provide a strategic means of
improving children’s health, self-esteem, life skills and behaviour. Although schools have undertaken
many initiatives in promoting school health, the comprehensiveness and sustainability in these initiatives is not clearly laid out. The need of the hour is a comprehensive school health policy integrated
within the school system.
The Central Board of Secondary Education suggests that schools plan out a Comprehensive School
Health Programme which could be initiated through HEALTH CLUB in each school to begin with.
Need For Creating Health Clubs in Schools
Healthy living incase of school children is the prime concern of all stakeholders including principals,
parents, teachers and the community. To achieve this objective collective responsibility needs to be
assumed. An important dimension is that of experience and development of health skills and physique through practical engagements with play, exercises, sports and practices of personal and community hygiene.
Health and Wellness Clubs in Schools would focus on the overall well being comprising emotional, social
and mental health of the child. It would act as the enabling and organizational point for conducting
activities related to various dimensions of health and wellness. A Health Card needs to be created for
students which would form a continuous part of their growth and development. This could form an
effective monitoring and feedback system for the overall health of a child during his schooling.
…………………/-2-
64
Constitution of a Health Club
•
•
•
•
•
Principal as Convener
Counselor / Psychologist / P. T Teacher / Nodal Teacher as Secretary
Student representative (one boy and one girl from each level)
Identified teachers from each level
Parent for each level (preferably a doctor)
Responsibilities of the Health Club
•
•
As an organizer of all health relevant activities (at least 8-10 activities in the year at each
level).
As a Resource Centre for the overall well being of students
Objectives of the Health Club
•
•
•
•
•
•
•
•
•
•
•
•
•
To create Health Cards for each student
To create a health newspaper at least twice a year/poster competition related to health issues
To conduct surveys on health related concerns
To organize ‘health walks’ as part of social campaigns
To organize health fairs and immunization projects
To tap the local resources in the community to arrange health talks
To render service in any area affected by a disaster or a calamity
To create health help line within the school to distress, cope with emotional and social behaviour
and to clarify misconceptions regarding sexual and reproductive health
To teach the students techniques of yoga and meditation from an early age
To inculcate in the students healthy and positive ways of living
To teach health songs on various health topics
Celebration of important days (World Health Day – April 7)
Creating awareness regarding ‘World No Tobacco Day’ (May 31), ‘World AIDS Day’ (December
1) etc.
The Board is suggesting a plethora of activities in Annexure A for various levels which can be
conducted as part of co-curricular inputs during the calendar year. The activities mentioned here are
recommended as pointers and many more can be added as per local needs and requirement. The
Board is also in the process of preparing a Manual on a Comprehensive School Health Program which
will be available shortly.
Any further suggestions on this issue are always welcome.
Yours sincerely
(VINEET JOSHI)
SECRETARY
Encl : Annexure A
65
Annexure A
COMPREHENSIVE SCHOOL HEALTH PROGRAM
Suggested Activities for promoting Health in School
I – IV
Module 1
Know yourself
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Yoga and Meditation
Drawing a Picture of oneself
Pasting a Photograph
Palm Printing / Foot Printing
Rythmic Exercises
Poem / Rhymes / Recitation
Role Play on Body Parts
Matching of Flash Cards
Self awareness / Diary
Sensitivity based Theater
Check up by Doctors/ Dentists
Health Card
Counselling
Ten Sentences on oneself
Physical/ Social/Society
Likes and dislikes
My list of favourites
Any other…..
Yoga & Meditation
Assembly themes
Tapping resources from
neighbour-hood / community
for health, hygiene & personality
Introspection diary
Survey of eating joints for their
nutritive content
Health Card
Any other
V-VIII
•
•
•
•
•
•
•
Yoga and Meditation
Health Mela
Health Newsletter
Class Board’s Decoration
House Board’s Decoration
Creating recipes
Effective use of
Home Science lab.
• Health Card
• Any other
Module 2
Food and
Nutrition
• Collection of Pictures of
nutritive/junk food
• Class Party and discussion on
food items
• Dietary charts for the week
• Jigsaw Puzzle presentation
• Four Corners
• Power point Presentations
• Mandatory to bring one
nutritive item
• Research on food items –
balanced items
• Mothers’ recipe book
• Any other
• Nutritive Recipe competition
• Orientation program for
Parents and Students
on good food habits
• A PMI (plus, minus and
interesting) on generally
observed health problems
• Survey based on balanced
diet of different regions /
communities
• Any other
66
IX-XII
•
•
•
•
•
•
•
Yoga and meditation
Health Mela
Health Newsletter
Class Board’s Decoration
House Board’s Decoration
Creating recipes
Effective use of Home
Science lab.
• Health Card
• Any other
•
•
•
•
•
•
•
Extempore
Debate
Slogan writing
Theatre
Collage making
Panel Discussion
Any other
I – IV
Module 3
Hygiene
•
•
•
•
V-VIII
Board Displays
Research Projects
Skits
Eco-clubs
Celebrating Environment
Friendly Days
• Preparing Recycled Paper
• Visiting a Heritage Site
• Any other
• Resource persons
from NGO’s
• Panel Discussion Planting
• Eco-clubs
• Planting Sapling and Trees
• Rain Water Harvesting
• No Polybag Zone
• Adopting a National
Heritage Spot
• Warming up exercises before
the beginning of each physical
education period
• Pranayam
• Yoga
• Physical education periods a
must for all schools/all classes
• Drills/aerobics followed by
presentations at the end
of every month
• Skill based programmes-camps
• March/run for health
• Any other
•
•
•
•
•
•
• Inter House Competitions
based on Aerobics /
Yoga / Gymnastics
• Team building
• Leadership Camps
• Running for a Cause
• Any other
• Extempore dialogue delivery
• Ground rules preparation
in classes
• Safety activities-sports field/
activity period
(to be made by students)
• Travelling independently
(phone numbers/
residential numbers)
• Learning to Communicate
problems-Circle time)
• Campaigns
• Vigilance Committee
• Evacuation Skills
•
•
•
•
•
•
•
•
•
Tick mark of self check-list
Presentation
Value based assemblies
Shramdaan (cleaning up of your
class at the end of the day)
Picking up wrappers/
foils etc after the break
Creating shramdaan clubs
Green brigade clubs
Posters
Outdoor excursions
(Speed, stamina, strength)
•
•
•
•
•
IX-XII
Module 4
Physical
fitness
Module 5
Safety Measures
-Fire
Accidents,
Emergencies
Competitive Sports
Team building adventure treks
Leadership camps
Health Walks for social issues
Swimming
Any other
Transport drill
Sports Day
First Aid
Showing Movies on fire
safety drill
• Bravery Award
• Research based Projects
• Sexual Health Education
issues related to
Gender Sensitivity
67
•
•
•
•
•
•
•
•
•
Fire Brigade Demonstration
Disaster Management
Self – defence techniques
Traffic rules
Theatre-visit to
Rehabilitation Centre
Sensitization Programmes
on Substance Abuse
Interpersonal relationships
Parental Sessions
Laboratory Safety drill
I – IV
Module 3
Behavioural
and Life Skills
•
•
•
•
•
Consequence games
Learning to say “NO”
Think pair share
Handling peer pressure
Identification of good touch
and bad touch
V-VIII
•
•
•
•
•
Learning to say no
Mentoring
Interactive Bulletin Board
Quiz Contest
Poster making /
Painting Competition
• Group Games on
Adolescent issues
68
IX-XII
• Handling Peer Pressure
• Question Box Activity
• Situation Analysis and
Case Studies
of sensitive issues
• Peace March to mark a
social event or issue
• Panel Discussion with
Eminent Psychologists]
• Guest Speakers from the
experts (Doctor)
• Visit to a rehabilitation
centre
CENTRAL BOARD OF SECONDARY EDUCATION
INSTITUTIONAL AREA, ROUSE AVENUE, NEW DELHI-110002
CBSE/ACAD/CIRCULAR/2007
14th March,2007
Circular No. 17
All Heads of Institutions
Affiliated to CBSE.
Subject : Importance of Nutrition for Bone Health.
Dear Principal,
Bone Health is a neglected area and has resulted in various problems both for adults and young
children.
The major causes for the poor bone health in India are genetic predisposition, lower bone mineral
density due to deficiency of calcium and vitamin D, inadequate exposure of body surface area to
direct sunshine even though the country has plenty of sunshine throughout the year, clothing pattern,
relatively pigmented skin, poor diet, lack of availability of foods fortified with essential vitamins and
minerals and lack of physical activity.
Childhood and adolescence is the time when bones are beginning to be modeled until around the age
of 30 when peak bone mass is achieved. Diet in the modeling phase is extremely important. A
critical element that helps absorb deposition of dietary calcium into bone mass is vitamin D. Deficiency of vitamin D is one of major contributory factor responsible for lower bone mineral density
(BMD).
A related bone problem is flurosis. It is prevalent in 17 States and has affected 66 million people
including about 6 million children below the age of 14. It results from consuming ground water with
excessive fluoride leading to bone disorders. Inadequate exposure of body surface area to direct
sunshine, clothing pattern, relatively pigmented skin, environmental pollution, faulty housing architecture which does not allow enough sunshine, poor diet and lack of required food fortification, are
among the major factors responsible for compromised bone health.
It is important to pay attention to bone health right for childhood. It is in this regard, schools may be
advised to take steps regarding the following aspects :
1.
Schools should promote outdoor physical activity after 9.00 a.m. and before 4.00 p.m. for
adequate exposure to sunshine. Sunshine is the most important source of vitamin D.
N
N
N
Vitamin. D helps absorption of calcium. The main source of vitamin D is the exposure to
sunlight. Exposure of legs and arms to sunlight for about 25 minutes between 9 AM and 4
PM is adequate.
Physical activity at all ages, particularly weight bearing activity, is important for bone
health. It also reduces the risk of falling by strengthening muscles and maintaining balance.
Calcium is critical for sound bone health. Foods containing calcium like milk, leafy green
vegetables, etc. should be a part of the normal daily diet.
69
3.
During the educational programs, schools should emphasis the importance of calcium and vitamin D and thus the schools play a crucial role in creating awareness on such vital issues by
sharing this message with the entire student community as well as the parents.
With regards,
Yours sincerely
(C.GURUMURTHY)
DIRECTOR(ACADEMICS)
Copy to :
1.
The Commissioner, Kendriya Vidyalaya Sangathan, 18, Institutional Area, Shaheed Jeet Singh
Marg, New Delhi-110016.
2.
The Commissioner, Navodaya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
3.
The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat,
Delhi-110054.
4.
The Director of Public Instructions (Schools), Union Territory Secretariat, Sector-9,
Chandigarh-160017.
5.
The Director of Education, Govt. of Sikkim, Gangtok, Sikkim-737101.
6.
The Director of School Education, Govt. of Arunachal Pradesh, Itanagar-791111.
7.
The Director of Education, Govt. of A & N Islands, Port Blair-744101.
8.
The Secretary, Central Tibetan School Administration, Sector 5, Rohini, Delhi-110085.
9.
All the Regional Officers of CBSE.
(C.GURUMURTHY)
70
CENTRAL BOARD OF SECONDARY EDUCATION
2, COMMUNITY CENTRE, PREET VIHAR, DELHI - 110092
NO. CBSE/ACAD/HELATH/2007
20th June,2007
Circular No. 29
All the Heads of the institutions
affiliated to CBSE
Subject : Comprehensive School Health Programme :
Dear Principals,
The Central Board of Scondary Education in continuation of its Circular No. 09 dated 31.5.2006
regarding Comprehensive School Health Programme and creating Health Club in school would like to
reiterate and create awareness about the following issues :
1.
School must have by now intiated the creation the creation of Health Clubs to implement the
Comprehensive School Health Programme.
i)
ii)
iii)
2.
Health and Wellnesss Clubs in schools need to focus on over all well being comprising
mental and social health of the child. These would act as nodal centres for creating an
enabling environment in the school to ensure an ambience of wellness and fostering
reventive health care.
The Constitution, responsibilities and objectives of a Health Club have already been
stated in the previous circular.
Activities for promoting health and wellness in schools have also been stated in
the circular.
Comprehensive School Health Manual
The Comprehensive School Health Manual addressed a basic gap in schooling that has crept in over the
years. The is largely to do with the aspect of school health which has somehow been relegated to
sporadic health check ups or in some cases a few hours of health instruction in the curriculum. It is
imperative that something is done urgently to take up the issue of holistic health. The School Health
Policy and now the Manual proposes to view health holistically, utilize all educational opportunities for
health promotion including formal and informal aproaches in curriculum and pedagogy. Providing a
safe school environment, an activity oriented health education curriculum to avoid health-related
risk behaviour, ensuring physical fitness activities and sports, providing nutritous snacks in the school
canteen, ensuring access to primary health care services, providing emergency care for illness or
injury, providing counselling services and integrated family and community activities and staff health
promotion policy are some of the expectations that a school should fulfill as was advised earlier in the
circular issued to all schools regarding setting up of Health Clubs.
Comprehensive School Health Manual will be available to all schools by August 2007.
3.
Health Websites :
The Ministry of Health and Family Welfare (MOHFW), Government of India has commissioned a
website on Health Living (www.healthy-india.org) to address the concerns in India on the lifestyle
preventable diseases.
71
The
a)
b)
c)
d)
e)
f)
objectives of the website are :
to harmonize the burden of preventable chronic diseases in the country by creating awareness
to bring in the need for a healthy lifestyle
to create Agents of Change among school children with regard to health issues
to encourage the setting up of a health fostering school
to create awareness regarding canteens as social responsible outlets which inculate healthy
eating behaviours
to ensure that there is enough emphasis on physical activity in schools and on enjoyment of this
physical activity.
The website has been so designed that it is user - friendly and containg a number of dynamic sections
for interative sessions.
As India advances economically and gains greater control over traditional health threats, diseases
related to distorted lifestyles and unhealthy living habits are rapidly growing as major public health
problems. Imbalanced diet, physical inactivity, tobacco consumption and alcohol abuse are leading to
many Indians suffering from diabetes, heart disease, cancer and lung disease. Many of these diseases
are preventable. Such preventive efforts are best started in childhood and in schooling years.
Armed with appropriate health information people can protect and promote their personal health and
families can create healthy living conditions for individuals of all ages. Schools and colleges are
important stakeholders in disseminating healthy lifestyle information to children and youth.
Healthy India endeavours to advance consciousness of disease prevention opprtunities, encourage
earlier detection and treatment of chronic diseases and foster healthy living through information and
resources on healthy lifestyle viz. Healthy Diet; Physical Activity; Dealing with Tobacoo and Alcohol
related health problems; Yoga Stress Management; Diabetes; Cancers; Heart Attacks and Strokes.
We would request you to encourage students, teachers and staff to adopt healthy life style practices
suggested in this useful site (www.healthy-india.org) and practice the provided advise therein.
Yours Sincerely
(VINEET JOSHI)
SECRETARY
72
Copy to :
01
The Commissioner, Kendriya Vidyalaya Sangathan, 18 Institutional Area, Shaheed Jeet Singh
Marg, New Delhi.
02
The Commissioner, Navodya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
03
The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat,
Delhi-110054.
04
The Director of Public Instructions (Schools), Union Territory Secretariat Sector-9 Chandigarh.
05
The Director of Education, Govt. of Andaman and Nicobar Islands, Port Blair
06
The Director of School Education, Arunachal Pradesh, Itanagar-791111.
07
The Director of Education, Govt. of Sikkim, Gangtok, Sikkim-737101
08
All Regional Officers, CBSE
09
All Assistant Commissioners, Regional Officers, KVS
10
All Education Officers and Asstt. Education Officers, CBSE
11
E.O. to Chairman CBSE
12
P.A. to Director (Academic) CBSE
(VINEET JOSHI)
SECRETARY
73
CENTRAL BOARD OF SECONDARY EDUCATION
INSTITUTIONAL AREA, ROUSE AVENUE, NEW DELHI-110002
NO. CBSE/ACAD/HEALTH MANUAL/2008
24th June,2008
Circular No. 27/08
All the Heads of the institutions
affiliated to CBSE.
Subject :
Comprehensive School Health Programme and Release of School Health Manuals
in four Volumes.
Dear Principal,
Children are the greatest asset of a country and those in school have a right to a happy and healthy
life within the school environment as well as at home. Investment in the health of children is an
investment in the future of the nation. It is essential to build on the components of knowledge
relating to health and nutrition, develop healthy attitudes and enhance Life Skills to overcome the
multiple health concerns affecting school going children both in the urban and remote areas of the
country.
This is further to our circulars (No. 09 dated 31.5.2006 and No. 29 dated 20.6.2007) on Comprehensive
School Health Programme in which the Board has requested schools to set up `Health Clubs' in order to
implement the Comprehensive School Health Programme. It is heartening to note that some of the
schools affiliated with the board have responded positively in this regard.
Comprehensive School Health Programme and Health Manuals :
The objectives of the School Health Club as mentioned in the earlier circular are also being reiterated:
•
To create Health Cards for each student
•
To create a health newspaper at least twice a year / poster competition related to health
issues
•
To conduct surveys on health related concerns
•
To organize ` health walks' as part of social campaigns
•
To organize health fairs and immunization projects
•
To tap the local resources in the community to arrange health talks
•
To render service in any area affected by a disaster or a calamity
•
To create health help line within the school to distress, cope with emotional and social behaviour
and to clarify misconceptions regarding adolescent health
•
To teach the students techniques of yoga and meditation from an early age
•
To inculcate in the students healthy and positive ways of living
•
To teach health songs on various health topics
……………../-
•
Celebration of important days (World Health Day - April 7)
•
Creating awareness regarding `World No Tobacco Day' (May 31), `World AIDS Day
(December 1) etc.
74
Health Manuals :
The Comprehensive School Health Manuals address a basic gap in schooling that has crept in over the
years. School Health has somehow been relegated to sporadic health check-ups or in some cases a
few hours of health instruction in the curriculum. It was imperative that something is done urgently
to take up the issue of holistic health in school going children which includes physical, mental,
emotional and psychological health. The School Health Policy and now the Manuals propose to view
health holistically, utilize all educational opportunities for health promotion including formal and
informal approaches in curriculum pedagogy. Providing a safe school environment, an activity oriented
health education curriculum to avoid health-related risk behavior, ensuring physical fitness activities
and sports, providing nutrituous snacks in the school canteen, ensuring access to primary health care
services and integrated family and community activities and a staff health promotion policy are some
of the expectations that a school should fulfill.
There are four Manuals in this package. The first Manual-Vol I is addressed to all stakeholders
concerned with school health. The other three Manuals are activity based manuals for teachers. Vol
II is Teachers Activity Manual which consist of activities for Primary Level (Classes I-V), Vol III is
Teacher's Manual for Upper Primary Level (Classes VI-VIII) and Vol IV is Teachers' Manual for Secondary
and Senior Secondary Level (Classes IX-XII). The activities revolve around six different themes Knowing your Body, Food and Nutrition, Personal and Environmental Hygiene, Physical Fitness, Being
Responsible and Safe and Behaviour and Life Skills. The objectives of the modules and activities is to
focus on the different aspects of growth and age appropriate development of the child.
The Manuals are holistic in their approach since they deal with not only physical health but also
mental, social, emotional and spiritual well being. Their uniqueness lies in their participative and
interactive approach. The activities mentioned can be easily incorporated in the classroom transaction,
keeping in mind that hands on learning is internalized faster than conventional learning. It is also
recommended that teachers may modify or customize the activities according to their social, cultural
and demographic needs.
The activities for teachers in each Section are suggestive and it is earnestly hoped that they will carry
on the spirit of each section through curriculum plus intervention strategies within the school. The
activities are learner centred and will help to empower them to construct knowledge for themselves
in a classroom or out of the class setting.
……………../The graded activities provided in the manual follow outcome based approach to learning, teaching
and assessment. They are positive in attitude and stress on developing health promoting habits from
an early age which emphasizes the concept of learning throughout life.
For the success of the school health programme it has to be developed and implemented by a strong
indigenous group committed teachers under the guidance of the dynamic head of the organization as
well as a committed management. A special feature of this development would be a cooperative,
caring and concerned atmosphere which it is hoped will be the key note of the school learning
environment while implementing the programme.
The integration of school and community efforts should be related where the school is regarded as a
social unit providing a focal point from which the school may reach out to the family, to the local
community and to the community at large as a whole which in turn may support the efforts of the
school.
75
It is hoped that the Health Manuals will foster the need to provide for a healthy environment for each
child studying in a school and in that sense the CBSE Comprehensive School Health Program is dedicated
to all children.
The Health Clubs can be used to conduct the activities which are detailed in the School Health Manuals
in four Volumes being released to all the schools. One set of the four volumes is being sent to all
schools free of cost, however, for additional volumes the school will have to make a request as these
will be priced documents. These will be available from the Stores, CBSE, 17 Institutional Area, Rouse
Avenue, New Delhi as well as from the Regional Offices.
(VINEET JOSHI)
SECRETARY
Copy with a request to respective Heads of Directorates/KVS/NVS/CTSA as indicated below to also
disseminate the information to all concerned schools under their jurisdiction :
01
The Commissioner, Kendriya Vidyalaya Sangathan, 18 Institutional Area, Shaheed Jeet Singh
Marg, New Delhi-110 016.
02
The Commissioner, Navodya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
03
The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat,
Delhi-110054.
04
The Director of Public Instructions (Schools), Union Territory Secretariat, Sector-9, Chandigarh160017.
05
The Director of Education, Govt. of Sikkim, Gangtok, Sikkim-737101
06
The Director of School Education, Govt of Arunachal Pradesh, Itanagar-791111.
……………../-
07
The Director of Education, Govt. of Andaman and Nicobar Islands, Port Blair-744101.
08. The Secretary, Central Tibetan School Administration, ESSESS Plaza, Community Centre,
Sector 3, Rohini, Delhi-110 085.
09
All Regional Officers of CBSE with the request to send this circular to all the Heads of the
affiliated schools of the Board in their respective regions.
10. All Education Officers of the Academic Branch, CBSE
11. All Asstt. Education Officers, CBSE
12. The Library and Information Officer, CBSE
13. E.O. to Chairman CBSE
14. P.A. to C.E., CBSE
15. P.A. to Director (Academic) CBSE
16. P.A. to HOD (EDUSAT), CBSE
17. P.A. to HOD(AIEEE), CBSE
18. PRO, CBSE
SECRETARY
76
CENTRAL BOARD OF SECONDARY EDUCATION
INSTITUTIONAL AREA, ROUSE AVENUE, NEW DELHI-110002
NO. CBSE/EO(L)/ACAD/2008
1st Sept.,2008
Circular No. 33/08
All the Heads of the institutions
affiliated to CBSE.
Subject : Creating a Healthy School Environment
Dear Principal,
One of the lofty aims of education is to shape young individuals into caring, thinking sensitive and
value enriched citizens of the country. These are achievable when the schools provide a nurturing
environment and create a value based climate within the school.
The schools affiliated to CBSE are seen as powerful resources of Human Resource Development. This
is possible and can be ensured only if the schools themselves are convinced of the positive benefits of
a value enriched environment.
The conflicting role models thrown up by the social context as well as the explosion of media often
result in giving out ambiguous signals to young minds. It thus becomes even more mandatory that
the schools serve as agents of change and transformation by bringing out the best from within each
child. The inspiration, motivation and upliftment of spirit should go hand in glove with transaction of
academic knowledge.
The Central Board of Secondary Education has received feedback about certain schools where the
school authorities forcibly keep the children back in Classes IX & XI under various pretexts. This has
been viewed very seriously. The Board requires all heads of institutions to reflect on the long term
objectives of imparting holistic education in schools. It is impossible to create vibrance and a joyful
and friendly learning ambience to ensure there is collaborative synergy between learners, teachers,
heads of the institutions, parents and the management of the school.
Unless the heads of schools realize their own responsibility towards all these stakeholders there will be
a serious backlash from all these quarters. Cases of indiscipline, rowydism, bullying, smoking and
other kinds of drug abuse in some institutions have also been reported to which a blind eye is turned
by the school authorities. The Adolescence Education Programme and the Life Skills
……………./Programme as well as the Comprehensive School Health Programme advocated by
the Board focuses on the growing concerns of adolescence which need to be addressed with an
urgency and immediacy and unless stringent action is taken at the right point of time in collaboration
with the parents of the adolescents it may become a matter of serious concern. Life Skills Education
is an excellent tool for bringing about positive behavioural changes in individuals.
It is essential that all stakeholders involved in imparting value based education within the school
environment should come together to find an answer to some of these areas that ultimately concern
all of us.
This may be brought to the notice of all teachers, students and parents through staff meetings /
assembly meetings, circulars and advisory issued and reinforced from time to time.
Yours sincerely
(VINEET JOSHI)
SECRETARY
77
Copy with a request to respective Heads of Directorates/KVS/NVS/CTSA as indicated below to also
disseminate the information to all concerned schools under their jurisdiction:
01
The Commissioner, Kendriya Vidyalaya Sangathan, 18 Institutional Area, Shaheed Jeet Singh
Marg, New Delhi-110 016.
02
The Commissioner, Navodya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
03
The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat,
Delhi-110054.
04
The Director of Public Instructions (Schools), Union Territory Secretariat, Sector-9, Chandigarh160017.
05
The Director of Education, Govt. of Sikkim, Gangtok, Sikkim-737101
06
The Director of School Education, Govt of Arunachal Pradesh, Itanagar791111.
07
The Director of Education, Govt. of Andaman and Nicobar Islands, Port Blair-744101.
08.
The Secretary, Central Tibetan School Administration, ESSESS Plaza, Community Centre,
Sector 3, Rohini, Delhi-110 085.
09
All Regional Officers of CBSE with the request to send this circular to all the Heads of the
affiliated schools of the Board in their respective regions.
………………./-
10.
All Education Officers of the Academic Branch, CBSE
11.
All Asstt. Education Officers, CBSE
12.
The Library and Information Officer, CBSE
13.
E.O. to Chairman CBSE
14.
P.A. to C.E., CBSE
15.
P.A. to Director (Academic), CBSE
16.
P.A. to HOD (EDUSAT), CBSE
17.
P.A. to HOD(AIEEE), CBSE
18.
PRO, CBSE
SECRETARY
78
CENTRAL BOARD OF SECONDARY EDUCATION
INSTITUTIONAL AREA, ROUSE AVENUE, NEW DELHI-110002
NO. CBSE/ACAD/CSHP/2008
6th Nov.,2008
Circular No. 49
All the Heads of the institutions
affiliated to CBSE.
Subject:
Follow up on Comprehensive School Health Programme.
Dear Principal,
The Central Board of Secondary Education has recommended the setting up Health and Wellness Clubs
and launched the four manuals in the package of Comprehensive School Health Manuals (vide circular
no. 27 dated 24th June, 2008).
We hope that you have received the following four volumes of the Comprehensive School Health
Manuals :
1.
Comprehensive School Health Teachers Activity Manual Volume I
2.
Teacher's Manual for Classes I-V
3.
Teachers' Activity Manual for Classes VI-VIII
4.
Teachers' Activity Manual for Classes IX - XII
In continuation of the above the Board would like to bring to you an advisory on some of the
components related to health such as Physical Fitness, Substance Abuse and Emotional Concerns.
1.
Physical Fitness :
a.
There should be at least 30 minutes of Physical Activities or games with maximum health
benefits for Classes I-VIII everyday.
a.
For Classes IX - XII it should be ensured that all the students participate in Physical Activity /
Games / Mass P.T / Yoga with maximum health benefits for at least 2 periods per week (90120 min / week).
b.
In case the school has constraints of space, climatic conditions, presence of enough PE Teachers,
or coaches it may consider indoor activities which would provide maximum health benefits
(Aerobics / Meditation & breathing exercises / Yoga).
c.
Mass P.T. in the morning keeping in view the climate conditions is another alternative the
school can use.
d.
Too much of time being spent by children at house in watching TV or playing computer games
needs to be carefully monitored by the parents. An advisory can be sent by schools to parents
and reinforced in the beginning of every term.
e.
Parental Awareness Programmes regarding Adolescent concerns including the above may be
held at regular intervals by the schools.
79
2.
Eating Habits and Diet:
School canteens should provide healthy snacks which can be monitored by the Health Clubs of the
schools. Doctors / Nutritional Experts/ dieticians / Counsellors / Nurses/ Home Science Department
may be involved in designing the recipes for the menu (healthy, nutritious, wholesome) and monitoring
quality of the food items. Junk / fast food needs to be replaced completely with healthy snacks.
Carbonated and aerated beverages may be replaced by juices and diary products (Lassi, Chach,
Flavored milk etc.)
3.
Substance Abuse :
Passive smoking is as harmful as indulging in active tobacco use. Awareness regarding the hazardous
effects of passive smoking need to be created among the students and this may also be a part of the
Parental Awareness Programmes. Awareness on recent laws enacted on prohibition of Tobacco products
in public places needs to be created among students. Heads of Institutes should ensure that no
Tobacco products should be sold either by minor or by major children in the vicinity of the educational
institutes. Regular vigilance against smoking at home and school needs to be emphasized. The
matter can be discussed in PTA meetings with parents. Project work on Substance / Tobacco abuse
may be assigned to students as part of school assignment across disciplines and `No Tobacco Week'
may be celebrated in school. A substance abuse control committee at school level involving PTA
member's local leaders and students may also be initiated.
Value Education and Value Enhanced Life Skills should form a part of the larger curriculum plus
activities in the schools. Schools should also be able to integrate unstructured programmes on Value
Education through their Literary Clubs, Health Clubs and Eco Clubs.
4.
Emotional Health:
There is a need for Value Education aided Conceptual Framework of Life Skills related to values for
sensitizing teachers and learners to the Universal Skills such as Thinking Skills (Creative and Critical
Thinking, Self Awareness, Problem Solving, Decision Making), Social Skills (Interpersonal Relationships,
Effective Communication, Empathy) and Emotional Skills (Managing feeling / Emotions, Coping with
Stress).
Yours sincerely
(DR.SADHANA PARASHAR)
EDUCATION OFFICER(L)
Copy with a request to respective Heads of Directorates/KVS/NVS/CTSA as indicated below to also
disseminate the information to all concerned schools under their jurisdiction :
01
The Commissioner, Kendriya Vidyalaya Sangathan, 18 Institutional Area, Shaheed Jeet Singh
Marg, New Delhi-110 016.
02
The Commissioner, Navodya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
03
The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat,
Delhi-110054.
04
The Director of Public Instructions (Schools), Union Territory Secretariat, Sector-9, Chandigarh160017.
80
05
The Director of Education, Govt. of Sikkim, Gangtok, Sikkim-737101
06
The Director of School Education,Govt of Arunachal Pradesh,Itanagar-791111.
07
The Director of Education, Govt. of Andaman and Nicobar Islands, Port Blair-
08. The Secretary, Central Tibetan School Administration, ESSESS Plaza, Community Centre,
Sector 3, Rohini, Delhi-110 085.
09
All Regional Officers of CBSE with the request to send this circular to all the Heads of the
affiliated schools of the Board in their respective regions.
10. All Education Officers of the Academic Branch, CBSE
11. All Asstt. Education Officers, CBSE
12. The Library and Information Officer, CBSE
13. E.O. to Chairman CBSE
14. P.A. to C.E., CBSE
15. D.O. to Secretary, CBSE
16. P.A. to Director (Academic), CBSE
17. P.A. to HOD (EDUSAT), CBSE
18. P.A. to HOD(AIEEE), CBSE
19. PRO, CBSE
EDUCATION OFFICER(L)
81
CENTRAL BOARD OF SECONDARY EDUCATION
INSTITUTIONAL AREA, ROUSE AVENUE, NEW DELHI-110002
CBSE/CM/ 2008
Dated: 11.11.2008
Circular No. 51/08
All Heads of Institutions
Affiliated to the Board
Subject: Safety in School Science Laboratories
Dear Principal,
Science laboratories are essential and critical component in Science education. All students study
Science as a compulsory subject upto grade X and a significant percentage of them continue studying
Physics, Chemistry, Biology, BioTechnology, Home Science etc. at senior secondary level. This requires
conduct of regular practical work and use of variety of equipment, instruments, gadgets, materials,
chemicals, glassware etc. It is of utmost importance that in order to ensure safety of students
working in Science laboratories, every essential precaution is taken well in advance.
It is not uncommon to observe that in many cases, the essential safety measures are either not given
much attention or are ignored altogether. Gas fittings in chemistry laboratory often do not fulfil the
mandatory standards and requirements. Chemical are, in many cases, not stored in safe manner and
kept under safe custody. It is also observed that exhaust fans are sometimes not provided in chemistry
laboratory. Mandatory items such as laboratory coats, goggles and gloves are not used while doing
experimental work. Electrical fittings are at times done with sub-standard materials and components.
Laboratories are not located with easy and open exits. Fire extinguishers are not installed at desired
locations. First aid facilities are inadequate or missing. Medical facilities are also found wanting on
many occasions. All such negligent actions may result in dangerous and unfortunate incidents and
need to be attended to urgently.
In order to ensure safety of students in Science Laboratories, there is an urgent need to look into its
different aspects and make the following provisions:
•
Designing of all science laboratories according to necessary norms and standards.
•
Two wide doors for unobstructed exits from the laboratory.
•
•
Adequate number of fire extinguishers near science laboratories.
Periodical checking of vulnerable points in the laboratories in relation to possibility of any
mishappening.
•
•
Ensuring gas fittings in Chemistry laboratory fulfilling desired norms and standards.
Periodical checking of electrical fittings/ insulations for replacement and repairs.
•
Timely and repeated instructions to students for careful handling of chemicals and equipments
in the laboratory.
•
•
Display of do's and dont's in the laboratory at prominent places.
Safe and secure storage of all chemicals.
•
Proper labelling and upkeep of chemicals.
•
Proper safety and protection provisions such as fume hood, goggles and gloves while doing
practical work.
•
Careful supervision of students while doing practical work.
•
•
Advance precautionary arrangements to meet any emergency situations.
Conduct of any additional experimental work only under supervision and with due advance
permission.
82
•
•
Availability of First Aid and basic medical facilities in the school.
Proper location of the laboratories.
The tragic fire incident in a school at Kumbakonam in 2004 is still afresh in which nearly 100 children
lost their precious lives. The Board had issued a detailed Circular no. 28/2004 dated 26th July, 2004
asking schools to take all safety measures for meeting adverse situations and ensuring safe custody
of children in the school. It is reiterated that all necessary safety measures may be taken and the
above guidelines may be discussed in detail with the teachers as well as students for greater awareness
and sensitization on safety matters.
The Board may depute an expert team to visit your school to find out whether all safety provisions in
Science laboratories have been made.
With best regards
Yours faithfully,
(VINEET JOSHI)
CHAIRMAN
Copy with a request to respective Heads of Directorates/KVS/NVS/CTSA as indicated below to also
disseminate the information to all concerned schools under their jurisdiction:
1.
2.
3.
4.
The Commissioner, Kendriya Vidyalaya Sangathan, 18-Institutional Area, Shaheed Jeet Singh
Marg, New Delhi-110 016.
The Commissioner, Navodaya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat,
Delhi-110 054.
The Director of Public Instructions (Schools), Union Territory Secretariat, Sector 9,
Chandigarh-160 017.
5.
6.
The Director of Education, Govt. of Sikkim, Gangtok, Sikkim - 737 101.
The Director of School Education, Govt. of Arunachal Pradesh, Itanagar-791 111
7.
The Director of Education, Govt. of A&N Islands, Port Blair-744 101.
8.
The Secretary, Central Tibetan School Administration, ESSESS Plaza, Community Centre,
Sector 3, Rohini, Delhi-110 085.
All the Regional Officers of CBSE with the request to send this circular to all the Heads of the
affiliated schools of the Board in their respective regions.
9.
10. The Education Officers/AEOs of the Academic Branch, CBSE.
11. The Joint Secretary (IT) with the request to put this circular on the CBSE website.
12. The Library and Information Officer, CBSE
13. EO to Chairman, CBSE
14. PA to CE, CBSE
15. PA to Secretary, CBSE
16. PA to Director (Acad.)
17. PA to HOD (AIEEE)
18. PA to HOD (Edusat)
19. PRO, CBSE
CHAIRMAN
83
CENTRAL BOARD OF SECONDARY EDUCATION
INSTITUTIONAL AREA, ROUSE AVENUE, NEW DELHI-110002
CBSE/ACAD/EO (L)/NUSSA/2009
Dated:24.6.2009
Circular No. 22
All the Heads of the Institutions
Affiliated to CBSE.
Subject :
National Urban School Sanitation Awards 2009 in the context of setting up of
`Health and Wellness Clubs and `Eco-Clubs' in schools.
Dear Principal,
The CBSE in collaboration with the Ministry of Urban Development and GTZ has introduced the
`National Initiative on School Sanitation' and the aim is to inculcate good sanitation habits among the
school children. The Annual National Urban School Sanitation Awards(NSSUA) has been instituted by
Ministry of Urban Development along with German Technical Cooperation (GTZ) and Central Board
of Secondary Education CBSE to inspire, acquaint and celebrate excellence in Urban School Sanitation.
These Awards are instituted with the purpose of honouring urban schools who are taking significant
steps towards effective sanitation and improvement in service delivery leading to behavioral change.
The awards are open to all school affiliated to CBSE which include Kendriya Vidyalayas, Jawahar
Navodaya Vidyalayas, Government Schools, Private Independent Schools, DAV Schools, CTSA Schools,
Army Schools etc.
Awards will be given in the following categories which schools can take up as part of Health and
Wellness Clubs and Eco-Clubs
N
Awareness Generation leading to Behavioural Change through Students and Community
Mobilization
N
Technical Innovation and Interventions
N
Improving Sanitation facilities for the Girl Child
N
Best performing Health and Wellness Clubs
N
Sustainability of the Effort
N
Waste Management and Disposal
N
Water conservation and Waste Water Recycling and its Utilization
N
Conservation of Green Spaces
N
Public Private Partnership
Parameters for the Selection
1. Sustainability :Demonstrated success geared towards long term hygiene and safe sanitation.
2.
Replicability: Potential for replication of practices and models that have resulted in better
service delivery.
3.
Safe Hygiene Practices
4.
Waste Segregation and Waste Management
5.
Awareness Generation Efforts and impact leading to Behavioral Change
6.
Water and Sanitation:Tangible Improvements in Service Delivery
84
7.
Efforts towards Water Management
8.
Innovation: Demonstrated Innovation, Uniqueness and Originality in the use of Ideas, Technology
and Resources
9.
Dynamism: Activity points scored by participation in various activities as organized from time
to time through website; www.schoolsanitation.com
Mechanism and Procedures
N
N
MoUD, CBSE and GTZ have constituted an Advisory Group for deciding on Awards.
Initial scrutiny will be done by Committee and then the final hundred entries will be submitted
for critical examination and final selection for the Awards by the Advisory Group.
The Awards will be in the form of certificates of excellence, mementos, citations, participation in a
school sanitation exchange programmes, joint development of pilot projects on zero waste producing
concepts with the schools and also special certificates to Principals, teachers and students associated
with excellent Health & Wellness Clubs and Eco Clubs.
You are requested to disseminate the information to all and participate in this initiative of National
importance.
You are requested to send in CD-ROM addressed to the Nodal Officer, National Urban School Sanitation
Awards 2009 by courier at CBSE, Shiksha Sadan, 4th Floor, Room No. 404. Under no circumstances
either projects or models should be sent to the CBSE or GTZ Office. For more information about the
National initiative on Urban School Sanitation visit: www.schoolsanitation.com and for further queries,
the Academic Branch at CBSE may be contacted at telephone no. 011-23234324 (Dr. Sneha Singh /
Syed Shaney Alam)
Yours sincerely,
(DR.SADHANA PARASHAR)
EDUCATION OFFICER (L)
Copy with a request to respective Heads of Directorates/KVS/NVS/CTSA as indicated below to also
disseminate the information to all concerned schools under their jurisdictions:
01
The Commissioner, Kendriya Vidyalaya Sangathan, 18 Institutional Area, Shaheed Jeet
Singh Marg, New Delhi
02
The Commissioner, Navodaya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi
03
The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat,
Delhi-110054.
04
The Director of Public Instructions (Schools), Union Territory Secretariat, Sector-9,
Chandigarh.
05
The Director of Education, Govt. of Andaman and Nicobar Islands, Port Blair
06
The Director of School Education, Arunachal Pradesh, Itanagar-791111.
07
The Director of Education, Govt. of Sikkim, Gangtok, Sikkim-737101
08
All Regional Officers, CBSE
09
All Assistant Commissioners, Regional Offices, KVS
85
10. All Education Officers and Asstt. Education Officers, CBSE
11.
Joint Secretary .IT. CBSE
12. E.O. to Chairman CBSE
13. P.A. to Secretary CBSE
14. P.A. to Director (Academic) CBSE
15. P.A. to Controller of Exams. CBSE
16. P.A. to HOD (EDUSAT), CBSE
17. P.A. to HOD (AIEEE), CBSE
Education Officer (L)
86
CENTRAL BOARD OF SECONDARY EDUCATION
INSTITUTIONAL AREA, ROUSE AVENUE, NEW DELHI-110002
(An autonomous Organisation under the Union Ministry of Human Resource Development, Govt.of
India). ‘Shiksha Sadan’, 17, Institutional Area, Rouse Avenue, New Delhi -110002
CBSE/ACAD/HEALTH/2010
July 28,2010
Circular No. 38
All the Heads of Independent Schools
Affiliated to the CBSE
Subject:
Observation of International Day against Drug Abuse and Illicit Trafficking on 26th
June, 2010.
Dear Principals,
As you are aware that each year 26th June is observed as the International Day against Drug Abuse
and Illicit Trafficking. Kindly refer to our earlier circular no.18 dated June19, 2009 whereby all schools
affiliated to CBSE had been asked to observe the day in a befitting manner by organizing activities
like awareness campaigns, conducting seminars and workshops and holding exhibitions etc.
You are hereby requested to send a report on the specific activities conducted in your school on this
occassion such as debates, elocution, essay writing, poster making competition and other suitable
extra curricular activities.
Yours Sincerely
( C.Gurumurthy)
Director (Academic)
Copy with a request to respective Heads of Directorates/KVS/NVS/CTSA as indicated below to also
disseminate the information to all concerned schools under their jurisdiction:
1.
The Commissioner, Kendriya Vidyalaya Sangathan, 18-Institutional Area, Shaheed Jeet Singh
Marg, New Delhi-110 016.
2.
The Commissioner, Navodaya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
3.
The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat,
Delhi-110 054.
4.
The Director of Public Instructions (Schools), Union Territory Secretariat, Sector 9,
Chandigarh-160017.
5.
The Director of Education, Govt. of Sikkim, Gangtok, Sikkim – 737 101.
6.
The Director of School Education, Govt. of Arunachal Pradesh, Itanagar-791 111
7.
The Director of Education, Govt. of A&N Islands, Port Blair-744 101.
8.
The Secretary, Central Tibetan School Administration, ESS ESS Plaza, Community Centre,
Sector 3, Rohini, Delhi-110 085.
9.
All the Regional Officers of CBSE with the request to send this circular to all the Heads of the
87
affiliated schools of the Board in their respective regions.
10. The Education Officers/AEOs of the Academic Branch, CBSE.
11. The Joint Secretary (IT) with the request to put this circular on the CBSE website.
12. The Library and Information Officer, CBSE
13. EO to Chairman, CBSE
14. PA to CE, CBSE
15. PA to Secretary, CBSE
16. PA to Director (Acad.)
17. PA to HOD (AIEEE)
18. PA to HOD (Edusat)
19. PRO, CBSE
( C.Gurumurthy)
Director (Academic)
88
CENTRAL BOARD OF SECONDARY EDUCATION
INSTITUTIONAL AREA, ROUSE AVENUE, NEW DELHI-110002
CBSE/Sports/2010-2011
Dated: 27.10.2010
Circular No. 71
All the Heads of the Institutions
Affiliated to CBSE
Subject:
Physical Education & Sports in Schools – reg..
Dear Principal,
Schools are dynamic settings for promoting health and wellness through various correlated areas such
as Physical Education and Sports as well as through Health and Wellness Clubs. There is a growing
awareness that the health and psycho-social well-being of young children is of paramount importance
and schools can provide a strategic means of improving children’s health, self-esteem, life skills and
behaviour.
Healthy living incase of school children is the prime concern of all stakeholders including principals,
parents, teachers and the community. To achieve this objective collective responsibility needs to be
assumed. An important dimension is that of experience and development of health skills and physique
through practical engagements with play, exercises, sports and practices of personal and community
hygiene.
The CBSE through its various advisories (Circular No. 09 dated 31.5.2006, Circular No. 29 dated 20th
June, 2007, Circular No. 27/08 dated 24th June, 2008, Circular No. 49 dated 6th Nov., 2008 and
Circular No. 57 dated 20.11.2009) has directed schools to set up Health and Wellness Clubs which can
be used to conduct the activities which are detailed in the School Health Manuals in four volumes
already released to all the schools.
It is well established that participation in Physical Education & Sports activities is highly beneficial to
one’s health and it leads to improved performance by students in schools, in addition to helping them
in developing many life skills.
Children lead happier lives as a result of being actively involved in sporting activities and it has long
been established that fitness and improved academics performance go hand in hand. Physical Education
and Sports activities during the school hours reduce boredom and help keep students attentive in the
classrooms.
Keeping in view the above, the Central Board of Secondary Education has time and again recommended
for providing compulsory time schedule for Physical Education & Sports activities for the students of
all classes.
The Board is of the firm opinion that the Physical Education & Sports programs teach important
conflict resolution skills including team work, fair play and communication leading to reduced violent
behaviour among children. Further, children who participate in Physical Education & Sports develop a
positive attitude towards their every day life activities.
In the above background, it is advised that the following in respect of the Physical Education & Sports
may be strictly adhered to:
a.
b.
There should be at least 40-45 minutes of Physical Activities or Games period for Classes I-X
everyday.
For Classes XI – XII it should be ensured that all the students participate in Physical Activity /
Games / Mass P.T / Yoga with maximum health benefits for at least two periods per week
89
(90-120 min / week).
c.
d.
In case the school has constraints of space, climatic conditions, presence of enough PE Teachers,
or coaches it may consider indoor activities which would provide maximum health benefits
(Aerobics / Meditation / Yoga & Asanas).
Mass P.T. in the morning keeping in view the climate conditions is another alternative the
school can have.
As part of Continuous and Comprehensive Evaluation the students will be assessed on participation
and performance in by choosing any two activities from the 13 activities given for Classes VI-VIII and
08 activities given for Classes IX-X.
It is earnestly hoped that all schools will follow these directives to ensure that all students draw
maximum health benefit in terms of physical fitness and team building as well as collaborative skills.
This may be brought to the notice of all teachers, students and parents.
Yours sincerely
VINEET JOSHI
CHAIRMAN
Copy with a request to respective Heads of Directorates/KVS/NVS/CTSA as indicated below to also
disseminate the information to all concerned schools under their jurisdiction:
01
The Commissioner, Kendriya Vidyalaya Sangathan, 18 Institutional Area, Shaheed Jeet Singh
Marg, New Delhi-110 016.
02
The Commissioner, Navodya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
03
The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat,
Delhi-110054.
The Director of Public Instructions (Schools), Union Territory Secretariat, Sector-9,
Chandigarh-160017.
04
05
06
The Director of Education, Govt. of Sikkim, Gangtok, Sikkim-737101
The Director of School Education,Govt of Arunachal Pradesh,Itanagar-791111.
07
The Director of Education, Govt. of Andaman and Nicobar Islands, Port Blair.
08. The Secretary, Central Tibetan School Administration, ESSESS Plaza, Community Centre,
Sector 3, Rohini, Delhi-110 085.
09
All Regional Officers of CBSE with the request to send this circular to all the Heads of the
affiliated schools of the Board in their respective regions.
10. All Education Officers of the Academic Branch, CBSE
11. All Asstt. Education Officers, CBSE
12. The Library and Information Officer, CBSE
13. E.O. to Chairman CBSE
14. P.A. to C.E., CBSE
15. D.O. to Secretary, CBSE
16. P.A. to Director (Academic), CBSE
17. P.A. to HOD (EDUSAT), CBSE
18. P.A. to HOD (AIEEE), CBSE
19. PRO, CBSE
CHAIRMAN
90
Appendix-V
BASIC EMERGENCY CARE
Cardiac arrest occurs in 70% of individuals at home and 20% at workspace and only in 10% at hospital.
It is therfore important that non-healthcare persons such as schoolchildren, teachers, police and
drivers should learn how to o save life and transport the patient to the nearest health facilit.
Cardiopulmonary resucitation (CPR) is a procedure to support and maintain breathing and cirulation
for a person who has stopped breathing (respiratory arrest) and/or whose heart has stopped (cardiac
arrest.)
Basic Emergency Care (BEC) is the emergency care which can be provided by schoolchildren,
teachers, police and drivers in the absence of advanced medical care. If one school kid is trained in
CPR, he or she can take care of his peers, family members and community at large.
Beside CPR and foreign body reomoval, it also includes considerations of patient transport such
as the protection of the cervical spine and avoiding additional injuries through splinting and
immobilization.
When witnessing sudden collapse in victims of all ages, the rescuer should first telephone the emergency
medical services system and then return to continue CPR (phone first). But for unwitnessed arrest
(eg drowning, drug overdose and injured), the rescuer should deliver five cycles of CPR before calling
emergency number and then continue CPR (phone fast).
THE CHAIN OF SURVIVAL
The highest survival rate from cardiac arrest can be achieved only when the following sequence of
events occurs as rapidly as possible :
1.
Early recognition of warning signs
2.
Activation of emergency medical services
3.
Basic CPR
4.
Defibrillation
5.
Management of airway and ventilation
6.
Intravenous administration of medications
Figure 1 : The adult chain of survival. The 4 links of actions in the chain are (1) phone (2) CPR, (3)
early defibrillation and (4) advanced care
91
These events have been likened to the links in a chain - The chain of Survival. It was introduced in
1991 as a model of efficiency and synergy in resuscitative efforts. If any link is weak or missing, the
chances of survival are lessened. The links in the Adult chain or sruvival are :
1.
Early access
2.
Early CPR
3.
Early defibrillation
4.
Early advanced cardiac life support
LEARNYouCPR
Can Do It!
Reference : Basic Emergency Care - by Dr. Sanjeev Boi, Dr. John. Bera, Dr. Chhavi Sawhney, Published
by Paras Medical Publisher, Hyderabad. 2009
92
Revised
School Health Manual
(Teacher's Manual for Classes VI - VIII)
VOL. III
Revised School Health Manual, Vol-III for classes VI-VIII
PRICE : Rs. 130/-
EDITION : December, 2010
© CBSE, India
COPIES : 5000
No part of this publication may be reproduced , stored in a
retrieval system or transmitted, in any form or by any means,
electronic, mechanical photocopying, recording or otherwise
without the prior permission of the publisher.
PUBLISHED BY
:
The Secretary, Central Board of Secondary Education, Shiksha
Kendra, 2, Community Centre, Preet Vihar, Delhi - 110092.
DESIGN, LAYOUT &
ILLUSTRATIONS BY
:
Multi Graphics, 5745/81, Reghar Pura, Karol Bagh, New Delhi - 110005
Phone : 25783846
PRINTED BY
:
Preface
Childhood and the age of adolescence are perhaps the most momentous
periods in an individual’s journey of life. They are characterized by creative
bursts of energy, immense curiosity about the self and the world, sudden
changes in the physical, emotional and social dimensions and expanded
need for communication. They are also periods of grappling with an identity
crisis, feelings of isolation, anxiety, alienation and confusion. Each
individual is unique with inherent positive attributes and latent potential
and it is the responsibility of the school to provide opportunities for young
talent to blossom and flourish.
The biggest killer in the world today is not war, disease or natural calamity. It
is life style related diseases. Health is an important component of the
concerns regarding adolescent issues. Obesity, lack of physical activity and
exercise, mental and emotional stress are major concerns. The experiences
gained as children often stay with us throughout life. Therefore there is a
need to create health oriented school climate so that appropriate ambience
is created which is sensitive to the health needs of school going children and
helps to promote their well being.
The new millennium schools must provide a setting where in education and
health programmes come together to create a health promoting
environment which in turn promotes learning. It must constantly strengthen
its capacity as a healthy setting for learning and preparing for life. Such
schools use its full organization potential to promote health among
students, staff, families and community members.
Schools need to provide a safe healthy environment which includes safe,
clean water and sufficient sanitation facilities, freedom from abuse and
violence, a climate of care, trust and respect, social support and mental
health promotion.
The school can work in the areas of Food and Nutrition, Knowing Your Body,
Personal, Environmental Hygiene and Sanitation. Behaviour and Life Skills,
Physical Fitness and Being Responsible and Safe. The Manual provides
guidelines to all stakeholders including managers, principals, teachers and
students. There are activities designed for different levels in the different
volumes of the Manual. The first part of the Manual recommends setting up
of a Health ans Wellness Club to further carry on these enrichment activities
within the school. The ultimate objective of the Manual is to involve the
school going child in making healthy life style choices.
The Board has strengthened the School Based Assessment and Continuous
and Comprehensive Evaluation in 2009-2010. As part of Comprehensive
assessment of co-scholastic aspects, the grades obtained in Health and
Physical Education will be reflected in the Report Card as well as Certificate
of School Based Assessment. Learners can choose any two activities from the
options provided.
The Comprehensive School Health Manuals are an outcome of the
collaborative effort of CBSE along with the guidance provided by WHO India.
The Manuals would not have been possible but for the effort and support
provided by the material production team. I would also like to thank Dr.
Sadhana Parashar, Head (Innovation & Research) and Mr. Pramod Kumar T.K.,
Asst. Education Officer, CBSE for coordinating and editing the Manual. There
are four volumes in the package. The First volume is Introductory and the
other three consist of graded activities for each level : Primary, Upper
Primary and Secondary as well as Senior Secondary.
Any further suggestions for improving the Manuals are always welcome.
Vineet Joshi
CHAIRMAN
Acknowledgements
Acknowledgements
Advisors:
Sh. Vineet Joshi (IAS)
Dr. Cherian Varghese
Dr. Jitendra Nagpal
Dr. Manoj K. Johar
Material Production:
Dr. Indu Khetrapal
Ms. Usha Ram
Mrs. Kalpana Kapoor
Mrs. Neeta Rastogi
Dr. Divya Prasad
Chairman, CBSE, Delhi.
WHO, India, New Delhi.
Expressions India Vimhans, New Delhi.
Academy for International Career & Education, New Delhi.
Principal, Salwan Public School, Gurgaon, Haryana.
Principal, Laxman Public School, Hauz Khas, New Delhi.
Principal, Delhi Public School Ghaziabad Vasundhara, Ghaziabad.
Principal, Sadhu Vaswani International School,
Shanti Niketan, New Delhi.
Psychologist, Vimhans, New Delhi.
Contributors:
Dr. Lalit Modak
Head Mistress, Jr. School, DPSG Vasundhara, Ghaziabad.
Ms. Mousmi Mahopatra
PGT (Chemistry), DPSG Vasundhara, Ghaziabad.
Mrs. Seema Banerjee
Head of Social Work, Laxman Public School, Hauz Khas, New Delhi.
Ms. Dimple Vij, Counsellor Laxman Public School, Hauz Khas, New Delhi.
Ms. Neha Sharma
Headmistress, Amity International School, Vasundhara.
Dr. Manjari Tripathi
Associate Professor, Dept. of Neurology, AIIMS, New Delhi.
Dr. Sanjeev Bhoi
Assistant Professor, Dept. of Emergency Medicine, AIIMS, New Delhi.
Jago Teens (NGO)
Stray Relief and Animal Welfare (STRAW)
Cover Page-Courtesy :
Dr. Indu Khetrapal
Principal, Salwan Public School, Gurgaon.
Art and Layout:
Mr. Amitav Bose
Photography Club, DPSG Vasundhara, Ghaziabad.
Editing:
Dr. Sadhana Parashar
Mrs. Kalpana Kapoor
Mr. Mukesh Kohli
Co-ordination:
Mr. Pramod Kumar T.K.
Ms. Harjot Kaur
Dr. Sneha Singh
Head (Innovation & Research), CBSE, Delhi.
Principal, Delhi Public School Ghaziabad, Vasundhara, Ghaziabad.
Reader, Department of Physical Education, Ram Lal Anand College,
University of Delhi.
Asst.Education Officer, CBSE, Delhi.
Consultant, AEP
Consultant, AEP
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sA
THE CONSTITUTION OF INDIA
PREAMBLE
WE, THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a SOVEREIGN
SOCIALIST SECULAR DEMOCRATIC REPUBLIC and to secure to all its citizens :
1
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 the individual and the [unity and integrity of the Nation];
2
IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November, 1949, do HEREBY ADOPT,
ENACT AND GIVE TO OURSELVES THIS CONSTITUTION.
1.
2.
Subs, by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for "Sovereign Democratic Republic (w.e.f. 3.1.1977)
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
Chapter IV A
Fundamental Duties
ARTICLE 51A
Fundamental Duties - It shall be the duty of every citizen of India(a) to abide by the Constitution and respect its ideals and institutions, the National Flag and the National
Anthem;
(b) to cherish and follow the noble ideals which inspired our national struggle for freedom;
(c)
to uphold and protect the sovereignty, unity and integrity of India;
(d) to defend the country and render national service when called upon to do so;
(e) To promote harmony and the spirit of common brotherhood amongst all the people of India
transcending religious, linguistic and regional or sectional diversities; to renounce practices
derogatory to the dignity of women;
(f)
to value and preserve the rich heritage of our composite culture;
(g) to protect and improve the natural environment including forests, lakes, rivers, wild life and to have
compassion for living creatures;
(h) to develop the scientific temper, humanism and the spirit of inquiry and reform;
(i)
to safeguard public property and to abjure violence;
(j)
to strive towards excellence in all spheres of individual and collective activity so that the nation
constantly rises to higher levels of endeavour and achievement.
Content Page
About the Comprehensive School Health Manuals
Page No.
i - iv
1. Knowing your Body
1-16
2. Food and Nutrition
17-30
3. Personal and Environmental Hygiene
31-54
4. Physical Fitness
55-70
5. Being Resoponsible & Safe
71-82
6. Behavioural and Life Skills
83-100
7. Frequently Asked Questions
101-104
8. Appendices
105-133
About The Comprehen sive School Hea lth Man ua ls
The Comprehensive School Health Manuals address a basic gap in schooling
that has crept in over the years. This is largely to do with the aspect of school
health which has somehow been relegated to sporadic health check-ups or in
some cases a few hours of health instruction in the curriculum. It is imperative
that something is done urgently to take up the issue of holistic health in school
going children which includes physical, mental, emotional and psychological
health. The School Health Policy and the Manual proposes to view health
holistically, utilize all the educational opportunities for health promotion
including formal and informal approaches in curricular pedagogy. Providing a
safe school environment, an activity oriented health education curriculum to
prevent health-related risk behavior, ensuring physical fitness activities and
sports, providing nutritious snacks in the school canteen, ensuring access to
primary health care services and integrated family and community activities
and a staff health promotion policy are some of the expectations that a school
should fulfill as was advised earlier in a circular issued to all the schools
regarding the setting up of Health and Wellness Clubs.
There are four Manuals in this package. The first Manual-Volume I is
addressed to all stakeholders concerned with school health.
A health promoting school strives to provide a healthy environment
conducive to students' health, education and school health services along with
school/community projects and outreach opportunities for physical education
and recreation, social support and mental health promotion.
School Health and Wellness Clubs can become the focal point of school
health promotion which would encompass the entire school environment and
become a school campus activity. A checklist for a Health Promoting School is
included so that schools can monitor their own School Health Plan. The
responsibilities of the Administrators, Principals, Teachers, Counsellors and
Community leaders have also been enlisted. Monitoring, Evaluation and
(i)
Sustainability of the Health Plan in each school is extremely essential. Fact
Sheets regarding a Health Promoting School, focusing resources on Effective
School Health and Improving School Performance through health promotion
are other areas of concern.
The other three Manuals are activity based manuals for teachers. Vol II is
Teachers Activity Manual which consists of activities for Primary Level
(Classes I-V), Vol III is Teacher's Manual for Upper Primary Level (Classes VIVIII) and Vol IV is Teachers' Manual for Secondary and Senior Secondary
Level (Classes IX-XII). The activities revolve around six different themes Knowing your Body, Food and Nutrition, Personal, Environmental Hygiene and
Sanitation Physical Fitness, Being Responsible and Safe and Behaviour and
Life Skills. The objective of the modules and activities is to focus on the
different aspects of growth and appropriate development of the child.
Kn owin g Your Bod y Activities will take the child from knowing
body parts and their functions to appreciation of the importance of each body
part. This will lead to heightened understanding of the need for correct
information regarding growing up processes which will help in creating a well
informed individual.
Food An d Nutrition Activities focus on the effect of the right
food and nutrition intake to generate positive energy and thus influence
learning capacity. Variation in geographical location alter or modify nutritional
intake. Food can effect energy levels, concentration and learning.
Persona l,
Activities
En viron m en ta l
Hygien e
an d
San ita tion
emphasize on the need to ensure that children follow clean and
regular habits regarding bath, bowel movement, sleep, oral hygiene, nails and
hair. Once personal hygiene becomes a part of the regular system the child will
look forward to having a cleaner environment. Sanitation activities have been
added in the Revised Manual.
(ii)
Physica l Fitn ess Activities will help children to maintain fitness,
strengthen cardiovascular and respiratory system, keep bones and muscles
strong, ease depression, manage pain and stress and above all make one feel
alive, vibrant and energetic.
Bein g Sa fe An d Respon sible Activities
help learners to
understand the consequences of risk taking behavior and create a safe
environment for themselves and others. This would lead to a better quality of
personal life and would enhance positive behaviour towards self and
environment. Security and an environment that is physically and emotionally
safe is the need of the hour and equipping a child to handle situations that are
age appropriate is the task of the school, family and community.
Beha viour An d Life Skills Section focuses on bringing about an
awareness and in-depth understanding of behavioural issues revolving around a
child which will certainly influence his or her academic performance and social
development. The module is an attempt to forge clarity for the teachers to
facilitate the child's learning progress. The objective of the activities is to
highlight self management and infuse skills within the child which will help him
or her emerge as an individual who will be well equipped to handle related issues.
The Manuals are holistic in their approach since they deal with not only
physical health but also mental, social, emotional and spiritual well being. Their
uniqueness lies in their participative and interactive approach. The activities
mentioned can be easily incorporated in the classroom transaction, keeping in
mind that hands on learning is internalized faster than conventional learning. It
is also recommended that teachers may modify or customize the activities
according to their social, cultural and demographic needs.
The CBSE had also undertaken a Global School Health Survey across
different types of schools in various parts of the country. This was to collect
data on health behaviours and protective factors that affect the immediate
(iii)
and long term health status of young children. The results from the survey will
help in policy formulation at the local and national level.
The activities for teachers in each Section are suggestive and it is
earnestly hoped that they will be implemented in the spirit of each section
through curriculum plus intervention strategies within the school. The
activities are learner centred and will help learners to empower themselves to
acquire knowledge for themselves in a classroom or out of the class setting.
The Board has strengthened the School Based Assessment and
Continuous and Comprehensive Evaluation in 2009-2010. As part of
Comprehensive assessment of co-scholastic aspects, the grades obtained in
Health and Physical Education will be reflected in the Report Card as well as
Certificate of School Based Assessment. Learners can choose any two
activities from the options provided. These include Sports/Indigenous Sports,
NCC/NSS, Scouting and Guiding, Swimming, Gymnastics, Yoga, First Aid,
Gardening / Shramdaan. Teacher may record observations about the student’s
participation over a period of time either in Anecdotal Records or a Portfolio.
All students must take up at least two activities to ensure maximum health
benefit in terms of physical fitness.
The future of young India is being shaped in the schools and it is
imperative that all of us take a proactive role in ensuring that healthy and
balanced young minds leave school and forge ahead confidently.
We wish teachers will find the Manuals useful and enrich them further
with their wisdom and experience. It is an investment that each teacher,
principal and parent must make to generate and augment creative and
protective capacity of young people in school. This will go a long way in creating a
sustainable, social, healthy and peaceful society.
Dr. SADHANA PARASHAR
HEAD (INNOVATION & RESEARCH)
(iv)
1
Kn owin g You r Bod y
Fact Sheet
Students in the age group of 10-14 years have entered into the
Adolescence period and are generally confused as they
undergo physical, physiological and psychological change. All
that happens during Adolescence has implications that last
through a lifetime and affects both individual and public
health.
Children at this age go through rapid but uneven physical
growth, social and psychological development. They enter
into the physical maturity phase. They develop early
adolescent anxieties about the transition to adolescence and
puberty in particular. While becoming older brings with it new
found freedom and independence, children and adolescents
also recognize the mysteries of transition to puberty and many feel relatively unprepared for
profound physical changes they are experiencing. These changing conditions create an impact
on the behaviour of the adolescent.
It is important that adults around them provide support and guidance to facilitate their healthy
development.
Through this unit we have tried to provide an opportunity to the children of this age group to
identify themselves at body level through different activities.
These are a few suggested activities. Teachers/Counsellors can devise activities more
suitable/relevant and appropriate to age group.
3
Knowing Your Body
Activity – Kn ow Your Bod y !
Background :
During this time, the students will see the greatest
amount of growth in height and weight. Adolescence is a time for
growth spurts and puberty changes. An adolescent may grow several
inches in several months followed by a period of very slow growth,
then have another growth spurt. Changes with puberty may occur
gradually or several signs may become visible at the same time.
Methodology :
The Physical
Education teacher/ Nurse /
Class Teacher should pin up
the given Standard charts
(Boys' and Girls' Height and
Weight) on the bulletin board
of either Medical room or
classroom.
Observation / Discussion :
Any
deviation from standard
measurements except more
height requires attention. In
the remarks column teacher
/ counsellor / nurse can write
various dietary measures / general exercise to be undertaken by the
student or refer to a doctor.
CONCEPT :
Developing awareness
about body height
and weight is
important
OBJECTIVE :
Awareness about body
height and weight helps
to identify if any
measures are required to
be taken in case of
under - weight,
over-weight or any height
related problem.
MATERIALS
REQUIRED :
Chart paper,
A-4 sheets
and Sketch pens
Conclusion :
Measuring a child's Height and Weight is a way to monitor
her / his growth and development. Recording child's Height and
Weight regularly and serially is more important than a
single reading alone.
MODE :
Individual
Key message :
Student should make conscious effort to maintain body
weight within the acceptable normal limit. Even if a student is
overweight they should be
counselled about the need
to come to their ideal
weight.
TIME REQUIRED :
20 minutes
Suggested activities : Student
should repeat this exercise
on her / his own every 4 or 6
months and note the trend
of growth. Consult doctor if
required.
Important Note : Teachers must ensure that no child is ridiculed on any physical parameter.
4
Knowing Your Body
Teacher should ask each student to either know or find out about her/his Height and Weight
and make a note of it.
Each student should now compare her/his Height and Weight with the Standard Measurements
given in the chart.
Students may be asked to note the findings in the following Table:
Sr. No.
Your actual
1
2
As per
Standard Chart
Weight
Height
Deviation
Remarks
More/Less
More/less
STANDARD CHARTS
Girls Height Chart
Age
Height in (cm)
Height in feet
Birth
46.70
1.56
3 months
58.40
1.95
6months
63.70
2.12
9 months
67.00
2.23
1 Year+
72.50
2.42
2 Years +
80.10
2.67
3 Years +
87.20
2.91
4 Years +
94.50
3.15
5 Years +
101.40
3.38
6 Years +
107.40
3.58
7 Years +
112.80
3.76
8 Years +
118.20
3.94
9 Years +
122.90
4.10
10 Years +
123.40
4.11
11 Years +
136.00
4.53
12 Years +
140.00
4.67
13 Years +
144.00
4.80
14 Years +
150.00
5.00
15 Years +
152.00
5.07
16 Years +
152.50
5.08
17 Years +
153.00
5.10
5
Knowing Your Body
STANDARD CHARTS
Boys Height Chart
6
Age
Height in (cm)
Height in feet
Birth
47.10
1.57
3 months
59.10
1.97
6months
64.70
2.16
9 months
68.20
2.27
1 Year+
73.90
2.46
2 Years +
81.60
2.72
3 Years +
88.90
2.96
4 Years +
96.00
3.20
5 Years +
102.10
3.40
6 Years +
108.50
3.62
7 Years +
113.90
3.80
8 Years +
119.30
3.98
9 Years +
123.70
4.12
10 Years +
124.40
4.15
11 Years +
130.00
4.33
12 Years +
136.00
4.53
13 Years +
147.00
4.90
14 Years +
153.00
5.10
15 Years +
158.00
5.27
16 Years +
162.00
5.40
17 Years +
164.00
5.47
Knowing Your Body
STANDARD CHARTS
Weight Chart in KGs
Age
Girls
Birth
2.60
3 months
5.30
6months
6.70
9 months
7.40
1 Year+
8.40
2 Years +
10.10
3 Years +
11.80
4 Years +
13.50
5 Years +
14.80
6 Years +
16.30
7 Years +
18.00
8 Years +
19.70
9 Years +
21.50
10 Years +
23.50
11 Years +
29.00
12 Years +
34.50
13 Years +
35.00
14 Years +
38.00
15 Years +
44.50
16 Years +
50.50
17 Years +
52.00
7
Knowing Your Body
STANDARD CHARTS
Weight Chart in KGs
8
Age
Boys
Birth
2.60
3 months
5.00
6months
6.20
9 months
6.90
1 Year+
7.80
2 Years +
9.60
3 Years +
11.20
4 Years +
12.90
5 Years +
14.50
6 Years +
16.00
7 Years +
17.60
8 Years +
19.40
9 Years +
21.30
10 Years +
23.60
11 Years +
28.00
12 Years +
31.00
13 Years +
34.00
14 Years +
41.00
15 Years +
44.00
16 Years +
46.00
17 Years +
48.00
Knowing Your Body
Activity: Physica l Ma tura tion
Background :
Physical maturation that occurs during puberty results
due to hormonal changes. As the child nears puberty, a gland in the
brain called the pituitary gland increases the secretion of hormones.
Hormonal changes are a time of
accelerated growth and physical
changes second only to infancy. The
physical changes baffle students and
often become a cause of concern and
anxiety.
Methodology :
It is difficult to know
exactly about the onset of puberty.
Students experience changes during
this phase. These physical changes
consume much of the energy and
concentration of middle school
students. Such distractions can
greatly impact what they learn. It is
the wise teacher who recognizes this, adjusts to the students' needs
and develops lessons and strategies that take advantage of these
changes.
Teacher can ask the students to collect information about physical
maturation and prepare a
project report. Students
may be guided to refer to
library book for collecting
information. They must
also make a note of their
personal experiences.
These reports can be kept
in the class library and
made accessible to
student.
Note : If the teacher wishes following information may be provided
to students.
Observation : We as teachers may have observed that students in this
CONCEPT :
Generate awareness
about Physical
Maturation.
OBJECTIVES :
Unpredictable and
worrisome middle school
students will be able to
come out of the confused
state by understanding that
• every individual has to
pass through this phase
in his/her life
• these changes are signs
of growth
• hormones are responsible
for these changes
• changes are gradual
• promoting healthy
development is
instrumental in
preventing adolescent
health problems
MATERIALS
REQUIRED :
A-4 Worksheets
MODE :
Integrated
approach in
groups
TIME REQUIRED :
All through the
session as
and when
required
9
Knowing Your Body
age group trip over their own feet, they squeak, they load up on perfume or aftershave to cover
body odours. They eat more. They sleep more. They are confused. All these are a part of the
hormonal changes in the body of the adolescents.
Discussion : Adolescents experience rapid rates of growth and maturation of the reproductive
organs and glands. Together, these physical changes accomplish the biological task of
transforming a child into an adult. Rapid change combined with wide variation among
individuals tend to make adolescents extremely sensitive to their appearance. At no other time
in life are feelings about the self (self-esteem) so closely tied to feeling about the body (body
image).
Conclusion : Temporary problems with appearance and self-image may occur as a result of acne,
changes in fat distribution and increase in weight.
Increased awareness of one's own self and others and the tensions that accompany growing
independence require parental support-and the respect of adults and to a certain extent, other
people of the same age (peers), such as school friends. Adolescents feel a far greater need for
privacy, which needs to be respected.
Key message : Teachers and parents must deal with adolescents with great care and patience.
Students need direction which may be provided by adults around them.
Suggested activities :
• Workshop and activities may be organized to create awareness among parents and teachers.
Games, role-plays, debates, discussions involving the theme Physical Maturation may be
organized to give an opportunity to students for expression.
• Many opportunities need to be provided where adolescents can participate, enhance
knowledge, skills and attitude by looking within themselves and their experiences to
identify areas where they have problems.
10
Knowing Your Body
STUDENT WORKSHEET
What changes will occur during puberty?
Physical maturation that occurs during puberty is a result of hormonal changes. As a child nears
puberty, a gland in the brain called the pituitary gland increases the secretion of a hormone
called follicle-stimulating hormone (FSH). In girls, FSH activates the ovaries to start producing
estrogen. In boys, FSH causes sperm to develop.
The following are additional changes that may occur for the male as he experiences the
changes during puberty:
• His body size will increase, with the feet, arms, legs and hands sometimes growing "faster"
than the rest of the body. (This may cause the adolescent boy to experience a time of
feeling clumsy).
• Some boys may get some swelling in the area of their breasts as a result of the hormonal
changes that are occurring. This is common among teenage boys and is usually a temporary
condition. (Consult with your adolescent's physician if this is a concern.)
• Voice changes may occur, as the voice gets deeper. Sometimes, the voice may "crack" during
this time. This is a temporary condition and will improve over time.
• Boys will also experience hair growth on their face, under their arms and on their legs.
• As the hormones of puberty increase, adolescents may experience an increase in oily skin
and sweating. This is a normal part of growing. It is important to wash and bathe daily,
otherwise Acne may develop on skin including the face.
Specific stages of development is case of girls :
• There is a spurt of growth in height and weight, with the feet, arms, legs, and hands
sometimes growing "faster" then the rest of the body causing awkward gait.
• The body starts maturing in a way and fills out.
• There may be rapid weight gain or loss.
11
Knowing Your Body
• Menstruation may begin. Menstruation is a woman's monthly bleeding. It is also called
menses, menstrual period, or period. When a woman has her period, she is
menstruating. The menstrual blood is partly blood and partly tissue from the inside of
the uterus (womb). It flows from the uterus through the small opening in the cervix,
and passes out of the body through the vagina.
• Acne and pimples may develop leading to stress about body image. Pimples are the
commonest of all chronic disorders in your age group. This is the result of hormonal
changes that activate your sebaceous gland. Usually this is a temporary condition that
will eradicate, as you will grow up. Balanced diet and personal hygiene helps to correct
this condition.
12
Knowing Your Body
Activity – Bod y Ima ge
Background :
As adolescents
CONCEPT :
Development of a body
image with healthy food
habits.
experience significant physical
changes in their bodies during early
puberty, they are likely to
experience highly confusing
perception of body image. Body
image of students strongly
influence self esteem.
Methodology :
Brainstorm :
Adolescents may speak in subtle or
a strong way about a disliked part of
the body or a concern about eating
or food; use body comments as a
OBJECTIVES :
To help students:
• Develop a healthy Body
Image in order to have
high self–esteem and
high self – worth.
• Overcome influence of
myths and
misconceptions
regarding diet and
Body Image.
starting point to initiate a discussion to explore their perception of
their body and whether or not they are accurate. Give students
worksheet plenary. Discuss with teacher or the counseller about
their concerns.
MATERIALS :
REQUIRED:
Copies of
Questionnaire
for SelfAssessment
MODE :
Groups
TIME REQUIRED :
One Period
(40 minutes)
13
Knowing Your Body
Observations :
Lean female images and strong and lean male images are common to all societies
and body image concerns have become widespread among adolescents.
For girls, “the way I look” is the most important indicator of self worth, while for boys, self worth
is based on abilities and looks.
Discussion :
Puberty for boys brings characteristic-height, speed, broadness and strength.
Puberty for girls brings with it characteristics which one different as girls generally get rounder
and have increased body fat. These changes can serve to further enhance dissatisfaction among
girls.
Generally, early development for girls and late development for boys present the greatest
challenges to healthy body image.
Conclusion : Poor body image is strongly associated with low self-esteem and low self worth, both
of which can severely limit the potential for an adolescent to succeed. Teachers and parents must
deal with adolescents with great care and patience. Students need direction which may be
provided by adults around them.
Key message :
Over concern with body image and shape can lead to restrictive dieting and
unhealthy weight control methods which may lead to potentially dangerous disordered eating
behaviors.
Suggested activities :
Ask students to answer the following for self assessment.
• Do you look in the mirror and focus on your positive features and not the negative ones?
• Do you say something nice to your friends about how they look?
• Do you think about your positive traits that are not related to appearance?
• Do you read magazines with a critical eye to find how photographers make models look the
way they do?
• Do you want to lose weight? (Be realistic in your expectations and aim for gradual change).
14
Knowing Your Body
• Do you realize that every one has a unique size and shape?
• Do you have questions about your size or shape? (Ask a health professional).
15
Knowing Your Body
STUDENT WORKSHEET
Self – Assessment
• Are you concerned about your weight (or shape or size) at all? Do you think your friends are
concerned about their weight a lot?
• Do you know that diets are the worst way to lose or maintain weight? Have you ever dieted?
Why?
• Do you know how to tell if you are too thin or too heavy or just right?
• How do you feel right now?
• Do you know that eating only low-fat or fat-free foods is NOT healthy eating?
• Do you know that you need fat in your diet and without it you can have all kinds of health
problems?
• What would you do if you had a problem with your eating or if you were concerned about a
friend who had a problem?
• Do you know anyone who has a problem with their eating habits? Have you talked to them
about it?
• Do you follow any special diet? (like counting calories and/or fat grams, fad diets, skipping
meals, etc.)
• Do you ever take any pills to control your appetite or your weight? Do you know anyone who
does it? If yes, why do you think he/she does it?
• What kind of exercise do you do? Why do you do it?
16
2
Food An d Nutrition
Nutrition can be defined as the procurement of substance (nutrients) through food, necessary
for growth, development, maintenance and activities of a living organism.
Students of classes-6 to 8 ( age group 10-14) are in the stage of wanting to become independent
in all the spheres. So, it becomes our collective responsibility to train them in a way where they
learn and become conscious about their food and the nutrition they derive from it.
School going students need nutritive food for their optimum growth as these are the formative
years of their physical growth. Teachers and parents must very consciously plan daily routine so
that students develop good food habits. Values inculcated at school and home during this period
invariably become part of one's personality.
Through this Unit we have tried to provide an opportunity to the students of this age group to
experiment and have hands on experiences which can enthuse them and leave an impact of a
lifetime.
These are a few suggested activities given in this Unit. Teachers/counsellors can devise activities
more suitable/relevant to their social and cultural ethos and appropriate to the age group they
deal with .
19
Food and Nutrition
STUDENT WORKSHEET - I
SELF ASSESSMENT :1.
Cereals, pulses, milk and its products, fruits and vegetables, fat and sugar are the
different food groups. Does your food include all these food groups?
2.
What do you usually carry for school lunch?
3.
What do you prefer to carry for picnics (chips, colas, fruits, cakes)?
4.
Do you regularly have breakfast before going to school?
5.
Does your diet contain a daily serving of raw fruits?
6.
Do you exercise daily?
7.
Do you include sprouts in your diet?
8.
How often do you eat sweets such as chocolates, cakes and ice cream (once a week/twice a
week / everyday).
9.
Do you prefer adding vegetables in your noodles?
10. Name any two common adulterants found in food.
11. Is it important to check the seal and label before buying a packed food product?
12. Why is khichadi more nutritious than plain rice?
13. Is it necessary to include soya bean/nutrient nuggets in your diet?
20
Food and Nutrition
STUDENT WORKSHEET - II
TRUE OR FALSE
1.
Carbohydrates, fats and proteins provide the body with energy.
q
2.
Studying hard uses a lot of energy and for this one should take vitamin pills.
q
3.
It is a good idea to drink plenty of aerated water in summer.
q
4.
Solid foods do not contain water.
q
5.
Cellulose cannot be digested. Therefore, it is not useful in the diet.
q
6.
Only starch can be obtained from grain and it is fatty.
q
7.
An athlete in training needs meals rich in protein only.
q
8.
Milk contains all nutrients.
q
9.
Polished rice is better than any other variety of rice.
q
10. The quality of protein present in milk and soya bean is better than those found
q
in pulses.
11. Fruit juices are healthy as compared to whole fruit.
q
12. Rice eating leads to obesity.
q
13. The amount of water intake should be reduced if one is suffering from diarrohea.
q
14. Anger at meal time interferes with digestion.
q
15. You need to eat more when you use your muscles vigorously.
q
16. You need to drink 8 to 10 glasses of water everyday.
q
21
Food and Nutrition
17. None of the vitamins in vegetable leaks out into the water in which they
q
are cooked.
18. It is a good idea to add some baking soda to the water in which green vegetables
q
are to be cooked because it keeps them looking fresh and green.
19. Exercise and balanced diet are both equally important to avoid obesity.
q
20. Whole grain cereals are more nutritious than refined cereals.
q
21. Cooking food for more then 15 minutes results in loss of nutrients.
q
22.
q
We should wash vegetables before cutting them.
23. Fermented foods are nutritious.
q
24. The left over oil after deep frying is safe for re-using as the medium for cooking.
q
25. Excess water may be discarded after boiling food.
q
Answers
22
1.
T
2.
F
3.
F
4.
F
5.
8.
F
9.
F
10.
T
11.
F
12.
F
13.
F
14.
T
15.
T
16.
T
17.
F
18.
F
19
T
20
T
21
T
22.
T
23.
T
24.
T
25.
F
F
6.
F
7.
F
Food and Nutrition
Activity – Mana gin g School Can teen !
CONCEPT :
Value of nutritive food.
Background :
During this phase the students will see the greatest
amount of growth in height and weight and so it is important that
they are aware of requirement of nutritive diet to keep healthy.
Methodology :
Students to be given Worksheets I and II before the
activity. Class teacher may divide the students in five groups based
on their interest and prepare the following duty chart.
Group-1 : Preparing day wise menu for a week.(This can be repeated)
While preparing menu ensure that you suggest those items, which
have high nutritive content and fewer calories. You may also advise
to add Soya product wherever it is possible.
Group-2 :
Preparing chart showing nutritive value of the fresh snack
to be served in the canteen.
Group- 3 :
With the help of canteen in-charge teacher, keep a check
on the packed food items so that no junk food is sold from the
canteen. Canteen should operate as a small outlet with limited
facility, which will encourage students to bring food from home.
Group- 4 : Should occasionally check the hygienic condition and raw
materials used in the canteen.
OBJECTIVES :
• To make nutritive food
available to students
• To make students know
the nutritive value of
what they are eating.
• Students develop
collaborative operative
spirit by working as a
team.
MATERIALS
REQUIRED :
Papers and
pencil,
Student
Worksheet I, II, III
Group-5 : Should be responsible for cleanliness outside the canteen
and arrange for two types of dustbins with labels so that students
throw biodegradable and non- biodegradable waste separately.
Students to be given worksheet III before and after managing school
canteen for a week.
MODE :
Group Work
Observation : Some times due to unavoidable reasons students fail to
bring their tiffin from home and so schools are required to provide an
alternative solution i.e. canteen. If students and teachers manage
the canteen's menu, it can become a great learning experience of
making nutritive food available to students and develop cooperative spirit by working as a team.
TIME REQUIRED :
45 minutes
Conclusion :
School going students need nutritive food for their
optimum growth as these are the formative years of their growth.
Food habits inculcated at school and home during this period
invariably become part of one's personality.
23
Food and Nutrition
Key message :
A school is a place where learning takes place at all levels. In order to make learning
an enjoyable experience, it is desired that the school must create an atmosphere where learning
takes place effortlessly and when children grow up in such an environment, they turn out to be
more aware and hence knowledgeable in every discipline.
24
Food and Nutrition
STUDENT WORKSHEET - III
Fill in the food items you have during breakfast, lunch and dinner. Mention about the
nutrient present by putting (√) in the respective box
Sr.No.
Food Items
1.
Breakfast (for
e.g.) v
Cornflakes
With Milk
v
One slice of
bread with
butter
v
Fruit juice
2.
Lunch
3.
Dinner
Carbohydrates
Proteins
Fat
Minerals
Vitamins
Is the meal you have at home balanced ?
25
Food and Nutrition
Activity : Newspaper In Hea lth
Educa tion
CONCEPT :
Generating awareness
about food and learning
more
about it in an
informal way.
Background :
Media has a very strong influence on children. Taking advantage of
this informal approach students can be guided to develop good food
habits.
Methodology :
Teacher may ask students to:
1. Cut one news clipping from the newspaper or magazine related
to nutrition and paste it on an A-4 sheet.
OBJECTIVES :
Students will develop a
habit of reading
newspaper daily and also
identify various nutrition
related news which will
make them concerned
about health related
issues.
2. Read the news article and note down difficult words and queries
they have on the same sheet , below the news item.
3. Find out the meaning of these difficult words and write it against
them.
4. Clarify doubts (queries) from teachers, internet or the library
books and note them down on the same sheet.
5. Pin their sheet on the bulletin board and place the bulletin board
near library for the other students to read.
Observation/Discussion :
It is important that students become aware about the food they eat.
Newspapers carry many news articles related to food but students
are unaware of such information. In order to make them aware, it is
important that they are given an opportunity to discuss news related
to nutrition among themselves. Gradually students will develop an
interest and eventually awareness about food and nutrition.
Conclusion :
The awareness will motivate students to think and develop an
attitude to be selective about the food they eat.
26
MATERIALS
REQUIRED :
Newspapers,
Magazines
and Journals
MODE :
Individual Work /
Pair Work/
Group Work
TIME REQUIRED :
One Period
(40 minutes)
Food and Nutrition
Key message :
Learning takes place all the time. Schools should use all such resources to make learning an
enjoyable experience for the students .This will inculcate a healthy practice among the
students to learn from these resources through out their life.
Suggested activities :
Students together can organize a quiz competition based on the articles put on the bulletin
board.
27
Food and Nutrition
Activity : Food and Consumer Awareness
Background : The market is flooded with a large variety of food items.
CONCEPT :
Awareness about
food you eat
as a consumer
Student must be well informed and trained to make right choices
without getting trapped into fake marketing forces.
OBJECTIVE :
Methodology :
Before you buy any food items, note the following carefully
•
Date of manufacturing/packing.
•
Date indicating time before it
is required to be consumed
•
Presence of
“F.P.O.” or
“AGMARK” marks
•
Maximum Retail Price
•
Ingredients used
•
Red /green dot indicating
non-veg/veg
•
Nutrient content
Observation/Discussion :
As an enlightened
citizen, it is your duty to take up any
issue related to adulteration and bring to the notice of concerned
authorities.
Key message :
All that glitters is not gold. Do not compromise with the
quality of food as it directly affects your health.
Suggested activities :
Collect information about common adulterants found in milk,
turmeric powder, black pepper, mustard seeds, edible oil and honey.
28
MATERIALS
REQUIRED :
Paper , pencil,
Student
Worksheet
Adulteration
of food items is becoming more
prevalent and eating outside is
gaining momentum. When such food
is consumed more often, it is
important that students know what
they are eating.
Conclusion :
Students will develop an
attitude to be selective
about their food habits and
also develop awareness
about their right as a
consumer in order to lead
a healthy life.
MODE :
Individual/
Group Work
TIME REQUIRED :
Two Periods
(40 minutes each)
Food and Nutrition
STUDENT WORKSHEET
Fill in the table given below for any five food items
Sr.
No.
Food
item
Date of
Packing
Best
before
Trade
Mark
Ingredients
used
Nutrient
Content
Red/Green
Dot
M.R.P.
29
Food and Nutrition
Teacher can demonstrate various tests to identify adulterants in the food items. Some
are given below.
•
Vanaspati in Ghee or Butter-Melt one teaspoon full of Ghee or butter sample in a test tube.
Add an equal amount of concentrated Hydrochloric Acid and a pinch of common sugar. Shake
well for about one minute and allow the tube to stand for five minutes. If you observe a
crimson colour appearing in the lower layer, it shows the presence of Vanaspati in Ghee or
Butter.
•
Argemone oil in Edible oil-Add concentrated Nitric acid to the sample and shake carefully.
Observe the colour of the acid layer. A red to reddish brown colour indicates the presence of
Argemone oil.
•
Metanil yellow in Dal-Shake five grams of Dal with five ml of water. Add a few drops of
Hydrochloric Acid. A pink colour indicates the presence of Metanil yellow.
Note : Student's must not be allowed to use concentrated forms of acid themselves. Teacher
must demonstrate the activities to them.
30
Personal,
Environmental
Hygiene and
Sanitation
3
Activity – Germs grow on dirty surface
Background :
Germs grow fast under unhygienic conditions
Methodology :
CONCEPT
Students observe the growth
of germs on three germcovered potato slices
and one control
potato slice.
OBJECTIVE :
•
• Divide students into small groups (three or four students).
• Provide each group with four
plastic bags.
• Each should have a label
attached.
• The students should write on
each label one of the
following:
Potato 1: Handled by group
members
Potato 2: Rubbed on surface
Potato 3: Blown on by group
members
Potato 4: Control
• Cover part of each group's work
area with waxed paper. Place
the potato slices on the waxed
paper. (NOTE: Handle the
potato by the outer, skincovered surface only. Do not
touch the inside, exposed
surface of the potato.) Tell
students not to touch the potato yet.
•
To help children learn
the importance of
washing hands.
To help children learn
the importance of
hygiene.
MATERIALS
REQ UIRED :
• 4 plastic
sandwich bags
• masking tape or
self-adhesive mailing label
(to label each bag)
• markers, pens or pencils
• waxed paper
• a potato cut into four slices
of roughly equal size
• toothpicks
• writing paper
MODE :
Individual/
Group Work
TIME REQUIRED :
Two Periods
(40 minute each)
• Ask students in each group to pass around the first potato slice;
each student should have an opportunity to thoroughly handle the
slice. Then have a student put the slice in Bag 1.
33
Personal, Environmental Hygiene and Sanitation
• Have students rub the second potato slice on a selected surface in the classroom (e.g., the
floor, a countertop, a wall) and fill in the blank on the bag to indicate the surface the potato
was rubbed on. Then ask a student to put that slice in Bag 2.
• Show students how to use a toothpick to handle the next potato slice. Tell students not to
touch the potato or let it touch any surface. Have each student take a turn holding the
toothpicked potato and blowing on it for about ten seconds. Ask a student to put that potato
slice into Bag 3.
• Finally, have a student use another (clean) toothpick to place the fourth slice in Bag 4. That
slice is the control slice. It has not been touched, rubbed on any surface, or blown upon.
• Ask students to record on paper what they have done. Have them predict which potato slice
contains the most germs and the least germs. Then have each group gather its four bags and
place them in a dark closet. Leave the potato slices in the closet for a week.
• At the end of the week, ask students to observe each potato under the microscope then ask
them to record the results of the experiment, including answers to the following questions:
Which potato slice had the most germs? Which had the least? Why might that be? Did you
predict correctly? How is a control important in a scientific experiment?
• Have students record their observations and write a statement that explains what this
experiment taught them about germs. Follow up with this question: What does this
experiment teach you about the importance of washing your hands regularly?
Extended Activity : Invite the school nurse to participate in this activity and to help add to the
discussion. Supplement the lesson with a children's book about germs.
Discussion : Germs
Informal Assessment : Evaluate students on their observations and discussion of the experiment's
questions.
Key messages : Importance of washing hands before and after meals. Food should be stored under
hygienic conditions
Suggested activities : Visit the school canteen with your teacher and make a report on the hygiene
and cleanliness standards/conditions maintained in the canteen.
Observation : Complete the table given in the Student Worksheet.
34
Personal, Environmental Hygiene and Sanitation
STUDENT WORKSHEET
Observations
after a week
Comments
Potato
Potato
Potato
Potato
Bag 1
Bag 2
Bag 3
Bag 4
35
Personal, Environmental Hygiene and Sanitation
Activity –
Wha t Can We Do With Rubbish ?
Background :
All rubbish is not of the same nature. Some part of it can
be made useful for the soil and rest of it can be reused
and recycled.
Methodology :
• The students will prepare a questionnaire to test how much
people know about biodegradable and nonbiodegradable wastes
and about their disposal.
• The students will extend this questionnaire to other students,
their teachers and other workers in the school to enable
percolation of their message at all levels in the school.
• The students will also circulate the same in their locality.
Observations : The students will be able to gauge the understanding in
people about the waste disposal, a point they want to make through
this survey.
Discussion :
Discuss ways with the teacher to make community
conscious of the importance of correct ways of waste disposal.
Technique of composting and segregating wastes to enable zero
waste generation can be taught.
Conclusion :
Awareness about the
nature of wastes generated
in daily life.
OBJECTIVE:
To understand the concept
and importance of the four
R's (Reduce,Reuse, Recycle
and Refuse) in daily life.
MATERIAL
REQUIRED :
A questionnaire
to check the
awareness about
biodegradable
and nonbiodegradable
wastes.
MODE :
Group activity
Gauging awareness about waste disposal.
Informal Assessment : Student Worksheet
People should be
aware about what
they do to the wastes
they generate.
Suggested Activities :
Poster making,
slogan writing,
debates and
discussions.
36
CONCEPT :
TIME REQUIRED :
One Week
Personal, Environmental Hygiene and Sanitation
STUDENT WORKSHEET
HOW MUCH DO YOU KNOW ABOUT THE WASTE
YOU GENERATE EVERYDAY?
1)
Can you list the waste that you have generated today?(like newspaper pamphlets, food
leftovers, fruit peels etc)_______________________________
2)
Count the number of wastes that can rot and disappear over a period of time from the
list given: Aluminium foil, plastic bag, toffee wrapper, banana peel, leftover food and
meat, paper, atta, cans, leather wallet.____________.
3)
Have you ever done the following?
•
Used water left from washing dals, vegetables to water the plants?______________.
•
Recycled water while washing clothes to mop the house or clean the
courtyard?________.
•
Used the water left in your water bottle to water a nearby plant ?_______________.
•
Used kitchen waste to manure the plants in your home?______________.
•
Made sure that you don't throw plastics on the streets?________________________.
•
Carried a can or packet of something you have consumed on your way to some place
all the way to be disposed in a bin only and nowhere else. _______________________ .
4)
Are you aware of biodegradable and nonbiodegradable wastes? ____________________.
5)
Have you heard of compost or organic manure?____________________________.
6)
Have you heard of zero waste management?__________________________________.
7)
Do you segregate dry and wet waste at home?_________________________________.
8)
Do you Reduce, Reuse, Recycle and Refuse? _______________________.
37
Personal, Environmental Hygiene and Sanitation
Activity - Hygien e - Persona l an d
CONCEPT :
Personal Hygiene
is importance.
En viron m en ta l
Background : Personal Hygiene is an important component of
Growth and Development.
Methodology :
OBJECTIVE :
To help the child learn the
importance of good habits
leading to personal hygiene.
• Children are divided into groups of four.
• A set of 6 cards is given to each group.Each card has pictures
showing activities related to personal hygiene.Each child
discusses and gives his own reasons for selecting good and bad
habits related with Personal Hygiene.
MATERIAL
REQUIRED :
Flash cards
(6 are given)
Observations :
Understand and reason out the importance of Personal Hygiene.
MODE :
Group activity
(Discussion)
Conclusion :
Students clearly state how one can maintain Personal Hygiene.
Self Assessment :
A teacher can
questionnaire.
give
a
Key Message :
Good habits make one
achieve sound body and
mind.
Suggested Activities :
To follow upon the action
plan given in the Student
Worksheet.
38
TIME REQUIRED :
2 Periods
(40 mins each)
Personal, Environmental Hygiene and Sanitation
STUDENT WORKSHEET-I
Fact Sheet - Do’s or Dont’s
Hair
• It is your crowning glory.
• Wash your hair at least once a week using soap or mild shampoo.
• Dry your hair after a wash.
• Brush your hair three to four times a day with a soft bristled brush or a wide toothed
comb. Wash your brush and comb every time you wash your hair.
• Oil the scalp, once a week.
39
Personal, Environmental Hygiene and Sanitation
Skin
• Soap and water are essential for keeping the skin clean. A
good bath once or twice a day is recommended, especially
in tropical countries like India. Those who are involved in
active sports or work out to a sweat would do well to take a
bath after the activity.
• Wash off the soap lather well. Drying with a clean towel is
important. Avoid sharing soaps and towels.
Teeth
• Have you heard of the sixty-second battery operated wonder brush? It has been analysed
that it takes only that long to give your teeth a good brush. You have to hold the brush to
your teeth and say cheese (and then perhaps S-A-U-C-E for the brush to get a good scrub
inside!).
• Well, whether it is a neem twig or battery brush, you cannot give brushing a miss.
• While brushing, pay attention to the
fact that you are getting rid of the
food particles stuck in between the
teeth and in the crevices of the flatter
teeth at the back, the molars and pre
molars. Brush down on the upper teeth
and brush teeth and brush up on the
lower teeth. Use a circular motion.
Pay attention to the tongue and the
inner surface of teeth as well.
40
Personal, Environmental Hygiene and Sanitation
Hands
• The world around us swarms with micro-organisms. Some bacteria are found on our
bodies. In countries where food is eaten and prepared with bare hands, extra attention
has to be paid to the cleanliness of hands.
• Wash hands thoroughly with soap
and water before and after every
meal and after visiting the toilet.
Soaping and rinsing should cover the
areas between fingers, nails and
back of the hand. Hands should be
dried with a clean towel after wash.
The towel at the wash stand has to
be washed and changed everyday.
Nails
Healthy body ensures healthy nails. Brittle or discoloured
nails show up deficiencies or disease conditions.
• Clip nails short, along the shape of feet.
•
Don't cut them so close that it
pinches the skin.
• Clean feet are essential for
personal hygiene .
• Clean between the toes also.
• Feet should be washed after
coming back home.
• Alway wear comfortable shoes.
41
Personal, Environmental Hygiene and Sanitation
STUDENT WORKSHEET - II
Aims
Section 1
How tidy is
our school?
Section Summary
• To encourage Students to
Identify cared for and
uncared for places in
school.
•
Students will
use 'before and after' picture cards
showing situations and places in the
school .
• To make Students aware of
•
look at different ways of tidying up
•
go around school and look for and
photograph/video places that could
be improved
•
discuss and make an action plan,
put into action, record and evaluate
different ways of clearing up
• To encourage pupils to take
responsibility and make
them aware of their
environment.
Section 2
• To make Students aware of
different ways of disposing
rubbish.
Students will:
• sort rubbish into different types of
Material
What can we
do with the
rubbish?
• To understand the concept
and practicalities of
recycling and reusing
rubbish
• visit a local Recycling Collection
Plant
• collect recycling material at home
and bring it into school
• look at packaging – how could waste
be minimized ?
• consider how waste can be reused
Section 3
A project to
develop a
garden in the
community
42
To participate in an activity
that creates a pleasant
environment in the
neighbourhood
(School / Home).
Students will :
• take part in ground clearance in a
park or garden
Personal, Environmental Hygiene and Sanitation
There is a game for you to play. You can make this on your own on a cardboard.
SNAKES AND LADDERS
43
Personal, Environmental Hygiene and Sanitation
For Snakes
For Ladders
46 When you came out of the room you did
not switch off the fan.
3 You plant a sapling on your birthday.
49 You did not use the zebra crossing to cross
the road.
8 In your neighborhood you encourage all
school children to attend school.
58 You collected your old notebooks and threw
them in the dustbin.
36 you organized a rally in your nearby
community to educate people about the
importance of judicious use of water. OR.
62 While trying to chase a dog you and your
friends were throwing stones at it.
36 you always carry and encourage other
members to carry a jute bag or a cloth bag
for shopping.
72 You and your friends destroyed many plants
to create space for your cricket match.
47 You are member of the School's Eco Club and
make positive contributions to protect the
environment
93 You do not clean your coolers regularly.
98 You burn crackers on every small
festive occasion.
44
60 You use natural colours to celebrate Holi.
Personal, Environmental Hygiene and Sanitation
Activity - Wa ter Con ser va tion
Background : Encouraging students to understand simple ways which
help in saving water.
Methodology :
CONCEPT :
Water is scarce so should
be used judiciously.
A lot of water can be saved
if we are careful
about the way
we use it at
school.
1. Students will be divided into four groups of two students each.
OBJECTIVE :
2. Each group will brainstorm and list down certain ways/methods
in which water wastage can be reduced.
•
3. The groups present/show their list in the class.
4. Ten such ways are listed in the survey sheet.
5. Each child has to question ten children in the school and find out
which one of the listed way is used most often by them.
6. Before the next class, the students present the information
collected, in the form of a graph and draw conclusions.
7. In the next class the children will present their surveys along with
graphical presentation and the conclusions they draw from their
activity.
8. A selected group of five students will list down the findings of the
class and present it in the assembly through a presentation which
will also include ways in which water wastage can be reduced.
Developing awareness
about the simple actions
which reduce wastage
of water
MATERIAL
REQUIRED :
•
Survey Sheet
•
A4 Sheets
MODE :
Group activity
(Discussion)
Evaluation:
Students will be evaluated on their individual work
List of
Students
Student 1
Completion Graphic
Conclusions Neatness
of survey
Presentation Drawn
TIME REQUIRED :
•
2 Periods
(once in a week)
•
10 minutes
of assembly
Student 2
Student 3
Student 4
45
Personal, Environmental Hygiene and Sanitation
Key Message :
1. There are simple ways in which water wastage can be reduced.
2. Students can shoulder responsibility in promoting simple water conserving behaviours in
their school and home environments.
Independent Practice:
From school to home
Waste water management
1. Students will conduct survey at their home and locality on how much water is used for
gardening and daily chores in each house.
2. The survey conducted can then be brought back to school and a comparative chart can
be made based on locality usage and conservation of water.
46
Personal, Environmental Hygiene and Sanitation
Activity - Sa fe Drin kin g Wa ter
CONCEPT :
•
Water for drinking
should be pure and
from a safe source.
•
Judicious use
of drinking
water can
avoid scarcity.
Background :
Encouraging students to understand
• the sources of safe drinking water
• the need for safe drinking water
• the various water borne diseases
OBJECTIVE :
• the different ways of purifying water
Developing awareness
about judicious use of water
Methodology :
1. Students will be divided into eight groups and given two topics as
given below.
MATERIAL
REQUIRED :
(A) The sources and need for safe drinking water
•
Computers
(B) The process of purification before water reaches our home
and some ways of purifying water at home
•
Internet Facility
2. Four groups will study topic 'A' and the other group of four
students will study topic 'B'.
3. Each group will document their finding in a power point
presentation (10 - 15 slides).
4. The presentations will be made group wise in the class.
MODE :
Group activity
(4-5 Children in
a group)
5. The best presentation on each will be presented in the assembly.
TIME REQUIRED :
Evaluation:
Students will be evaluated from group presentations
List of
Students
Content
Power Point Presentation Team
Presentation in the class
Work
•
2 Periods
(once in a week)
•
10 minutes
of assembly
Group 1
Group 2
Group 3
Group 4
47
Personal, Environmental Hygiene and Sanitation
Key Message :
Students should be aware of issues relating health and growth
Suggested Activities
1. A holiday project in the form of a file presentation.
2. Surveys (in the school, neighborhood)
3. Making of posters to spread awareness about the judicious use of drinking water.
4. Making placards (to spread awareness about the judicious use of drinking water) and placing
them in significant places in the school.
5. Theatre - Street play or one act play.
Independent Practice:
From school to home
Water management
1. Find out in your neighborhood as to how many neighbours treat water before drinking (boil /
use aqua guard / use R.O. systems)
2. Collect pH paper from your teacher and find out the pH of water being used in your
respective homes (Acidity / Basicity)
48
Personal, Environmental Hygiene and Sanitation
Activity - M y School A Clean
En viron m en t
CONCEPT :
Developing a clean School
Environment
through student
Involvement
Background:
Encouraging Students to analyze:
OBJECTIVE :
• the need for a clean School environment.
To involve students
spread the idea
of healthy living
• the areas which help to make the school environment clean.
• student role and responsibility in keeping the school environment
clean
Methodology
1. Students will be apprised about the Topic, Areas of Evaluation,
and the Dos and Don'ts of the presentation by the Theatre
Teacher
2. Role Play : Student will be given a topic on different topics like
how to keep your classroom clean, how to maintain clean toilets,
washing of hands before taking food, keeping clean their
surrounding etc. for role play will be given.
3. Students in each group will Brainstorm the topic and put down the
points to be covered in the presentation.
4. Each group practices in the next theatre period.
5. Presentation in the subsequent theatre period.
MATERIAL
REQUIRED :
Some waste material
available at home or
school to be
utilised for for
making props
MODE :
Group activity
TIME REQUIRED :
3 Theatre Periods
(One in a week)
6. The best two groups will perform in the assembly.
Evaluation
Students will be evaluated from group presentations
49
Personal, Environmental Hygiene and Sanitation
List of
Groups
Content
(areas covered)
Following
Effectiveness
deadlines
of the team
(observations)
Team work Presentation
time
Group 1
Group 2
Group 3
Group 4
Key Message
1. There are areas and people who make the school not so clean.
2. Students have responsibility in keeping the school clean.
Suggested Activities
1. Shramdaan-cleaning the classroom after every lunch breaks as per the house on duty.
2. Surveys -the things/items that make a classroom dirty.
3. Making of posters/ slogans.
Independent Practices:
from school to home:
• Carefully observe for the following in your school
(i)
Proper lighting and ventilation arrangements.
(ii) White washing and cleaning in your school.
• Prepare slogans based on hygiene and display them in corridors of your school.
• Delegate proper shramdaan duties in your school.
• Prepare a check-list for all the above and follow it up regularly.
50
Personal, Environmental Hygiene and Sanitation
Activity
- In s titutiona l
trou gh pa rticipa tory approach
buildin g
-Sus ta inable san ita tion
Background:
CONCEPT :
•
Developing a Clean
School Environment
through Student
Involvement
OBJECTIVE :
• the areas which help to make the school environment clean
• To involve students'
strengths to spread
the ideas of healthy
living by establishing
an operation and
maintenance process.
• student role and responsibility in keeping the school environment
clean by sustaining and helping each other by learning operating
and maintaining procedures.
MATERIAL
REQUIRED :
Encouraging Students to analyze:
• the need for a clean school environment that has to be sustained.
Methodology
The operation and maintenance of corridors, classrooms and toilets
is very simple.
The most important do's can be achieved by preparing a check-list for
the following guidelines:
Cleansing detergents,
scrubbers, tissues
etc
MODE :
Group activity
1. Observe for cleanliness in classrooms and corridors everyday.
2. Pick up any paper bits, toffee/chocolate wrappers from the floor
and put them in dustbin.
3. Before the first use and final use of the toilet seat, flush the seat
properly.
TIME REQUIRED :
•
1 Period per day
4. Always keep the toilet seat clean and dry.
5. After each use (for defecation), the toilet should be a clean sight
for the next user.
6. Tissue paper used (if any) for cleaning should be thrown properly
in a dust bin.
7. Keep a brush/scrubber or small piece of cloth for cleaning the pan
at regular intervals.
8. Wash hands with soap after defection.
9. Always wear gloves during cleaning the toilets.
51
Personal, Environmental Hygiene and Sanitation
Evaluation
Students will be evaluated from group presentations
List of
Groups
Content
(areas covered)
Following
deadlines
Effectiveness
of the team
observations
Team work
Presentation
time
Group 1
Group 2
Group 3
Group 4
Key Message :
To enable young students to analyze
• There are areas and people who make the school look neat and clean.
• Students have responsibility in sustaining the operation and maintenance system of the
school.
Suggested Activities:
1. Shramdaan-cleaning the classroom after every lunch break as per the house on duty
2. Surveys - Make a list of items that make a classroom dirty.
3. Making of posters/slogans
4. Helping the junior students to make them aware of having clean toilet habits and practices.
Independent Practices:
From school to home
1. Prepare a survey on how many institutional buildings are their in their own locality.
2. Perform Nukkad-nataks to promote the understanding of sustaining of operating and
maintenance procedures in their school/home and locality.
52
Personal, Environmental Hygiene and Sanitation
Activity - Clean toilet habits
For Sta ff m embers
Background:
Providing toilet facilities to the children which are need and age
appropriate.
Methodology
1. Staff members are divided into four group depending on the
interests of the member and their individual strengths (some may
be tech-savvy, some regular newspaper reader etc.)
2. Group 1 will survey on designs and dimensions of toilets and
washbasins which are age appropriate (eg. Lover toilets for young
children, separate toilets for boys and girls)
3. Group 2 will survey on requirements of separate toilet conditions
for boys and girls (eg. Arrangements of newspapers in senior
girl's toilets and dustbins in each toilet)
4. Group 3 will survey on types of toilet that need to be designed for
disabled. (eg. Special seats etc)
5. Group 4 will survey on environmental friendly ways of disposal of
toilet wastes. (urine , excreta, napkins etc)
6. Each group will collect the information and give their report to
the management.
CONCEPT :
Developing awareness
among all members of the
community for clean toilet
habits,
considering
individual
needs of the
different members
OBJECTIVE :
Children will be provided
with toilet facilities that
are environment friendly ;
age and need specific and
children will also be
trained for clean toilet
habits.
MATERIAL
REQUIRED :
books, internet, magazine
MODE :
Group
7. Each group must take care that their reports are as practical as
possible.
Evaluation
TIME REQUIRED :
About 15 days
Evaluation of the various groups will depend on the practicality of
the survey and suggestions made by each group.
Observations
The staff members will be able to understand the needs of different
students for clean toilet conditions.
53
Personal, Environmental Hygiene and Sanitation
Key Message :
It is important to provide healthy and age appropriate toilet conditions to the students in the
school.
Suggested Activities
• Surveys on methods of waste water disposal.
• Role plays can be enacted showing harmful defects of unsafe disposal of toilet wastes
Suggested Activities for Students:
1. Shramdaan-cleaning the classroom after every lunch break as per the house on duty
2. Surveys - Make a list of items that make a classroom dirty.
3. Making of posters/slogans
4. Helping the junior students to make them aware of having clean toilet habits and practices.
Independent Practices for Students:
From school to home
Toilets
1. Prepare a check-list at your home for the regular cleaning of your toilets
2. Conduct a survey in your own locality for the kind of toilet systems (English/Indian) for their
comfortability and also prepare a comparative chart for the two types of toilet systems.
54
4
Ph ysica l Fitn ess
Fact Sheet
Although childhood is a time for playing, running, jumping and all kinds of physical activities yet
the children these days are not as active as the previous generation.
This phenomenon can be attributed to a sedentary lifestyle wherein children spend time glued
to television sets or plugged into video games.
Once children enter adolescence, exercise drops off dramatically especially in girls. Very often
this pattern of inactivity accompanies kids into adulthood. It is the need of the hour to break
down these fetters of complacency and lead life replete with physical activity. In addition to
promoting physical health, exercise has an extremely positive effect on the well-being of the
children.
Individuals who exercise have lower rates of depression and anxiety and they are able to cope
with life's stress more effectively than their sedentary counterparts. Children engaged in fitness
related activities have high levels of self-confidence as well as happiness that comes with
greater self-esteem.
What does it mean to be physically "fit"? Physical fitness is defined as 'a set of attributes that
people have or achieve that relates to the ability to perform physical activity' (USDHHA, 1996).
Physical Fitness is more than being able to run long distances or carry out exercises. It is not only
defined by the kind of activity one does. Overall fitness is made up of five main components.
Body composition
Cardio respiratory endurance
Components of Physical Fitness
Flexibility
Muscular strength
muscular endurance
Physical exercise in all its forms is an ongoing process rather than product . The goal is to make
physical activity a customary part of our daily routine. It should be associated with pleasure
rather than pain.
57
Physical Fitness
Values of physical fitness
Promotes efficiency in work performance
Resistance to diseases
Musculoskeletal development
Success in games and sports
Mental health and alertness
Efficient functioning of body systems
Delays ageing
From now on, I will :
1. Cut down on refined carbohydrates
2. Avoid junk food
3. Eat frequent small portions
4. Do not diet
5. Follow a Fitness regime
6. Exercise daily!
7. Get going
58
Physical Fitness
Activity : Bracin g Up
Background :
to Exercise - Joggin g
Jogging is an easy running and an elementary,
CONCEPT :
Participating in physical
activities enhances cardiorespiratory performance.
economical and personally geared exercise programme to develop
general physical fitness.
Methodology :
• Measure your heart rate- ___________ beats per minute.
• Jog in your place for 10 minutes.
OBJECTIVE :
To achieve and maintain a
level of physical fitness.
• Begin slowly and then build up to a
faster pace.
• Ask your friend to measure your heart
beat at the end of the jogging
session.____beats/min.
• Do this consistently for a week and
keep a record of your heart rate.
• Find out how the heart rate changes
with consistent exercise.
MATERIALS
REQUIRED :
Jogging shoes,
Stethoscope
MODE :
Individual
Observation :
In the plenary discussion elicit/inform the
class about the following:
• Why does the heart rate increase after exercise?
• Although the initial heart rate is similar for most people, the
response to exercise varies.
• Discuss why this happens?
Conclusion :
TIME :
Early morning
(30 minutes)
Its major contribution is towards the development of
cardio-respiratory fitness.
Informal assessment : Continue to jog slowly or walk to allow the blood
concentrated in your legs to circulate to the other parts of the body.
Failure to do so may result in giddiness or fainting.
Key messages : Through jogging gross muscle groups as well as ankle
and knee joints can be exercised and physical fitness developed.
59
Physical Fitness
Suggested activity : Try to find out the predisposing conditions/ ailments which lead to a higher
cardio-respiratory response to exercise. (hours, dinner timings and duration. Get it signed by
parents first and then show it to the teacher. The teacher in the mentoring classes can take up
the issue for the student.)
The Right Way to Jog
60
1.
Wear comfortable shoes with laces tied properly.
2.
Breathe through your mouth
3.
Head and body relaxed and upright.
4.
Straight heel to toe landing action.
Physical Fitness
Activity – The Art of Hea lthy livin g
Background :
CONCEPT :
Fitness through deep
breathing exercises.
Breathing exercises form
the basis of healthy living. They
rejuvenate the circulatory system and
optimize the effect of exercises.
Methodology :
1. Students are asked to sit in the
correct posture
( Padmasan)
2. Students are asked to close their
eyes and concentrate.
3. They take a deep breath through
their nose and exhale with the
sound of 'om'.
Observation/ Discussion :
Fill
in the qualities that you are
able to develop through this
exercise
OBJECTIVE :
To make the students
understand the importance
of pranayama
MATERIALS
REQUIRED :
exercise
mats.
MODE :
group
TIME REQUIRED :
5-7 minutes during
assembly.
Self Control
61
Physical Fitness
Conclusion : It is equally essential to spread awareness in the society about the role of breathing
exercises in remaining healthy.
Informal Assessment :
The children should make a time table to ensure that they follow up the pranayama practices at
home on a regular basis. This time table should be signed by parents and shown to the teacher on
a monthly basis so that the teacher and parent join hands in helping the child adopt yoga as a
part of his lifestyle.
Key Messages :
Pranayama helps to control anger and overcome the problem of distraction.
Suggested Activities : Take a deep breath and hold it. Block your ears with the thumbs and place the
middle and ring fingers of both the hands on them. Exhale with a loud humming sound. Repeat
three times.
62
Physical Fitness
Activit y : Pa r ticipa tion in Gam es
a n d Spor t
Background :
The amount of exercise which an activity provides
depends on the nature of the activity undertaken.
Methodology :
CONCEPT :
Physical fitness
helps in making one a
team person.
OBJECTIVE :
To help develop spirit of
sportsmanship.
• Identify the sport that you enjoy and also fix your goal.
• Play the sport and try to achieve the goal set by you.
Observation / Discussion :
1. Assess your fitness status within the health related components.
2. Evaluate the effectiveness of physical exercise and other factors
to obtain physical fitness goals ( losing weight/ becoming a good
team player etc.)
3. List out your strengths and weaknesses and discuss with the
teacher how the weaknesses can be turned into strengths.
Conclusion : Participation in any game of your choice can bring about
significant improvement in physical fitness and help to maintain it.
MATERIALS
REQUIRED :
School sports
ground and
equipment
MODE :
Group
TIME REQUIRED :
30 minutes
(PE Period)
Recapitulation : Playing games motivates you to live as a fit individual
with a firm, lean and a healthy body.
Informal Assessment : Regularity, enthusiasm and willing participation.
Key Messages :
Regular participation in indoor and outdoor sports
provides sufficient exercise to the human
body.
Extended Activity :
Watch a match on TV
and write your observation on the
following theme
“ When any sport is played between two
nations, the playfields turn into battle
fields”
63
Physical Fitness
Activity : Good Pos ture !
Background :
A sound mind can exist only in a sound body. Correct
CONCEPT :
Cultivation of
good posture
is essential.
posture helps in avoiding various health problems.
Methodology : Teacher will show flash cards showing right and wrong
OBJECTIVE :
postures and after discussing with students she divides them into
stacks of 'right' and 'wrong'.
To make the students
understand the
importance of
maintaining
correct posture.
Observation/ Discussion :
Why is it important to maintain the right
posture?
Conclusion :
Correct posture helps the system and the organs to
develop in such a manner that organic and functional development
of the body takes place.
Recapitulation : Recall the technique of correct posture.
Informal Assessment : Head, backbone, limbs are in perfect alignment.
MATERIALS
REQUIRED :
Pictures/
diagrams
drawn on
flash cards.
No strain is experienced by any part of the body.
Key Messages : The system and the organs of the body have to function
optimally to cope with the daily stress and strife in life.
MODE :
Group
Suggested Activities : Keep reminding yourself about the technique for
correct posture while studying, watching television and doing other
daily activities. You must see that the weight of the body is balanced
equally on both the legs.
64
TIME REQUIRED :
15 minutes
Physical Fitness
Activity : Ba lan ced Diet for Hea lthy
Growth
CONCEPT :
Awareness about
healthy weight
and balanced
diet is important.
Background : Body Mass Index (BMI) is a measure of body fat based on
height and weight that applies to both boys and girls.
Methodology :
Students will be required to find their Body Mass Index.
The students will be first asked for their own interpretation of BMI
after they identify themselves as overweight, healthy or
underweight.
Observation : It will be pointed out that growth of body and increase of
height may be affected by hereditary factors. Control of BMI is
entirely in one's own hands. Depending upon the kind of active or
sedentary lifestyle the BMI increases or decreases.
The formula for finding the BMI will be given and its use will also be
explained.
• Enter your weight and height using Standard or Metric measures.
OBJECTIVE :
To develop a firm, lean
body, a strong heart, a
slower heart rate,
normal blood pressure
muscle strength, muscle
endurance and
flexibility.
MATERIALS
REQUIRED :
Weighing
machine,
Measuring tape.
• Calculate BMI using the formula given below
weight in kilograms
BMI =
( kg/m²) height in meters²
MODE :
Classroom
Interaction
TIME REQUIRED :
2 Periods
(40 minutes each)
65
Physical Fitness
BMI Categories:
• Underweight = <18.5
• Normal weight = 18.5-24.9
• Overweight = 25-29.9
• Obesity = BMI of 30 or greater
Conclusion : The very important rule of good health is to maintain a proper balance between the
intake of food and daily energy expenditure in order to control and maintain ideal
body weight.
Recapitulation :
The amount and type of diet consumed must contain foods which supply the essential nutrients
vital to body weight.
Informal Assessment :
Keep your BMI under check by adhering to the BMI categories.
Key Messages :
All the nutrients are essential for maintaining proper growth and development of the body.
Imbalance of any nutrient can adversely affect the BMI .
Extended Activity :
Fill in the table given in the student worksheet as per the directions. Observe and list your daily
intake of food, the kind of routine followed in school and then at home. List your preference for
outdoor/ indoor activities. Now look at the BMI as per the given formula. Do you find any relation
between your food intake and the kind of lifestyle you enjoy, to your BMI? Time to ponder and
adopt corrective measures.
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Physical Fitness
STUDENT WORKSHEET
Reflect and Introspect
Days
Food Intake
(school)
Food Intake
(home)
Activities at home
or school
Preferred
(activity)
Introspection
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
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Physical Fitness
How can we Manage Weight?
An increase in physical activity is an important part of your weight management program. Most
weight loss occurs because of decreased caloric intake. Sustained physical activity is most
helpful in the prevention of weight regain. In addition, exercise has a benefit of reducing risks of
cardiovascular disease and diabetes. Start exercising slowly and gradually increase the
intensity. Trying too hard at first can lead to injury.
Examples of moderate amounts of physical activity
Common Chores
Sporting Activities
Washing and waxing a car for 45-60 minutes
Playing volleyball for 45-60 minutes
Washing windows or floors for 45-60 minutes
Playing touch football for 45 minutes
Gardening for 30-45 minutes
Walking 1¾ miles in 35 minutes (20min/mile)
Pushing a stroller 1½ miles in 30 minutes
Basketball (shooting baskets) 30 minutes
Raking leaves for 30 minutes
Bicycling 5 miles in 30 minutes
Walking 2 miles in 30 minutes (15min/mile)
Dancing fast (social) for 30 minutes
Stairwalking for 15 minutes
Water aerobics for 30 minutes
Swimming Laps for 20 minutes
Basketball (playing game) for 15-20 minutes
Bicycling 4 miles in 15 minutes
Jumping rope for 15 minutes
Running 1½ miles in 15 min. (10min/mile)
Your exercise can be done all at one time, or intermittently over the day. Initial activities may
be walking or swimming at a slow pace. You can start out by walking 30 minutes for three days a
week and can build to 45 minutes of more intense walking, at least five days a week. With this
regimen, you can burn 100 to 200 calories more per day. All adults should set a long-term goal to
accumulate at least 30 minutes or more of moderate-intensity physical activity on most and
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Physical Fitness
preferably all days of the week. This regimen can be adapted to other forms of physical activity,
but walking is particularly attractive because of its safety and accessibility. Also try to increase
"every day" activity such as taking the stairs instead of the elevator. Reducing sedentary time is
a good strategy to increase activity by undertaking frequent, less strenuous activities. With
time, you may be able to engage in more strenuous activities. Competitive sports, such as tennis
and volleyball, can provide an enjoyable form of exercise for many but care must be taken to
avoid injury.
Activity Progression
For the beginner, activity levels can be light and would include an increase in standing
activities, special chores like room painting, pushing a wheelchair, yard work, ironing, cooking
and playing a musical instrument.
The next level would be light activity such as slow walking at 24 min/mile, garage work,
carpentry, house cleaning, child care, golf, sailing and recreational table tennis.
The next level would be moderate activity such as walking 15 minute/mile, weeding and hoeing
a garden, carrying a load, cycling, skiing, tennis, and dancing.
High activity would include walking 10 minute/mile or walking with load uphill, tree felling,
69
Physical Fitness
heavy manual digging, basketball, climbing, or soccer/kick ball.
You may also want to try :
• flexibility exercise to attain full range of joint motion
• strength or resistance exercise
• aerobic conditioning
70
5
Bein g Respon sible An d Sa fe
It is very important to understand that students falling in the age group of 10 to 14 years are
particularly prone to a large range of accidents, as they tend to get excited about everything and
in the process compromise with their safety. Safety involves being careful in order to prevent an
accident or risk that could cause harm or injury. Thus it is important for us to teach them to be
safe and avoid injury.
As safety is freedom from danger or harm and prevention is an important element of safety;
everyone needs to know how to act safely in dangerous situations. Acting responsibly in
dangerous situations can sometimes save a life. For example, every school should have a plan for
escaping from the school building in case of fire or natural disaster. Safety should also be
considered whenever the student starts a new activity, for example, when learning to ride a
bike, use a skateboard; or learning to cook, the student should be taught safe techniques. For
instance, following some simple guidelines such as not leaving burning candles unattended can
prevent many fires.
Through this Unit we have tried to provide an opportunity to the students of this age group to
identify the "not so safe" areas/activities and help them to handle them.
These are few suggested activities. Teachers / counsellors can modify the activities
according to the local needs.
73
Being Responsible And Safe
Activity – Evacua tion Drill
Background :
In today's world it is important that all the students
should have a fair knowledge about the calamities/disasters and the
basics of how to handle such emergencies. Thus, drill can become a
part of routine that can be followed in an emergency situation.
Methodology : Students are told to assemble, given briefing, shown
plan and then the situation is simulated. Time set is maintained.
Practical exercise, according to the situation is taken up.
Observation : Students understand the situation, analyze and react
without panic and are mentally alert to face crisis. Discuss the
problems faced.
Conclusion : Awareness regarding urgency in case of an emergency.
CONCEPT :
Developing a sense of
discipline and
urgency during
emergency.
OBJECTIVE :
To train the students to
evacuate the building in
case of fire, flood or
earthquake.
To evacuate the building
without panic, anxiety or
stampede.
Teach the students to
respond to emergency
alarm.
Key Messages : Practice makes a man perfect.
Self-assessment :
• Make a list of feelings and reactions
• Time management
• Regular introspection.
Suggested activities :
• Quiz based on the information provided
• Worksheets-sample
attached
• Hold a school-wide Fire
Safety Poster contest.
Winning posters at each
grade/ level might be
displayed in the library or
in the windows of the class
room.
• Power point presentation
to be prepared by the
students.
74
MATERIALS
REQUIRED :
copies of the
plan, audiovisual presentation,
Whistle/alarm
MODE :
Whole School
TIME REQUIRED :
1hour/2periods
Being Responsible And Safe
ELECTRICAL SAFETY WORLD-STUDENT WORKSHEET 1
How Can Electricity Hurt You?
Name: ____________________________________ Date: ______________________
1. Electricity always takes the easiest path to the ___________
a) sky
b) tree
c) ground
2. You have to be touching the ground directly to be shocked by electricity.
(True or False) ____________________.
3. You should never touch anything electrical while you have wet hands or while standing in
water because
_______________________________________________________________________________
_______________________________________________________________________________
4. Draw a picture of a dangerous situation inside or outside a home that could result in
someone being shocked by electricity
5. Now, explain something that people can do to correct the shock hazard you just drew.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
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Being Responsible And Safe
ELECTRICAL SAFETY WORLD-STUDENT WORKSHEET 2
In Case of Emergency
Name: ____________________________________ Date: ______________________
1. What can happen if you throw water on an electrical fire? What should you do instead
for an electrical fire?
_______________________________________________________________________________
_______________________________________________________________________________
2. If you touch someone who has been shocked and they are still contacting the source of
the electricity, what could happen to you?
_______________________________________________________________________________
_______________________________________________________________________________
3. What is the only safe thing to do if you see a fallen power line?
a) jump over it
b) stay far away from it and tell an adult
c) move it with a stick
4. What is the safest thing to do if you are in a car with a power line on or near it?
a) climb out of the car window
b) stay in the car
c) get out of the car as fast as you can
d) get onto the car roof and stay there
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
5. If you see lightning or hear thunder and can't get indoors, you are safest
76
a) under a tree
b) in a hardtop car
c) on a wooden bench
d) in a wooden boat on a lake
Being Responsible And Safe
Activity – Sa fety Rules to be followed
in va rious situa tion s
Background :
Teaching safety rules help
the students to take care
of themselves.
India is very prone to disasters. Over the years these
disasters have caused extensive damage to life and property. Thus in
order to have pro-active, comprehensive and sustained approach to
disaster management and to reduce the detrimental effects of
disaster it is important to begin early.
Methodology :
• The teacher starts the session by asking the students about
safety rules.
• Then she classifies the rules into different categories such as:
1. Common Rules
(i) Road
2. Specific Rules
(ii) Fire
(iii) Strangers
(iv) Anything related to local dangers.
• Divide the whole class into small groups and let each of the group
work on each category.
• Each group presents their findings through role plays,
posters etc.
Observation :
CONCEPT :
OBJECTIVE :
• To teach consequences
of risk-taking behaviour.
• To facilitate safe living
for themselves and
others.
MATERIALS
REQUIRED :
Computer with
Internet
connection,
writing material,
chart papers etc.
MODE :
Group work
Students will learn to understand safety; create safe
environment and cope with any emergency.
Conclusion : Students should know about the safety rules that should
be followed in various situations ranging from crossing the road to
being aware of other potential dangers in the environment such as
dealing with strangers.
TIME REQUIRED :
2 periods
(40 minutes each)
Key Message : Safety saves and Precaution matters.
Self-assessment : We
should keep these things in mind. Check and
complete the information.
• Do you have a number on the front of your house?
• Can the number be seen easily from the street during the day and
night? This is very important in case the driver of a fire truck or
ambulance needs to find your house quickly.
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Being Responsible And Safe
EXAMPLE POSTERS/FACT SHEETS THAT CAN BE PUT UP
Facts About Fires
•
Real fires are FAST. In a few minutes your whole house could
be on fire.
•
Real fires are HOT. Temperatures can be more than 600
degrees.
•
Real fires are DARK. You won't be able to breathe and you
can't see anything.
•
Real fires are DANGEROUS -- no matter how small. If you see
a fire, get out and get help.
Home Fire Safety
• Draw a simple picture of your home. Plan at least two escape routes from your home and
two ways to get out of every room.
• Agree on an outside meeting place.
• Decide who will take charge of each child.
• Practice the escape routes during fire drills. (Practice escapes at night, that's when most
deadly fires occur.)
• Show children who live in high-rise buildings the shortest route to a safe exit. Warn them
not to use the elevator.
In a Fire...
• GET OUT FAST, seconds count. Phone for help from a neighbor's home, not from inside a
burning building.
• COVER your mouth and nose.
• CRAWL LOW under the smoke to the nearest exit.
• TEST the door. If it's hot or there's smoke, use another way out.
• ONCE OUT, STAY OUT. There's nothing more important in your home than you. If someone is
missing, tell a firefighter.
• GATHER at your designated meeting place.
• NEVER go back into a burning building.
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Being Responsible And Safe
If Clothing Catches on Fire...
• STOP. Running fans the flames, making fire burn faster.
• SHOUT for help. Don't run for help.
• DROP to the floor and cover your face.
• ROLL back and forth to put out flames.
• COOL a burn with cool water.
Smoke is Deadly
• Each year, fires and burns kill hundreds of children and permanently scar thousands, yet
more fire victims die from the smoke than flames. Smoke can overwhelm a child or adult in
minutes.
• Protect your family by installing smoke detectors outside all sleeping areas and on every
level of your home.
• Test them monthly, following manufacturers' instructions. Change batteries at least once a
year -- even if they are still working.
• Caution: Never remove batteries for use in toys, a flashlight, or radio.
• Teach your children about smoke detectors. Let them help test the detectors, so they
recognize the alarm. Follow up by practicing your escape route.
Matches and Children Don't Mix
• Matches and lighters are tools for adults; they are not toys.
• Children who play with matches or lighters can be badly burned and can hurt others.
• Teach children that if they find matches, they should tell an adult the location right away.
Suggested Activities
Class can again be divided into groups to develop and do the following :
• Snakes and ladders game based on the area of interest
• Crossword puzzles to enhance the vocabulary
• Colouring activities
• Matching games
• Quiz
79
Being Responsible And Safe
Firs t Aid Essen tia ls !!!
Background : Teaching First-Aid will make the students
independent and responsible to handle small emergencies. This
exposure will help the students to overcome anxieties related
to injuries.
Methodology : Activity starts with a pre-activity preparation, that is,
School team comprising of Nurse, Doctor and Counsellor take care
that venue is ready, material required is ready etc.
• Parents belonging to similar profession are also involved.
• Activity starts with a formal introduction to First-Aid followed by
a multimedia presentation showing how to handle emergencies.
Observation : Students will be able to handle minor injuries like cuts,
sprains etc without panic and anxiety and would be able to
distinguish between fracture and sprain.
Conclusion :
As complexity in life is increasing and students are
CONCEPT :
First-Aid is simple and
immediate emergency
treatment that
one can give to
an injured or
ill person.
OBJECTIVE :
To train students to attend
to small injuries that may
occur on playgrounds, in a
school building or in
neighbourhood.
MATERIALS
REQUIRED :
Demonstration
materials
leading a very active life, it is necessary that they learn to deal with
small emergencies themselves.
MODE :
Group work
TIME REQUIRED :
1-day workshop
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Being Responsible And Safe
Self-assessment : Please maintain the kit and keep updating it. A list of all the essential items is
given below.
First Aid Kit
Every office, factory, home and school should have an accessible first-aid box. It is readily
available in shops but you can use a tin or cardboard box at home as your first aid box.
Following are the common stuff you should have in your first aid box.
• First-aid book
• Sterile adhesive bandages in assorted
sizes
• Small roll of absorbent gauze or gauze
pads of different sizes
• Adhesive tape
• Triangular and roller bandages
• Cotton (1 roll)
• Band-aids (Plasters)
• Scissors
• Pen torch
• Latex gloves (2 pairs)
• Tweezers
• Needle
• Moistened towels and clean dry cloth pieces. • Antiseptic
• Thermometer
• Tube of petroleum jelly or other
lubricant
81
Being Responsible And Safe
• Assorted sizes of safety pins
• Cleansing agent/soap
Non-prescription drugs
• Pain relievers
• Anti-Diaorrhea medication
• Antihistamine cream (for Bee Stings)
• Antacid (for stomach upset)
• Laxative
Keep your first aid kit where it is easily accessible. Replace drugs whenever they reach the
expiry date.
Suggested activities :
• Make a list of important people and phone numbers in case an emergency occurs
• Organise a First Aid camp in the school
• Community service : Older students can take responsibility for teaching younger students
about first aid.
• Writing : Invite a representative of the Red Cross Society/Local hospital/CGHS to come to
school to talk to your students. Students might prepare questions for the First Aid in advance question about fire safety and also jobs related to the field.
• Students can use the information they gather to write a "news story" about the First Aid camp
82
6
Beha viou r An d Life Sk ills
As health education and Life Skills have evolved during the past decade, there is growing
recognition of and evidence for the role of psycho-social and interpersonal skills in the
development of young people from their earliest years through childhood, adolescence, and
into young adulthood. These skills have an effect on the ability of young people to protect
themselves from health threats, build competencies to adopt positive behaviours and foster
healthy relationships.
There is now strong evidence from an increasing number of studies that skills-based health
education, including education that fosters the development of Life Skills, changes behaviour.
Skills-based health education is an approach to creating or maintaining healthy lifestyles and
conditions through the development of knowledge, attitudes, and especially skills using a
variety of learning experiences with an
emphasis on participatory methods.
Life Skills are abilities for adaptive and
positive behaviour that enable
individuals to deal effectively with the
demands and challenges of everyday life
(WHO ).
Essential Life Skills include such things as
being able to recognize and describe one's
feelings, giving and receiving feedback,
recognizing assumptions, setting realistic
and attainable goals and employing
problem-solving strategies.
In the following Unit an attempt is made to
acquaint the students with some Life Skills
which can help them to develop better.
These are few suggested activities.
Teachers / Counsellors can modify the
activities according to the local needs.
85
Behaviour And Life Skills
Activit y : Expressin g On e Self
Background :
CONCEPT :
Life Skills are the skills necessary for successful living. Essential Life
Skills include such things as being able to recognize and describe
one's feelling, giving and receiving feedback, recognizing
assumptions, setting realistic and attainable goals, and employing
problem solving strategies
It is a way to raise
awareness about
the way we feel
and react in
a particular
situation.
Methodology :
OBJECTIVE :
• Teacher instructs the students to look through photographs or
magazines for things they like or that describe them.
This activity provides an
insight into students'
perception and attitude
towards others in relation
with oneself.
• Cut them out and arrange them on the poster board. Make any
design they like. Paste pictures of things that make them feel
good, express what they like and who they are. Hang them on the
wall with pride.
• Do one every six months and you will be amazed at the results.
Observations/discussion :
Students draw the family's painting, which provide an insight in their
perception and self esteem.
Conclusion:
Growing up children are not able to express their conflicts verbally.
Thus, it is a good idea to
ask the student to draw
and paint their view of
the relationship of their
family.
Key message :
Insights are steppingstones for desirable
behavior modification.
86
MATERIALS
REQUIRED :
Pencils, colours,
mounting board,
glue, sparkles
etc.
MODE :
100% participation
TIME REQUIRED :
2 periods
(40 minutes each)
Behaviour And Life Skills
Self-Assessment :
In this activity the teacher observes the student and asks certain questions based on the work
presented. Some guidelines for the interview are:• The colours used by the student
• Content analysis
• Injury from the seemingly disturbed student.
• Parental interview and counselling to both, the child and the parents.
Suggested Activities :
• Visit to art gallery
• Rate your emotion
• Write poetry
• Assign symbols to various emotions
• Pretend to be grown up and behave accordingly
87
Behaviour And Life Skills
STUDENT WORKSHEET
Exercise: Warm-up questions
Take a few minutes to answer the following questions:
1. A time I couldn't have made it through something difficult without my mom/dad/team ...
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. A time when I appreciated my mom/dad/team was ...
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Something I like about my mom/dad/team is ...
______________________________________________________________________________
4. One of my strengths is ...
______________________________________________________________________________
5. The biggest challenge for me is ...
______________________________________________________________________________
6. One positive change I would like to make is ... _________________
I promise to work towards IT!!
I promise to take help if I feel the need.
Signature:
______________________________________________________________________________
88
Behaviour And Life Skills
Activit y : Buildin g Empa th y
Background : Role-play creates an environment in which young people
begin to experience intimately what a situation may mean and feel,
thereby helping them to empathise. Besides, it introduces young
people to the use of drama in education. This also helps students to
break down barriers of self consciousness.
Methodology : Divide the class into small groups. Assign the students
CONCEPT :
Role-play techniques are
ideally suited for
situations where
identification is sought for
the characters especially
for contrasting or
evolutionary
behaviour.
their roles and give them time to practice. Allow them to display.
Discuss and ask the students for comments.
Materials Required:
Role-play does not require a mountain of props, rather the opposite.
The idea is to focus on the characters whose roles have to be played
out. Props only provide a distraction to the audience and the actors.
Of course, minima also means that groups make do with what is
available. Therefore, if there are tables, chairs and other furniture
in the room where you are working, the groups could use these in
OBJECTIVE :
This activity aims at
generating innovative and
reflective range of
responses towards a
particular situation. It will
enhance the personal skills
while providing safe
environment to give vent
to one's 'emotions'.
Besides, it helps the
students to empathise.
some way. Room setting should be done according to the designed
activity.
Observation/discussion :
Students would be able to empathize,
organize, analyze and reflect their perception and relationships
MODE :
Group-Work
with others and their environment making the self more responsible.
Conclusion :
Through role-play, participants can experience the
feeling and potential outcomes of a social situation without
suffering the actual consequences of their decisions.
TIME REQUIRED :
1 hour/2 periods
Self-assessment : Ask the students to work on the provided guidelines
• Think of a situation
• Decide the roles
89
Behaviour And Life Skills
• Write down the feelings
• Discuss and share
• Expert advice
Suggested Activities :
• Breathing together: The full group should form a circle with everybody being able to see
everyone else. Without speaking, they work to synchronize the rhythm of their breathing.
• Name chants: The full group is randomly divided into groups of four and each of these is then
given five minutes to make short song, chant, rap, using their names. They then perform for
other groups.
• Charades
• Mime machines
• Tableaux - moving tableaux
Key message : Feelings are integral part of one's life. One experiences wide range of feelings and
their proper communication is a skill which every student must learn.
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Behaviour And Life Skills
Activity : Extempore Expression !
Background :
Instantaneous expression about an individual or the situation
provides an insight in the person's thinking styles/difficulties/hang
ups etc.
CONCEPT :
On the spot activity such as
extempore provide an
insight into students
thinking style
OBJECTIVE :
To provide the opportunity
to share their opinions. This
may help the school to
mould their polices
according to present need.
MODE :
Group
TIME REQUIRED :
1 hour/ 2 periods
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Behaviour And Life Skills
Activity : Developm en t
Background :
Discussion would help student's curiosity to ebb. It also leads to an
increase in awareness level of students.
CONCEPT :
Understanding the problem
from an expert's viewpoint
is more convincing than
others.
Methodology :
Minimum three experts from the fields can be invited. Principal,
parent representative, school doctor and counsellor also join the
panel. Students are encouraged to ask any question that may be
pertaining to the subject. At the end experts are given opportunity
to express their viewpoints and inform about the neglected aspects.
Observation/discussion :
OBJECTIVE :
To ensure that students
have gained all the
necessary information,
which help them to take up
active and safe life.
Increases awareness
• Type of questions asked provides insight to policy makers
regarding cause and effect relationship.
Conclusion :
Role models play an important role in moulding young minds and
their viewpoints help the students to internalize the good values.
These kinds of activities motivate the students to emulate their role
models behavior.
Key Message :
MATERIALS
REQUIRED :
Room setting
is important
MODE :
Group
Open discussion widens the horizons.
Self-assessment :
Follow the format.
TIME REQUIRED :
1 hour
• Talk to the expert if confused.
• Approach a responsible adult, if in trouble.
• Share their views with friends, teachers and parents.
Note to the teacher :
Panel Discussion
A panel consists of a small group of six persons, who carry on a
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Behaviour And Life Skills
guided and informal discussion before an audience as if the panel were meeting alone. The
proceedings of the panel should be the same as those described for informal discussion:
volunteering of facts, asking questions, stating opinions-all expressed with geniality, with
respect for the contributions of other members, without speech making, and without making
insidious personal references. This primary function should occupy approximately two-thirds of
the allotted time-say forty minutes of an hour's meeting. The secondary function of the panel is
to answer questions from the audience. This discussion method is suitable for use when a
relatively large audience is anticipated. The disadvantage of the method is that it confines most
of the discussion to the panel itself. The audience listens and is given a chance to ask questions,
but for the most part is passive and receptive.
Panel discussions, if well conducted are usually more interesting to the audience than is the
single-speaker forum. They provide sufficiently varied opinions presentation of facts is from
multiple perspectives.
93
Behaviour And Life Skills
Activit y : Self Es teem
Methodology :
This activity can be done in the classroom in the
language, students are comfortable with. Maximum time should be
given to each student. The teacher keeps on recording the talk on
various dimensions. Deliberate effort is made to give emotionally
laden topics.
Observation/Discussion :
CONCEPT :
Students self esteem can
be enhanced by giving
opportunities for
expression.
The pitch of the voice, the confidence in
which the students speak provides an insight into students' selfconcept.
Conclusion : Students in their pre-adolescent years are easily excited
OBJECTIVE :
To enhance the self esteem
of students
and while participating in such activities tend to voice their
viewpoints on the issues of their concern.
Key Message : Expression improves mental health.
Self Assessment :
Make a list of emotions students experience in
different situations, such as:• When you are angry ____________________________________
• When facing exams ____________________________________
MATERIALS
REQUIRED :
List of the relevant topics
to be prepared by the
teacher in advance (peer
pressure, generation gap,
communication gap
popular culture etc)
• Seeking permission from parents when you think they might
refuse _______________________________________________
MODE :
• Your friend stops talking to you
_____________________________________________________
Group presentation
• Your best friend says something about you to others
_____________________________________________________
• A boy in your class asks you to do something which you don't
like _________________________________________________
NOTE TO TEACHER :
Referral services according to the need may be provided
Counselling to be provided at whatever level needed be it - School /
Class / Individual / Peer group level
94
TIME REQUIRED :
1 hour / 2 periods
Behaviour And Life Skills
Activit y : Con n ectin g with you r
in n er self th rou gh th e brea th
Background :
CONCEPT :
By focusing our awareness
on the natural sound of
breath, the mind becomes
tranquil and calm
The natural sound of the breath is SO-HAM. The sound of inhalation is
SO and the sound of exhalation is HAM. By focusing our awareness on
the natural sound of breath, the mind becomes tranquil and calm.
Methodology :
OBJECTIVE :
•
To settle the
restlessness within the
student.
•
To manage the anger
that he/she may be
facing at the personal
level
The teacher/facilitator is supposed to give the following instruction:
• Sit comfortably on a chair - hands down on the knees, legs
together, head, neck and spine in one straight line, eyes closed
and face relaxed.
If a separate period is allotted for such rejuvenating activities,
then participants can lie down on a mat - head, neck and spine in
one straight line, legs slightly apart, hands by the side of the
MODE :
GroupWork/Individual
body, palms up. Eyes are closed and face relaxed.
• Bring your awareness to your breath. Observe the way you are
breathing. Is your breath shallow or is it deep? Now make a
deliberate effort to deepen your breath by taking a deep breath
TIME REQUIRED :
2-3 Minutes
in and then, breathe out in a slow, rhythmic manner. Make sure
that there should not be any facial contortion during this
practice. The head or the shoulders should not move up and down
while you are trying to deepen your breath.
• When your breath becomes slow and rhythmic, imagine there is a
tiny hole in the centre of your throat. Air goes in and out through
this hole.
95
Behaviour And Life Skills
• Now, gently contract the 'glottis' of your throat so that a soft snoring sound like the breathing
of a sleeping baby is produced in the throat. The sound of the breath should only be audible
to you.
• Now listen to the sound of inhalation which is SO and keep your awareness focused on the
sound of exhalation which is HAM
• Keep listening to the natural sound of your breath for sometime. You can count 21 breaths
backward to one like this. One round means - one inhalation and one exhalation. Do 21 such
rounds. Release the contraction of the throat, breathe in deeply and breathe out. Rub your
palms and put them on your eyes. Open your eyes.
Observation/ suggestion :
• Children have a tendency to hunch their back while sitting still for any rejuvenation
technique. The facilitator should make sure that their shoulders are not hunched.
• Many times students close their eyes very tightly and folds are visible in the area of the eyes.
The facilitator should ensure that eyes are closed gently and there is no facial contortion
while doing the practice.
• When the students are asked to snore gently like a baby after contracting the back of their
throat, they mostly snore loudly to have a hearty laugh in the class. A hearty laugh is fine. But
after a hearty laugh, they should be made aware of the intricacy of the practice - only a
gentle snoring sound is what is needed - even the person sitting next to you should not be able
to hear this snoring sound that is being made. It should only be audible to you.
Key Message :
The natural sound of the breath is very relaxing and it makes the student feel immediately
settled after the practice.
Follow up Activity :
The students are advised to do this practice at home regularly. They can do so early in the
morning or in the evening at the study table before they sit down to study for 2-3 minutes and
see for themselves how their retention improves when such practices are done regularly and
incorporated as a part of the study schedule at the beginning.
96
Behaviour And Life Skills
Activit y : Rela xin g th e min d by
rela xin g th e bod y pa r ts
CONCEPT :
the natural sound of breath, the mind becomes tranquil and calm.
The progressive movement
of awareness through the
different parts of the body
not only induces physical
relaxation, but also tears
up all the nerve
pathways to
the brain
Methodology :
OBJECTIVE :
This practice is better performed by children when the
•
To enable the student
to experience
complete relaxation of
the body as well as the
mind.
•
To bring about a sense
of focus within
the student.
Background :
The natural sound of the breath is SO-HAM. The sound of inhalation is
SO and the sound of exhalation is HAM. By focusing our awareness on
facilitator/teacher give the instructions step wise. The instructions
follow like this:
• Sit straight hands on knees, eyes closed.
• Visualise the place where you are sitting.
• Take a deep breathe in and breathe out. Make sure your
exhalation is at least as long as your inhalation.
• Count 11 such breaths backwards to one. One round means one
MODE :
GroupWork/Indiidual
inhalation and one exhalation.
• Now take your awareness to your feet. Feel the muscular tension
TIME REQUIRED :
in the region of the feet vanishing into the thin air around you. As
this happens, your feet feel as light as a feather.
3-5 Minutes
• Now shift your awareness to your lower leg (Experience the same
feeling as just mentioned above)
• Now both knees - same feelings as mentioned above
Now both thighs - " " "
Now lower abdomen - " " "
Now chest - " " "
97
Behaviour And Life Skills
Both shoulders - " " "
Both upper arms - " " "
Both lower arms - " " "
Both hands - " " "
Forehead - " " "
Both closed eyes - " " "
Both cheeks - " " "
Around the lips - " " "
You are feeling absolutely relaxed - as relaxed as you can be, Your body is feeling as light as a
feather.
Now bring your awareness back to the place where you are seated. Take a deep breath in,
breath out. Do two more rounds of deep breathing.
Rub your palms together vigorously. Put them on your eyes. Open your eyes gently.
Observation/ suggestion :
• Children sometimes tend to be very fidgety during practice. The facilitator should ensure
that they should be absolutely still during the entire practice.
• Students sometimes keep their eyes partially open during this practice. The job of the
facilitator is to make the students understand that during this practice they are supposed to
be cutting themselves of from the outside world. The eyes are like windows to the outside
world. Unless these windows are shut, they can never enjoy this wonderful technique.
Key Message :
Practice make a man perfect.
Following up Activity :
The children / students have to remember that practice makes a man perfect. The more they
practice this technique at home, the more they will be able to relate to it and the more will be
the benefits that will get out of it. At home, they can practice whenever they feel mentally or
physically tired.
98
Behaviour And Life Skills
Activit y : Developin g th e power of
ima gin a tion
Background :
Children experience a great sense of pleasure in imagining. They are
able to relate to natural scenes in the most wonderful way. 'Recalling
visual images in the form of natural scenes induces a great sense of
calmness and relaxation in children.' Not only this, recalling visual
images in the form of natural scenes is said to reduce the level of
anxiety / stress that the children may be facing at the personal
level.
Methodology :
The facilitator is required to give the following instructions:
• Sit comfortably on a chair - hands down on the knees, legs
CONCEPT :
Recalling visual images in
the form of natural scenes
induces a great sense of
calmness and
relaxation in
children.
OBJECTIVE :
• To make the student
experience complete
physical and mental
relaxation.
• To improve the
concentration of the
learners.
• To improve the power
of retention of
the students.
together, head, neck and spine in one straight line, eyes closed
and face relaxed.
• If a separate period is allotted for such rejuvenating activities,
MODE :
GroupWork/Individual
then participants can lie down on a mat - head, neck and spine in
one straight line; hands by the side of the body, palms facing up.
Eyes are closed and face relaxed.
• Bring your awareness to your breath. Observe the way you are
TIME REQUIRED :
3-5 Minutes
breathing.
• Now make a deliberate effort to deepen your breath by taking a
deep breath in and make sure that your exhalation is slow and
rhythmic too.
• Count 11 such breaths backward to 1
• Now visualize the following - a red rising sun, the sky at the time
of sun rise, a forest, a grassland, a milky white river flowing down
99
Behaviour And Life Skills
a valley, a sandy beach, golden particles of sand glittering as the rays of the sun fall upon
them, absolutely dark night, a full moon night, starts at night, pink lotuses in a pond, a clear
blue sky, waves in an ocean, aquatic plants inside the ocean bed, clouds gathering in the sky,
heavy rainfall, a bright sunny day.
• Now bring your mind back to the place where you are seated.
• Think of the person sitting closest to you
• Take a deep breath in, breath out. Count three such breaths at your own pace.
• Rub your palms together; put them over your closed eyes.
• Open your eyes gently.
Observation/ suggestion :
• Students sometimes close their eyes very tightly. They should be corrected and told that eyes
should be gently closed.
• The facial muscles too look quite tight. The facilitator has to make sure that there is no facial
contortion.
• Eyebrows sometimes show lot of strain. They should be relaxed.
• Students sometimes keep tapping their fingers every now and then. The facilitator should
make sure that no part of the body moves.
Key Message :
Connecting with nature has a great therapeutic effect on the mind as well as the body.
Following up Activity :
If possible the students can make their own audio cassettes in their voice once they learn the
instructions to be given during this practice. They can use this audio cassette during
examination time to reduce their nervousness and stress.
100
FREQUENTLY ASKED QUESTIONS
Q1
Will my birth sign affect my growth?
No. Proper exercise and diet have direct impact on our growth.
Q2
I am a twelve-year-old girl and I am very fat. I hate myself. What shall I do?
Consult a medical practitioner or a dietician. Under an expert's advice examine your diet
and exercise schedule and modify it. Follow the instructions given by the expert
religiously. Gaining or losing of body weight is in our hand.
Q3
What are the physical changes that take place during adolescent years?
Boys-development of beard, moustache and low-pitch voice and increase in height. Girlshigh-pitch female voice, female pattern of body hair distribution, onset of menstruation
cycle, growth of mammary glands.
Q4
I am a thirteen-year-old boy. My voice has become so hoarse that I do not want to talk
to any one.
This change is part of normal growth and development. Hoarseness is because of the lowpitch voice, which boys normally develop during adolescent years.
Q5
I used to wear shorts, suddenly after class-VI, my father started discouraging me from
wearing shorts or skirts.
In conservative Indian society such parental instructions are not uncommon. Largely
parents' opinions are influenced by the society in which they live.
Q6
I feel my parents do not trust me any more.
In our society, parents very frequently advise their children on various issues out of care
and concern, it could be misconstrued and thought to be lack of trust. It is better to have
an open communication with your parents.
Q7
My height has suddenly increased and now I am the tallest in my class. My friends keep
on teasing me. This depresses me.
This change is part of normal growth and development. Boys normally experience sudden
increase in height during adolescent years.
Q8
My friends told that a person can gain a kilogram or more from eating a serving of
cake, ice cream or junk food.
101
You should not be concerned and unnecessarily worried about this issue. It is important to
understand that no food is good or bad for you. Quite the contrary, some people believe
that when they take any food, it will immediately be visible on their body as excess
weight. This is not how food works. In fact, when a person eats food, it is broken down by
the body into energy and fuel for growth and alertness. Particularly, when you eat
nutritionally dense or nourishing foods in appropriate amounts, it all gets used up and
disappears before it could ever be stored as fat. Also it is important to exercise everyday.
Q9
I know that very skinny models and actresses have unhealthy eating and exercise
lifestyles. I must not model myself after them. Is that right?
TRUE. It is unnatural and unhealthy to try to get your body to be thinner than it needs or
wants to be, no matter how normal the models or actors make thinness seem. When you
eat right and stay active, your body will determine that best weight for you and will
maintain that weight to keep you feeling good and fit.
Q10
Is it true that no one can know how fit or unfit I am simply by looking at me.
TRUE. Nobody can tell how fit you are simply by looking. Largely built or overweight
people are often strong, healthy and in very good shape; their heredity may determine
their large size. Do you know that many overweight people exercise regularly and
vigorously and are fine athletes.
Q11
Is it true that body shapes and sizes vary from one person to the next. No two bodies
can or should look the same.
TRUE. Just as every finger print is different from every other, no two people are created
to look just the same. We all come in different sizes and shapes, with different strengths
and weaknesses, with different talents and interests. Our unique qualities set us apart
and make us special. Who we are as people has less to do with how we look and more to do
with how we think, feel and behave.
Q12
Kids become overweight because they eat too much. Do they need to eat less?
No one becomes overweight because he or she eats too much nutritious food. People
become overweight when they eat too much of less nutritious foods and/or when they do
not remain active, or engage in sports or other forms of regular exercise. Moving your
body vigorously through space in some form of exercise is one sure way to keep your
metabolism healthy and capable of burning fat, giving you energy and keeping you trim.
When people are overweight, they do not need to diet or eat less. They may need only to
learn to eat differently, to establish a healthier eating and exercise lifestyle.
102
Q13
Is it true that I will be thinner if I skip breakfast. The fewer meals, I have, the thinner
I will become.
NO. You can't expect to be alert and to learn efficiently at school unless you feed your
brain well after its extended overnight fast. People who skip breakfast damage the
function of their metabolism, interfering with their body's capacity to burn fat effectively.
In addition, excessively hungry people tend to overeat their next meal or snack; nonbreakfast eaters are more apt to develop weight problems in their childhood and into their
adult years.
Q14
Is it true that sweets are not good for me.
FALSE. There is nothing wrong with eating sweets. A dessert now and then, even once a
day, is fine. A few extra sweets on birthdays and festivals is great fun and in the spirit of
celebration. It would in fact be problematic if you could not feel free to eat these foods.
Sweets become problems only when people eat them in excess or instead of foods that
nourish and build strong bodies.
Q15
Eating fat in your food makes you fat. Is this true.
No. Eating fat in your diet does not make you fat. Though an over-abundance of saturated
fats can be unhealthy, other kinds of fats are necessary to keep your body healthy and
functional. The healthy eater is the person who eats all types of foods, as long as they are
eaten in moderation (not too much and not too little).
Q16
I worry that the more I eat, the more weight I will gain.
FALSE. When your body is well fed and healthy, it will eventually arrive at what is called its
"set point" weight. The body's set weight is the weight your body wants and needs in order
to be healthy. Once this weight is achieved, it will stay, give or take a kilo here or there. If
one day you eat more than usual, the scale may show a slight increase in weight but within
a day or so of eating naturally again, your body will settle comfortably back to its set point
weight. You can count on it.
Q17
Everybody talks about puberty, what does it actually mean?
Adolescence is usually defined as the period in a boy's or girl's life, which occurs between
childhood and adulthood. Adolescence begins with puberty, which technically is the time
when your secondary sexual characteristics appear. This is triggered by the pituitary
gland, which secretes a surge of hormones into the blood stream and begins the rapid
maturation of the gonads: the girl's ovaries and the boy's testicles. It varies from person to
person. It may also be by the genetic make up of the person.
103
Q18
What really happens during this period (puberty)?
On an average, a child enters a period of accelerated growth just prior to pubescence.
The greatest increase in height occurs around 11½ years of age for girls, and around 14
years for boys. Girls usually start their first menstrual period between 11 and 14 years of
in age. Other signs such as filling out of body, enlargement of the breasts, growth of hair
in girls, change of voice, increase in size of genitalia and growth of hair in boys, also occur
around 11 to 15 years of age and complete themselves by 14 years for girls and 15 years for
boys on an average. Medically, a boy or girl is now capable to procreate i.e. have a baby.
Q19
What is the age when the first period starts?
The average age of menarche (first period) is considered to be between the ages of 11 and
14. Menarche usually occurs a year or two following other puberty related changes like
breast development and hair growth. A young woman's age of menarche is also often
related to the age that her mother had her first period. Research suggests that the
average age of menarche has fallen over the last century.
Q 20
What is menstruation?
Menstruation is a woman's monthly bleeding. It is also called menses, menstrual period, or
period. When a woman has her period, she is menstruating. The menstrual blood is partly
blood and partly tissue from the inside of the uterus (womb). It flows from the uterus
through the small opening in the cervix, and passes out of the body through the vagina.
Q 21 I am 14 years old, and am worried about developing spots and pimples on my face.
Pimples are the commonest of all chronic disorders in your age group. This is the result of
hormonal changes that activate your sebaceous gland. Usually this is a temporary
condition that will eradicate, as you will grow up. Balanced diet and personal hygiene
helps to correct this condition.
104
CENTRAL BOARD OF SECONDARY EDUCATION
2, COMMUNITY CENTRE, PREET VIHAR, DELHI-110092.
ACAD/EO/2006
Appendix-1
Dated : 31.5.2006
Circular No. 09
All the Heads of the institutions
affiliated to CBSE.
Subject: Comprehensive School Health Programme and Creating Health Club in the school.
Dear Principal,
Childhood and adolescence form the most joyful period of an individual’s life. They are times of
immense creative energy, self-discovery and exploration of the world. They can also be fraught with
feelings of isolation, loneliness and confusion. They can be due to various factors relating to the
physical, social, emotional, mental and spiritual well being of the younger generation. Schools,
families and communities need to play a positive and responsible role in bringing up young children in
a healthy environment which would enable each one to maximize their potential.
Schools can provide dynamic settings for promoting health, for enabling children to grow and mature
into healthy adults. Yet the potential of the school to enhance health is often underutilized. ‘School
Health’ has largely remained confined to medical check-ups of children or some hours of health
instruction in the curriculum. There is a growing recognition that the health and psycho-social wellbeing of children and youth is of fundamental value and the schools can provide a strategic means of
improving children’s health, self-esteem, life skills and behaviour. Although schools have undertaken
many initiatives in promoting school health, the comprehensiveness and sustainability in these initiatives is not clearly laid out. The need of the hour is a comprehensive school health policy integrated
within the school system.
The Central Board of Secondary Education suggests that schools plan out a Comprehensive School
Health Programme which could be initiated through HEALTH CLUB in each school to begin with.
Need For Creating Health Clubs in Schools
Healthy living incase of school children is the prime concern of all stakeholders including principals,
parents, teachers and the community. To achieve this objective collective responsibility needs to be
assumed. An important dimension is that of experience and development of health skills and physique through practical engagements with play, exercises, sports and practices of personal and community hygiene.
Health and Wellness Clubs in Schools would focus on the overall well being comprising emotional, social
and mental health of the child. It would act as the enabling and organizational point for conducting
activities related to various dimensions of health and wellness. A Health Card needs to be created for
students which would form a continuous part of their growth and development. This could form an
effective monitoring and feedback system for the overall health of a child during his schooling.
…………………/-2-
105
Constitution of a Health Club
•
•
•
•
•
Principal as Convener
Counselor / Psychologist / P. T Teacher / Nodal Teacher as Secretary
Student representative (one boy and one girl from each level)
Identified teachers from each level
Parent for each level (preferably a doctor)
Responsibilities of the Health Club
•
•
As an organizer of all health relevant activities (at least 8-10 activities in the year at each
level).
As a Resource Centre for the overall well being of students
Objectives of the Health Club
•
•
•
•
•
•
•
•
•
•
•
•
•
To create Health Cards for each student
To create a health newspaper at least twice a year/poster competition related to health issues
To conduct surveys on health related concerns
To organize ‘health walks’ as part of social campaigns
To organize health fairs and immunization projects
To tap the local resources in the community to arrange health talks
To render service in any area affected by a disaster or a calamity
To create health help line within the school to distress, cope with emotional and social behaviour
and to clarify misconceptions regarding sexual and reproductive health
To teach the students techniques of yoga and meditation from an early age
To inculcate in the students healthy and positive ways of living
To teach health songs on various health topics
Celebration of important days (World Health Day – April 7)
Creating awareness regarding ‘World No Tobacco Day’ (May 31), ‘World AIDS Day’ (December
1) etc.
The Board is suggesting a plethora of activities in Annexure A for various levels which can be
conducted as part of co-curricular inputs during the calendar year. The activities mentioned here are
recommended as pointers and many more can be added as per local needs and requirement. The
Board is also in the process of preparing a Manual on a Comprehensive School Health Program which
will be available shortly.
Any further suggestions on this issue are always welcome.
Yours sincerely
(VINEET JOSHI)
SECRETARY
Encl : Annexure A
106
Annexure A
COMPREHENSIVE SCHOOL HEALTH PROGRAM
Suggested Activities for promoting Health in School
I – IV
Module 1
Know yourself
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Yoga and Meditation
Drawing a Picture of oneself
Pasting a Photograph
Palm Printing / Foot Printing
Rythmic Exercises
Poem / Rhymes / Recitation
Role Play on Body Parts
Matching of Flash Cards
Self awareness / Diary
Sensitivity based Theater
Check up by Doctors/ Dentists
Health Card
Counselling
Ten Sentences on oneself
Physical/ Social/Society
Likes and dislikes
My list of favourites
Any other…..
Yoga & Meditation
Assembly themes
Tapping resources from
neighbour-hood / community
for health, hygiene & personality
Introspection diary
Survey of eating joints for their
nutritive content
Health Card
Any other
V-VIII
•
•
•
•
•
•
•
Yoga and Meditation
Health Mela
Health Newsletter
Class Board’s Decoration
House Board’s Decoration
Creating recipes
Effective use of
Home Science lab.
• Health Card
• Any other
Module 2
Food and
Nutrition
• Collection of Pictures of
nutritive/junk food
• Class Party and discussion on
food items
• Dietary charts for the week
• Jigsaw Puzzle presentation
• Four Corners
• Power point Presentations
• Mandatory to bring one
nutritive item
• Research on food items –
balanced items
• Mothers’ recipe book
• Any other
• Nutritive Recipe competition
• Orientation program for
Parents and Students
on good food habits
• A PMI (plus, minus and
interesting) on generally
observed health problems
• Survey based on balanced
diet of different regions /
communities
• Any other
107
IX-XII
•
•
•
•
•
•
•
Yoga and meditation
Health Mela
Health Newsletter
Class Board’s Decoration
House Board’s Decoration
Creating recipes
Effective use of Home
Science lab.
• Health Card
• Any other
•
•
•
•
•
•
•
Extempore
Debate
Slogan writing
Theatre
Collage making
Panel Discussion
Any other
I – IV
Module 3
Hygiene
•
•
•
•
V-VIII
Board Displays
Research Projects
Skits
Eco-clubs
Celebrating Environment
Friendly Days
• Preparing Recycled Paper
• Visiting a Heritage Site
• Any other
• Resource persons
from NGO’s
• Panel Discussion Planting
• Eco-clubs
• Planting Sapling and Trees
• Rain Water Harvesting
• No Polybag Zone
• Adopting a National
Heritage Spot
• Warming up exercises before
the beginning of each physical
education period
• Pranayam
• Yoga
• Physical education periods a
must for all schools/all classes
• Drills/aerobics followed by
presentations at the end
of every month
• Skill based programmes-camps
• March/run for health
• Any other
•
•
•
•
•
•
• Inter House Competitions
based on Aerobics /
Yoga / Gymnastics
• Team building
• Leadership Camps
• Running for a Cause
• Any other
• Extempore dialogue delivery
• Ground rules preparation
in classes
• Safety activities-sports field/
activity period
(to be made by students)
• Travelling independently
(phone numbers/
residential numbers)
• Learning to Communicate
problems-Circle time)
• Campaigns
• Vigilance Committee
• Evacuation Skills
•
•
•
•
•
•
•
•
•
Tick mark of self check-list
Presentation
Value based assemblies
Shramdaan (cleaning up of your
class at the end of the day)
Picking up wrappers/
foils etc after the break
Creating shramdaan clubs
Green brigade clubs
Posters
Outdoor excursions
(Speed, stamina, strength)
•
•
•
•
•
IX-XII
Module 4
Physical
fitness
Module 5
Safety Measures
-Fire
Accidents,
Emergencies
Competitive Sports
Team building adventure treks
Leadership camps
Health Walks for social issues
Swimming
Any other
Transport drill
Sports Day
First Aid
Showing Movies on fire
safety drill
• Bravery Award
• Research based Projects
• Sexual Health Education
issues related to
Gender Sensitivity
108
•
•
•
•
•
•
•
•
•
Fire Brigade Demonstration
Disaster Management
Self – defence techniques
Traffic rules
Theatre-visit to
Rehabilitation Centre
Sensitization Programmes
on Substance Abuse
Interpersonal relationships
Parental Sessions
Laboratory Safety drill
I – IV
Module 3
Behavioural
and Life Skills
•
•
•
•
•
Consequence games
Learning to say “NO”
Think pair share
Handling peer pressure
Identification of good touch
and bad touch
V-VIII
•
•
•
•
•
Learning to say no
Mentoring
Interactive Bulletin Board
Quiz Contest
Poster making /
Painting Competition
• Group Games on
Adolescent issues
109
IX-XII
• Handling Peer Pressure
• Question Box Activity
• Situation Analysis and
Case Studies
of sensitive issues
• Peace March to mark a
social event or issue
• Panel Discussion with
Eminent Psychologists]
• Guest Speakers from the
experts (Doctor)
• Visit to a rehabilitation
centre
CENTRAL BOARD OF SECONDARY EDUCATION
INSTITUTIONAL AREA, ROUSE AVENUE, NEW DELHI-110002
CBSE/ACAD/CIRCULAR/2007
14th March,2007
Circular No. 17
All Heads of Institutions
Affiliated to CBSE.
Subject : Importance of Nutrition for Bone Health.
Dear Principal,
Bone Health is a neglected area and has resulted in various problems both for adults and young
children.
The major causes for the poor bone health in India are genetic predisposition, lower bone mineral
density due to deficiency of calcium and vitamin D, inadequate exposure of body surface area to
direct sunshine even though the country has plenty of sunshine throughout the year, clothing pattern,
relatively pigmented skin, poor diet, lack of availability of foods fortified with essential vitamins and
minerals and lack of physical activity.
Childhood and adolescence is the time when bones are beginning to be modeled until around the age
of 30 when peak bone mass is achieved. Diet in the modeling phase is extremely important. A
critical element that helps absorb deposition of dietary calcium into bone mass is vitamin D. Deficiency of vitamin D is one of major contributory factor responsible for lower bone mineral density
(BMD).
A related bone problem is flurosis. It is prevalent in 17 States and has affected 66 million people
including about 6 million children below the age of 14. It results from consuming ground water with
excessive fluoride leading to bone disorders. Inadequate exposure of body surface area to direct
sunshine, clothing pattern, relatively pigmented skin, environmental pollution, faulty housing architecture which does not allow enough sunshine, poor diet and lack of required food fortification, are
among the major factors responsible for compromised bone health.
It is important to pay attention to bone health right for childhood. It is in this regard, schools may be
advised to take steps regarding the following aspects :
1.
Schools should promote outdoor physical activity after 9.00 a.m. and before 4.00 p.m. for
adequate exposure to sunshine. Sunshine is the most important source of vitamin D.
N
N
N
Vitamin. D helps absorption of calcium. The main source of vitamin D is the exposure to
sunlight. Exposure of legs and arms to sunlight for about 25 minutes between 9 AM and 4
PM is adequate.
Physical activity at all ages, particularly weight bearing activity, is important for bone
health. It also reduces the risk of falling by strengthening muscles and maintaining balance.
Calcium is critical for sound bone health. Foods containing calcium like milk, leafy green
vegetables, etc. should be a part of the normal daily diet.
110
3.
During the educational programs, schools should emphasis the importance of calcium and vitamin D and thus the schools play a crucial role in creating awareness on such vital issues by
sharing this message with the entire student community as well as the parents.
With regards,
Yours sincerely
(C.GURUMURTHY)
DIRECTOR(ACADEMICS)
Copy to :
1.
The Commissioner, Kendriya Vidyalaya Sangathan, 18, Institutional Area, Shaheed Jeet Singh
Marg, New Delhi-110016.
2.
The Commissioner, Navodaya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
3.
The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat,
Delhi-110054.
4.
The Director of Public Instructions (Schools), Union Territory Secretariat, Sector-9,
Chandigarh-160017.
5.
The Director of Education, Govt. of Sikkim, Gangtok, Sikkim-737101.
6.
The Director of School Education, Govt. of Arunachal Pradesh, Itanagar-791111.
7.
The Director of Education, Govt. of A & N Islands, Port Blair-744101.
8.
The Secretary, Central Tibetan School Administration, Sector 5, Rohini, Delhi-110085.
9.
All the Regional Officers of CBSE.
(C.GURUMURTHY)
111
CENTRAL BOARD OF SECONDARY EDUCATION
2, COMMUNITY CENTRE, PREET VIHAR, DELHI - 110092
NO. CBSE/ACAD/HELATH/2007
20th June,2007
Circular No. 29
All the Heads of the institutions
affiliated to CBSE
Subject : Comprehensive School Health Programme :
Dear Principals,
The Central Board of Scondary Education in continuation of its Circular No. 09 dated 31.5.2006
regarding Comprehensive School Health Programme and creating Health Club in school would like to
reiterate and create awareness about the following issues :
1.
School must have by now intiated the creation the creation of Health Clubs to implement the
Comprehensive School Health Programme.
i)
ii)
iii)
2.
Health and Wellnesss Clubs in schools need to focus on over all well being comprising
mental and social health of the child. These would act as nodal centres for creating an
enabling environment in the school to ensure an ambience of wellness and fostering
reventive health care.
The Constitution, responsibilities and objectives of a Health Club have already been
stated in the previous circular.
Activities for promoting health and wellness in schools have also been stated in
the circular.
Comprehensive School Health Manual
The Comprehensive School Health Manual addressed a basic gap in schooling that has crept in over the
years. The is largely to do with the aspect of school health which has somehow been relegated to
sporadic health check ups or in some cases a few hours of health instruction in the curriculum. It is
imperative that something is done urgently to take up the issue of holistic health. The School Health
Policy and now the Manual proposes to view health holistically, utilize all educational opportunities for
health promotion including formal and informal aproaches in curriculum and pedagogy. Providing a
safe school environment, an activity oriented health education curriculum to avoid health-related
risk behaviour, ensuring physical fitness activities and sports, providing nutritous snacks in the school
canteen, ensuring access to primary health care services, providing emergency care for illness or
injury, providing counselling services and integrated family and community activities and staff health
promotion policy are some of the expectations that a school should fulfill as was advised earlier in the
circular issued to all schools regarding setting up of Health Clubs.
Comprehensive School Health Manual will be available to all schools by August 2007.
3.
Health Websites :
The Ministry of Health and Family Welfare (MOHFW), Government of India has commissioned a
website on Health Living (www.healthy-india.org) to address the concerns in India on the lifestyle
preventable diseases.
112
The
a)
b)
c)
d)
e)
f)
objectives of the website are :
to harmonize the burden of preventable chronic diseases in the country by creating awareness
to bring in the need for a healthy lifestyle
to create Agents of Change among school children with regard to health issues
to encourage the setting up of a health fostering school
to create awareness regarding canteens as social responsible outlets which inculate healthy
eating behaviours
to ensure that there is enough emphasis on physical activity in schools and on enjoyment of this
physical activity.
The website has been so designed that it is user - friendly and containg a number of dynamic sections
for interative sessions.
As India advances economically and gains greater control over traditional health threats, diseases
related to distorted lifestyles and unhealthy living habits are rapidly growing as major public health
problems. Imbalanced diet, physical inactivity, tobacco consumption and alcohol abuse are leading to
many Indians suffering from diabetes, heart disease, cancer and lung disease. Many of these diseases
are preventable. Such preventive efforts are best started in childhood and in schooling years.
Armed with appropriate health information people can protect and promote their personal health and
families can create healthy living conditions for individuals of all ages. Schools and colleges are
important stakeholders in disseminating healthy lifestyle information to children and youth.
Healthy India endeavours to advance consciousness of disease prevention opprtunities, encourage
earlier detection and treatment of chronic diseases and foster healthy living through information and
resources on healthy lifestyle viz. Healthy Diet; Physical Activity; Dealing with Tobacoo and Alcohol
related health problems; Yoga Stress Management; Diabetes; Cancers; Heart Attacks and Strokes.
We would request you to encourage students, teachers and staff to adopt healthy life style practices
suggested in this useful site (www.healthy-india.org) and practice the provided advise therein.
Yours Sincerely
(VINEET JOSHI)
SECRETARY
113
Copy to :
01
The Commissioner, Kendriya Vidyalaya Sangathan, 18 Institutional Area, Shaheed Jeet Singh
Marg, New Delhi.
02
The Commissioner, Navodya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
03
The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat,
Delhi-110054.
04
The Director of Public Instructions (Schools), Union Territory Secretariat Sector-9 Chandigarh.
05
The Director of Education, Govt. of Andaman and Nicobar Islands, Port Blair
06
The Director of School Education, Arunachal Pradesh, Itanagar-791111.
07
The Director of Education, Govt. of Sikkim, Gangtok, Sikkim-737101
08
All Regional Officers, CBSE
09
All Assistant Commissioners, Regional Officers, KVS
10
All Education Officers and Asstt. Education Officers, CBSE
11
E.O. to Chairman CBSE
12
P.A. to Director (Academic) CBSE
(VINEET JOSHI)
SECRETARY
114
CENTRAL BOARD OF SECONDARY EDUCATION
INSTITUTIONAL AREA, ROUSE AVENUE, NEW DELHI-110002
NO. CBSE/ACAD/HEALTH MANUAL/2008
24th June,2008
Circular No. 27/08
All the Heads of the institutions
affiliated to CBSE.
Subject :
Comprehensive School Health Programme and Release of School Health Manuals
in four Volumes.
Dear Principal,
Children are the greatest asset of a country and those in school have a right to a happy and healthy
life within the school environment as well as at home. Investment in the health of children is an
investment in the future of the nation. It is essential to build on the components of knowledge
relating to health and nutrition, develop healthy attitudes and enhance Life Skills to overcome the
multiple health concerns affecting school going children both in the urban and remote areas of the
country.
This is further to our circulars (No. 09 dated 31.5.2006 and No. 29 dated 20.6.2007) on Comprehensive
School Health Programme in which the Board has requested schools to set up `Health Clubs' in order to
implement the Comprehensive School Health Programme. It is heartening to note that some of the
schools affiliated with the board have responded positively in this regard.
Comprehensive School Health Programme and Health Manuals :
The objectives of the School Health Club as mentioned in the earlier circular are also being reiterated:
•
To create Health Cards for each student
•
To create a health newspaper at least twice a year / poster competition related to health
issues
•
To conduct surveys on health related concerns
•
To organize ` health walks' as part of social campaigns
•
To organize health fairs and immunization projects
•
To tap the local resources in the community to arrange health talks
•
To render service in any area affected by a disaster or a calamity
•
To create health help line within the school to distress, cope with emotional and social behaviour
and to clarify misconceptions regarding adolescent health
•
To teach the students techniques of yoga and meditation from an early age
•
To inculcate in the students healthy and positive ways of living
•
To teach health songs on various health topics
……………../-
•
Celebration of important days (World Health Day - April 7)
•
Creating awareness regarding `World No Tobacco Day' (May 31), `World AIDS Day
(December 1) etc.
115
Health Manuals :
The Comprehensive School Health Manuals address a basic gap in schooling that has crept in over the
years. School Health has somehow been relegated to sporadic health check-ups or in some cases a
few hours of health instruction in the curriculum. It was imperative that something is done urgently
to take up the issue of holistic health in school going children which includes physical, mental,
emotional and psychological health. The School Health Policy and now the Manuals propose to view
health holistically, utilize all educational opportunities for health promotion including formal and
informal approaches in curriculum pedagogy. Providing a safe school environment, an activity oriented
health education curriculum to avoid health-related risk behavior, ensuring physical fitness activities
and sports, providing nutrituous snacks in the school canteen, ensuring access to primary health care
services and integrated family and community activities and a staff health promotion policy are some
of the expectations that a school should fulfill.
There are four Manuals in this package. The first Manual-Vol I is addressed to all stakeholders
concerned with school health. The other three Manuals are activity based manuals for teachers. Vol
II is Teachers Activity Manual which consist of activities for Primary Level (Classes I-V), Vol III is
Teacher's Manual for Upper Primary Level (Classes VI-VIII) and Vol IV is Teachers' Manual for Secondary
and Senior Secondary Level (Classes IX-XII). The activities revolve around six different themes Knowing your Body, Food and Nutrition, Personal and Environmental Hygiene, Physical Fitness, Being
Responsible and Safe and Behaviour and Life Skills. The objectives of the modules and activities is to
focus on the different aspects of growth and age appropriate development of the child.
The Manuals are holistic in their approach since they deal with not only physical health but also
mental, social, emotional and spiritual well being. Their uniqueness lies in their participative and
interactive approach. The activities mentioned can be easily incorporated in the classroom transaction,
keeping in mind that hands on learning is internalized faster than conventional learning. It is also
recommended that teachers may modify or customize the activities according to their social, cultural
and demographic needs.
The activities for teachers in each Section are suggestive and it is earnestly hoped that they will carry
on the spirit of each section through curriculum plus intervention strategies within the school. The
activities are learner centred and will help to empower them to construct knowledge for themselves
in a classroom or out of the class setting.
……………../The graded activities provided in the manual follow outcome based approach to learning, teaching
and assessment. They are positive in attitude and stress on developing health promoting habits from
an early age which emphasizes the concept of learning throughout life.
For the success of the school health programme it has to be developed and implemented by a strong
indigenous group committed teachers under the guidance of the dynamic head of the organization as
well as a committed management. A special feature of this development would be a cooperative,
caring and concerned atmosphere which it is hoped will be the key note of the school learning
environment while implementing the programme.
The integration of school and community efforts should be related where the school is regarded as a
social unit providing a focal point from which the school may reach out to the family, to the local
community and to the community at large as a whole which in turn may support the efforts of the
school.
116
It is hoped that the Health Manuals will foster the need to provide for a healthy environment for each
child studying in a school and in that sense the CBSE Comprehensive School Health Program is dedicated
to all children.
The Health Clubs can be used to conduct the activities which are detailed in the School Health Manuals
in four Volumes being released to all the schools. One set of the four volumes is being sent to all
schools free of cost, however, for additional volumes the school will have to make a request as these
will be priced documents. These will be available from the Stores, CBSE, 17 Institutional Area, Rouse
Avenue, New Delhi as well as from the Regional Offices.
(VINEET JOSHI)
SECRETARY
Copy with a request to respective Heads of Directorates/KVS/NVS/CTSA as indicated below to also
disseminate the information to all concerned schools under their jurisdiction :
01
The Commissioner, Kendriya Vidyalaya Sangathan, 18 Institutional Area, Shaheed Jeet Singh
Marg, New Delhi-110 016.
02
The Commissioner, Navodya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
03
The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat,
Delhi-110054.
04
The Director of Public Instructions (Schools), Union Territory Secretariat, Sector-9, Chandigarh160017.
05
The Director of Education, Govt. of Sikkim, Gangtok, Sikkim-737101
06
The Director of School Education, Govt of Arunachal Pradesh, Itanagar-791111.
……………../-
07
The Director of Education, Govt. of Andaman and Nicobar Islands, Port Blair-744101.
08. The Secretary, Central Tibetan School Administration, ESSESS Plaza, Community Centre,
Sector 3, Rohini, Delhi-110 085.
09
All Regional Officers of CBSE with the request to send this circular to all the Heads of the
affiliated schools of the Board in their respective regions.
10. All Education Officers of the Academic Branch, CBSE
11. All Asstt. Education Officers, CBSE
12. The Library and Information Officer, CBSE
13. E.O. to Chairman CBSE
14. P.A. to C.E., CBSE
15. P.A. to Director (Academic) CBSE
16. P.A. to HOD (EDUSAT), CBSE
17. P.A. to HOD(AIEEE), CBSE
18. PRO, CBSE
SECRETARY
117
CENTRAL BOARD OF SECONDARY EDUCATION
INSTITUTIONAL AREA, ROUSE AVENUE, NEW DELHI-110002
NO. CBSE/EO(L)/ACAD/2008
1st Sept.,2008
Circular No. 33/08
All the Heads of the institutions
affiliated to CBSE.
Subject : Creating a Healthy School Environment
Dear Principal,
One of the lofty aims of education is to shape young individuals into caring, thinking sensitive and
value enriched citizens of the country. These are achievable when the schools provide a nurturing
environment and create a value based climate within the school.
The schools affiliated to CBSE are seen as powerful resources of Human Resource Development. This
is possible and can be ensured only if the schools themselves are convinced of the positive benefits of
a value enriched environment.
The conflicting role models thrown up by the social context as well as the explosion of media often
result in giving out ambiguous signals to young minds. It thus becomes even more mandatory that
the schools serve as agents of change and transformation by bringing out the best from within each
child. The inspiration, motivation and upliftment of spirit should go hand in glove with transaction of
academic knowledge.
The Central Board of Secondary Education has received feedback about certain schools where the
school authorities forcibly keep the children back in Classes IX & XI under various pretexts. This has
been viewed very seriously. The Board requires all heads of institutions to reflect on the long term
objectives of imparting holistic education in schools. It is impossible to create vibrance and a joyful
and friendly learning ambience to ensure there is collaborative synergy between learners, teachers,
heads of the institutions, parents and the management of the school.
Unless the heads of schools realize their own responsibility towards all these stakeholders there will be
a serious backlash from all these quarters. Cases of indiscipline, rowydism, bullying, smoking and
other kinds of drug abuse in some institutions have also been reported to which a blind eye is turned
by the school authorities. The Adolescence Education Programme and the Life Skills
……………./Programme as well as the Comprehensive School Health Programme advocated by
the Board focuses on the growing concerns of adolescence which need to be addressed with an
urgency and immediacy and unless stringent action is taken at the right point of time in collaboration
with the parents of the adolescents it may become a matter of serious concern. Life Skills Education
is an excellent tool for bringing about positive behavioural changes in individuals.
It is essential that all stakeholders involved in imparting value based education within the school
environment should come together to find an answer to some of these areas that ultimately concern
all of us.
This may be brought to the notice of all teachers, students and parents through staff meetings /
assembly meetings, circulars and advisory issued and reinforced from time to time.
Yours sincerely
(VINEET JOSHI)
SECRETARY
118
Copy with a request to respective Heads of Directorates/KVS/NVS/CTSA as indicated below to also
disseminate the information to all concerned schools under their jurisdiction:
01
The Commissioner, Kendriya Vidyalaya Sangathan, 18 Institutional Area, Shaheed Jeet Singh
Marg, New Delhi-110 016.
02
The Commissioner, Navodya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
03
The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat,
Delhi-110054.
04
The Director of Public Instructions (Schools), Union Territory Secretariat, Sector-9, Chandigarh160017.
05
The Director of Education, Govt. of Sikkim, Gangtok, Sikkim-737101
06
The Director of School Education, Govt of Arunachal Pradesh, Itanagar791111.
07
The Director of Education, Govt. of Andaman and Nicobar Islands, Port Blair-744101.
08.
The Secretary, Central Tibetan School Administration, ESSESS Plaza, Community Centre,
Sector 3, Rohini, Delhi-110 085.
09
All Regional Officers of CBSE with the request to send this circular to all the Heads of the
affiliated schools of the Board in their respective regions.
………………./-
10.
All Education Officers of the Academic Branch, CBSE
11.
All Asstt. Education Officers, CBSE
12.
The Library and Information Officer, CBSE
13.
E.O. to Chairman CBSE
14.
P.A. to C.E., CBSE
15.
P.A. to Director (Academic), CBSE
16.
P.A. to HOD (EDUSAT), CBSE
17.
P.A. to HOD(AIEEE), CBSE
18.
PRO, CBSE
SECRETARY
119
CENTRAL BOARD OF SECONDARY EDUCATION
INSTITUTIONAL AREA, ROUSE AVENUE, NEW DELHI-110002
NO. CBSE/ACAD/CSHP/2008
6th Nov.,2008
Circular No. 49
All the Heads of the institutions
affiliated to CBSE.
Subject:
Follow up on Comprehensive School Health Programme.
Dear Principal,
The Central Board of Secondary Education has recommended the setting up Health and Wellness Clubs
and launched the four manuals in the package of Comprehensive School Health Manuals (vide circular
no. 27 dated 24th June, 2008).
We hope that you have received the following four volumes of the Comprehensive School Health
Manuals :
1.
Comprehensive School Health Teachers Activity Manual Volume I
2.
Teacher's Manual for Classes I-V
3.
Teachers' Activity Manual for Classes VI-VIII
4.
Teachers' Activity Manual for Classes IX - XII
In continuation of the above the Board would like to bring to you an advisory on some of the
components related to health such as Physical Fitness, Substance Abuse and Emotional Concerns.
1.
Physical Fitness :
a.
There should be at least 30 minutes of Physical Activities or games with maximum health
benefits for Classes I-VIII everyday.
a.
For Classes IX - XII it should be ensured that all the students participate in Physical Activity /
Games / Mass P.T / Yoga with maximum health benefits for at least 2 periods per week (90120 min / week).
b.
In case the school has constraints of space, climatic conditions, presence of enough PE Teachers,
or coaches it may consider indoor activities which would provide maximum health benefits
(Aerobics / Meditation & breathing exercises / Yoga).
c.
Mass P.T. in the morning keeping in view the climate conditions is another alternative the
school can use.
d.
Too much of time being spent by children at house in watching TV or playing computer games
needs to be carefully monitored by the parents. An advisory can be sent by schools to parents
and reinforced in the beginning of every term.
e.
Parental Awareness Programmes regarding Adolescent concerns including the above may be
held at regular intervals by the schools.
120
2.
Eating Habits and Diet:
School canteens should provide healthy snacks which can be monitored by the Health Clubs of the
schools. Doctors / Nutritional Experts/ dieticians / Counsellors / Nurses/ Home Science Department
may be involved in designing the recipes for the menu (healthy, nutritious, wholesome) and monitoring
quality of the food items. Junk / fast food needs to be replaced completely with healthy snacks.
Carbonated and aerated beverages may be replaced by juices and diary products (Lassi, Chach,
Flavored milk etc.)
3.
Substance Abuse :
Passive smoking is as harmful as indulging in active tobacco use. Awareness regarding the hazardous
effects of passive smoking need to be created among the students and this may also be a part of the
Parental Awareness Programmes. Awareness on recent laws enacted on prohibition of Tobacco products
in public places needs to be created among students. Heads of Institutes should ensure that no
Tobacco products should be sold either by minor or by major children in the vicinity of the educational
institutes. Regular vigilance against smoking at home and school needs to be emphasized. The
matter can be discussed in PTA meetings with parents. Project work on Substance / Tobacco abuse
may be assigned to students as part of school assignment across disciplines and `No Tobacco Week'
may be celebrated in school. A substance abuse control committee at school level involving PTA
member's local leaders and students may also be initiated.
Value Education and Value Enhanced Life Skills should form a part of the larger curriculum plus
activities in the schools. Schools should also be able to integrate unstructured programmes on Value
Education through their Literary Clubs, Health Clubs and Eco Clubs.
4.
Emotional Health:
There is a need for Value Education aided Conceptual Framework of Life Skills related to values for
sensitizing teachers and learners to the Universal Skills such as Thinking Skills (Creative and Critical
Thinking, Self Awareness, Problem Solving, Decision Making), Social Skills (Interpersonal Relationships,
Effective Communication, Empathy) and Emotional Skills (Managing feeling / Emotions, Coping with
Stress).
Yours sincerely
(DR.SADHANA PARASHAR)
EDUCATION OFFICER(L)
Copy with a request to respective Heads of Directorates/KVS/NVS/CTSA as indicated below to also
disseminate the information to all concerned schools under their jurisdiction :
01
The Commissioner, Kendriya Vidyalaya Sangathan, 18 Institutional Area, Shaheed Jeet Singh
Marg, New Delhi-110 016.
02
The Commissioner, Navodya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
03
The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat,
Delhi-110054.
04
The Director of Public Instructions (Schools), Union Territory Secretariat, Sector-9, Chandigarh160017.
121
05
The Director of Education, Govt. of Sikkim, Gangtok, Sikkim-737101
06
The Director of School Education,Govt of Arunachal Pradesh,Itanagar-791111.
07
The Director of Education, Govt. of Andaman and Nicobar Islands, Port Blair-
08. The Secretary, Central Tibetan School Administration, ESSESS Plaza, Community Centre,
Sector 3, Rohini, Delhi-110 085.
09
All Regional Officers of CBSE with the request to send this circular to all the Heads of the
affiliated schools of the Board in their respective regions.
10. All Education Officers of the Academic Branch, CBSE
11. All Asstt. Education Officers, CBSE
12. The Library and Information Officer, CBSE
13. E.O. to Chairman CBSE
14. P.A. to C.E., CBSE
15. D.O. to Secretary, CBSE
16. P.A. to Director (Academic), CBSE
17. P.A. to HOD (EDUSAT), CBSE
18. P.A. to HOD(AIEEE), CBSE
19. PRO, CBSE
EDUCATION OFFICER(L)
122
CENTRAL BOARD OF SECONDARY EDUCATION
INSTITUTIONAL AREA, ROUSE AVENUE, NEW DELHI-110002
CBSE/CM/ 2008
Dated: 11.11.2008
Circular No. 51/08
All Heads of Institutions
Affiliated to the Board
Subject: Safety in School Science Laboratories
Dear Principal,
Science laboratories are essential and critical component in Science education. All students study
Science as a compulsory subject upto grade X and a significant percentage of them continue studying
Physics, Chemistry, Biology, BioTechnology, Home Science etc. at senior secondary level. This requires
conduct of regular practical work and use of variety of equipment, instruments, gadgets, materials,
chemicals, glassware etc. It is of utmost importance that in order to ensure safety of students
working in Science laboratories, every essential precaution is taken well in advance.
It is not uncommon to observe that in many cases, the essential safety measures are either not given
much attention or are ignored altogether. Gas fittings in chemistry laboratory often do not fulfil the
mandatory standards and requirements. Chemical are, in many cases, not stored in safe manner and
kept under safe custody. It is also observed that exhaust fans are sometimes not provided in chemistry
laboratory. Mandatory items such as laboratory coats, goggles and gloves are not used while doing
experimental work. Electrical fittings are at times done with sub-standard materials and components.
Laboratories are not located with easy and open exits. Fire extinguishers are not installed at desired
locations. First aid facilities are inadequate or missing. Medical facilities are also found wanting on
many occasions. All such negligent actions may result in dangerous and unfortunate incidents and
need to be attended to urgently.
In order to ensure safety of students in Science Laboratories, there is an urgent need to look into its
different aspects and make the following provisions:
•
Designing of all science laboratories according to necessary norms and standards.
•
Two wide doors for unobstructed exits from the laboratory.
•
•
Adequate number of fire extinguishers near science laboratories.
Periodical checking of vulnerable points in the laboratories in relation to possibility of any
mishappening.
•
•
Ensuring gas fittings in Chemistry laboratory fulfilling desired norms and standards.
Periodical checking of electrical fittings/ insulations for replacement and repairs.
•
Timely and repeated instructions to students for careful handling of chemicals and equipments
in the laboratory.
•
•
Display of do's and dont's in the laboratory at prominent places.
Safe and secure storage of all chemicals.
•
Proper labelling and upkeep of chemicals.
•
Proper safety and protection provisions such as fume hood, goggles and gloves while doing
practical work.
•
Careful supervision of students while doing practical work.
•
•
Advance precautionary arrangements to meet any emergency situations.
Conduct of any additional experimental work only under supervision and with due advance
permission.
123
•
•
Availability of First Aid and basic medical facilities in the school.
Proper location of the laboratories.
The tragic fire incident in a school at Kumbakonam in 2004 is still afresh in which nearly 100 children
lost their precious lives. The Board had issued a detailed Circular no. 28/2004 dated 26th July, 2004
asking schools to take all safety measures for meeting adverse situations and ensuring safe custody
of children in the school. It is reiterated that all necessary safety measures may be taken and the
above guidelines may be discussed in detail with the teachers as well as students for greater awareness
and sensitization on safety matters.
The Board may depute an expert team to visit your school to find out whether all safety provisions in
Science laboratories have been made.
With best regards
Yours faithfully,
(VINEET JOSHI)
CHAIRMAN
Copy with a request to respective Heads of Directorates/KVS/NVS/CTSA as indicated below to also
disseminate the information to all concerned schools under their jurisdiction:
1.
2.
3.
4.
The Commissioner, Kendriya Vidyalaya Sangathan, 18-Institutional Area, Shaheed Jeet Singh
Marg, New Delhi-110 016.
The Commissioner, Navodaya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat,
Delhi-110 054.
The Director of Public Instructions (Schools), Union Territory Secretariat, Sector 9,
Chandigarh-160 017.
5.
6.
The Director of Education, Govt. of Sikkim, Gangtok, Sikkim - 737 101.
The Director of School Education, Govt. of Arunachal Pradesh, Itanagar-791 111
7.
The Director of Education, Govt. of A&N Islands, Port Blair-744 101.
8.
The Secretary, Central Tibetan School Administration, ESSESS Plaza, Community Centre,
Sector 3, Rohini, Delhi-110 085.
All the Regional Officers of CBSE with the request to send this circular to all the Heads of the
affiliated schools of the Board in their respective regions.
9.
10. The Education Officers/AEOs of the Academic Branch, CBSE.
11. The Joint Secretary (IT) with the request to put this circular on the CBSE website.
12. The Library and Information Officer, CBSE
13. EO to Chairman, CBSE
14. PA to CE, CBSE
15. PA to Secretary, CBSE
16. PA to Director (Acad.)
17. PA to HOD (AIEEE)
18. PA to HOD (Edusat)
19. PRO, CBSE
CHAIRMAN
124
CENTRAL BOARD OF SECONDARY EDUCATION
INSTITUTIONAL AREA, ROUSE AVENUE, NEW DELHI-110002
CBSE/ACAD/EO (L)/NUSSA/2009
Dated:24.6.2009
Circular No. 22
All the Heads of the Institutions
Affiliated to CBSE.
Subject :
National Urban School Sanitation Awards 2009 in the context of setting up of
`Health and Wellness Clubs and `Eco-Clubs' in schools.
Dear Principal,
The CBSE in collaboration with the Ministry of Urban Development and GTZ has introduced the
`National Initiative on School Sanitation' and the aim is to inculcate good sanitation habits among the
school children. The Annual National Urban School Sanitation Awards(NSSUA) has been instituted by
Ministry of Urban Development along with German Technical Cooperation (GTZ) and Central Board
of Secondary Education CBSE to inspire, acquaint and celebrate excellence in Urban School Sanitation.
These Awards are instituted with the purpose of honouring urban schools who are taking significant
steps towards effective sanitation and improvement in service delivery leading to behavioral change.
The awards are open to all school affiliated to CBSE which include Kendriya Vidyalayas, Jawahar
Navodaya Vidyalayas, Government Schools, Private Independent Schools, DAV Schools, CTSA Schools,
Army Schools etc.
Awards will be given in the following categories which schools can take up as part of Health and
Wellness Clubs and Eco-Clubs
N
Awareness Generation leading to Behavioural Change through Students and Community
Mobilization
N
Technical Innovation and Interventions
N
Improving Sanitation facilities for the Girl Child
N
Best performing Health and Wellness Clubs
N
Sustainability of the Effort
N
Waste Management and Disposal
N
Water conservation and Waste Water Recycling and its Utilization
N
Conservation of Green Spaces
N
Public Private Partnership
Parameters for the Selection
1. Sustainability :Demonstrated success geared towards long term hygiene and safe sanitation.
2.
Replicability: Potential for replication of practices and models that have resulted in better
service delivery.
3.
Safe Hygiene Practices
4.
Waste Segregation and Waste Management
5.
Awareness Generation Efforts and impact leading to Behavioral Change
6.
Water and Sanitation:Tangible Improvements in Service Delivery
125
7.
Efforts towards Water Management
8.
Innovation: Demonstrated Innovation, Uniqueness and Originality in the use of Ideas, Technology
and Resources
9.
Dynamism: Activity points scored by participation in various activities as organized from time
to time through website; www.schoolsanitation.com
Mechanism and Procedures
N
N
MoUD, CBSE and GTZ have constituted an Advisory Group for deciding on Awards.
Initial scrutiny will be done by Committee and then the final hundred entries will be submitted
for critical examination and final selection for the Awards by the Advisory Group.
The Awards will be in the form of certificates of excellence, mementos, citations, participation in a
school sanitation exchange programmes, joint development of pilot projects on zero waste producing
concepts with the schools and also special certificates to Principals, teachers and students associated
with excellent Health & Wellness Clubs and Eco Clubs.
You are requested to disseminate the information to all and participate in this initiative of National
importance.
You are requested to send in CD-ROM addressed to the Nodal Officer, National Urban School Sanitation
Awards 2009 by courier at CBSE, Shiksha Sadan, 4th Floor, Room No. 404. Under no circumstances
either projects or models should be sent to the CBSE or GTZ Office. For more information about the
National initiative on Urban School Sanitation visit: www.schoolsanitation.com and for further queries,
the Academic Branch at CBSE may be contacted at telephone no. 011-23234324 (Dr. Sneha Singh /
Syed Shaney Alam)
Yours sincerely,
(DR.SADHANA PARASHAR)
EDUCATION OFFICER (L)
Copy with a request to respective Heads of Directorates/KVS/NVS/CTSA as indicated below to also
disseminate the information to all concerned schools under their jurisdictions:
01
The Commissioner, Kendriya Vidyalaya Sangathan, 18 Institutional Area, Shaheed Jeet
Singh Marg, New Delhi
02
The Commissioner, Navodaya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi
03
The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat,
Delhi-110054.
04
The Director of Public Instructions (Schools), Union Territory Secretariat, Sector-9,
Chandigarh.
05
The Director of Education, Govt. of Andaman and Nicobar Islands, Port Blair
06
The Director of School Education, Arunachal Pradesh, Itanagar-791111.
07
The Director of Education, Govt. of Sikkim, Gangtok, Sikkim-737101
08
All Regional Officers, CBSE
09
All Assistant Commissioners, Regional Offices, KVS
126
10. All Education Officers and Asstt. Education Officers, CBSE
11.
Joint Secretary .IT. CBSE
12. E.O. to Chairman CBSE
13. P.A. to Secretary CBSE
14. P.A. to Director (Academic) CBSE
15. P.A. to Controller of Exams. CBSE
16. P.A. to HOD (EDUSAT), CBSE
17. P.A. to HOD (AIEEE), CBSE
Education Officer (L)
127
CENTRAL BOARD OF SECONDARY EDUCATION
INSTITUTIONAL AREA, ROUSE AVENUE, NEW DELHI-110002
(An autonomous Organisation under the Union Ministry of Human Resource Development, Govt.of
India). ‘Shiksha Sadan’, 17, Institutional Area, Rouse Avenue, New Delhi -110002
CBSE/ACAD/HEALTH/2010
July 28,2010
Circular No. 38
All the Heads of Independent Schools
Affiliated to the CBSE
Subject:
Observation of International Day against Drug Abuse and Illicit Trafficking on 26th
June, 2010.
Dear Principals,
As you are aware that each year 26th June is observed as the International Day against Drug Abuse
and Illicit Trafficking. Kindly refer to our earlier circular no.18 dated June19, 2009 whereby all schools
affiliated to CBSE had been asked to observe the day in a befitting manner by organizing activities
like awareness campaigns, conducting seminars and workshops and holding exhibitions etc.
You are hereby requested to send a report on the specific activities conducted in your school on this
occassion such as debates, elocution, essay writing, poster making competition and other suitable
extra curricular activities.
Yours Sincerely
( C.Gurumurthy)
Director (Academic)
Copy with a request to respective Heads of Directorates/KVS/NVS/CTSA as indicated below to also
disseminate the information to all concerned schools under their jurisdiction:
1.
The Commissioner, Kendriya Vidyalaya Sangathan, 18-Institutional Area, Shaheed Jeet Singh
Marg, New Delhi-110 016.
2.
The Commissioner, Navodaya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
3.
The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat,
Delhi-110 054.
4.
The Director of Public Instructions (Schools), Union Territory Secretariat, Sector 9,
Chandigarh-160017.
5.
The Director of Education, Govt. of Sikkim, Gangtok, Sikkim – 737 101.
6.
The Director of School Education, Govt. of Arunachal Pradesh, Itanagar-791 111
7.
The Director of Education, Govt. of A&N Islands, Port Blair-744 101.
8.
The Secretary, Central Tibetan School Administration, ESS ESS Plaza, Community Centre,
Sector 3, Rohini, Delhi-110 085.
9.
All the Regional Officers of CBSE with the request to send this circular to all the Heads of the
128
affiliated schools of the Board in their respective regions.
10. The Education Officers/AEOs of the Academic Branch, CBSE.
11. The Joint Secretary (IT) with the request to put this circular on the CBSE website.
12. The Library and Information Officer, CBSE
13. EO to Chairman, CBSE
14. PA to CE, CBSE
15. PA to Secretary, CBSE
16. PA to Director (Acad.)
17. PA to HOD (AIEEE)
18. PA to HOD (Edusat)
19. PRO, CBSE
( C.Gurumurthy)
Director (Academic)
129
CENTRAL BOARD OF SECONDARY EDUCATION
INSTITUTIONAL AREA, ROUSE AVENUE, NEW DELHI-110002
CBSE/Sports/2010-2011
Dated: 27.10.2010
Circular No. 71
All the Heads of the Institutions
Affiliated to CBSE
Subject:
Physical Education & Sports in Schools – reg..
Dear Principal,
Schools are dynamic settings for promoting health and wellness through various correlated areas such
as Physical Education and Sports as well as through Health and Wellness Clubs. There is a growing
awareness that the health and psycho-social well-being of young children is of paramount importance
and schools can provide a strategic means of improving children’s health, self-esteem, life skills and
behaviour.
Healthy living incase of school children is the prime concern of all stakeholders including principals,
parents, teachers and the community. To achieve this objective collective responsibility needs to be
assumed. An important dimension is that of experience and development of health skills and physique
through practical engagements with play, exercises, sports and practices of personal and community
hygiene.
The CBSE through its various advisories (Circular No. 09 dated 31.5.2006, Circular No. 29 dated 20th
June, 2007, Circular No. 27/08 dated 24th June, 2008, Circular No. 49 dated 6th Nov., 2008 and
Circular No. 57 dated 20.11.2009) has directed schools to set up Health and Wellness Clubs which can
be used to conduct the activities which are detailed in the School Health Manuals in four volumes
already released to all the schools.
It is well established that participation in Physical Education & Sports activities is highly beneficial to
one’s health and it leads to improved performance by students in schools, in addition to helping them
in developing many life skills.
Children lead happier lives as a result of being actively involved in sporting activities and it has long
been established that fitness and improved academics performance go hand in hand. Physical Education
and Sports activities during the school hours reduce boredom and help keep students attentive in the
classrooms.
Keeping in view the above, the Central Board of Secondary Education has time and again recommended
for providing compulsory time schedule for Physical Education & Sports activities for the students of
all classes.
The Board is of the firm opinion that the Physical Education & Sports programs teach important
conflict resolution skills including team work, fair play and communication leading to reduced violent
behaviour among children. Further, children who participate in Physical Education & Sports develop a
positive attitude towards their every day life activities.
In the above background, it is advised that the following in respect of the Physical Education & Sports
may be strictly adhered to:
a.
b.
There should be at least 40-45 minutes of Physical Activities or Games period for Classes I-X
everyday.
For Classes XI – XII it should be ensured that all the students participate in Physical Activity /
Games / Mass P.T / Yoga with maximum health benefits for at least two periods per week
130
(90-120 min / week).
c.
d.
In case the school has constraints of space, climatic conditions, presence of enough PE Teachers,
or coaches it may consider indoor activities which would provide maximum health benefits
(Aerobics / Meditation / Yoga & Asanas).
Mass P.T. in the morning keeping in view the climate conditions is another alternative the
school can have.
As part of Continuous and Comprehensive Evaluation the students will be assessed on participation
and performance in by choosing any two activities from the 13 activities given for Classes VI-VIII and
08 activities given for Classes IX-X.
It is earnestly hoped that all schools will follow these directives to ensure that all students draw
maximum health benefit in terms of physical fitness and team building as well as collaborative skills.
This may be brought to the notice of all teachers, students and parents.
Yours sincerely
VINEET JOSHI
CHAIRMAN
Copy with a request to respective Heads of Directorates/KVS/NVS/CTSA as indicated below to also
disseminate the information to all concerned schools under their jurisdiction:
01
The Commissioner, Kendriya Vidyalaya Sangathan, 18 Institutional Area, Shaheed Jeet Singh
Marg, New Delhi-110 016.
02
The Commissioner, Navodya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
03
The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat,
Delhi-110054.
The Director of Public Instructions (Schools), Union Territory Secretariat, Sector-9,
Chandigarh-160017.
04
05
06
The Director of Education, Govt. of Sikkim, Gangtok, Sikkim-737101
The Director of School Education,Govt of Arunachal Pradesh,Itanagar-791111.
07
The Director of Education, Govt. of Andaman and Nicobar Islands, Port Blair.
08. The Secretary, Central Tibetan School Administration, ESSESS Plaza, Community Centre,
Sector 3, Rohini, Delhi-110 085.
09
All Regional Officers of CBSE with the request to send this circular to all the Heads of the
affiliated schools of the Board in their respective regions.
10. All Education Officers of the Academic Branch, CBSE
11. All Asstt. Education Officers, CBSE
12. The Library and Information Officer, CBSE
13. E.O. to Chairman CBSE
14. P.A. to C.E., CBSE
15. D.O. to Secretary, CBSE
16. P.A. to Director (Academic), CBSE
17. P.A. to HOD (EDUSAT), CBSE
18. P.A. to HOD (AIEEE), CBSE
19. PRO, CBSE
CHAIRMAN
131
Appendix-2
BESIC EMERGENCY CARE
Cardiac arrest occurs in 70% of individuals at home and 20% at workspace and only in 10% at hospital.
It is therfore important that non-healthcare persons such as schoolchildren, teachers, police and
drivers should learn how to o save life and transport the patient to the nearest health facilit.
Cardiopulmonary resucitation (CPR) is a procedure to support and maintain breathing and cirulation
for a person who has stopped breathing (respiratory arrest) and/or whose heart has stopped (cardiac
arrest.)
Basic Emergency Care (BEC) is the emergency care which can be provided by schoolchildren,
teachers, police and drivers in the absence of advanced medical care. If one school kid is trained in
CPR, he or she can take care of his peers, family members and community at large.
Beside CPR and foreign body reomoval, it also includes considerations of patient transport such
as the protection of the cervical spine and avoiding additional injuries through splinting and
immobilization.
When witnessing sudden collapse in victims of all ages, the rescuer should first telephone the emergency
medical services system and then return to continue CPR (phone first). But for unwitnessed arrest
(eg drowning, drug overdose and injured), the rescuer should deliver five cycles of CPR before calling
emergency number and then continue CPR (phone fast).
THE CHAIN OF SURVIVAL
The highest survival rate from cardiac arrest can be achieved only when the following sequence of
events occurs as rapidly as possible :
1.
Early recognition of warning signs
2.
Activation of emergency medical services
3.
Basic CPR
4.
Defibrillation
5.
Management of airway and ventilation
6.
Intravenous administration of medications
Figure 1 : The adult chain of survival. The 4 links of actions in the chain are (1) phone (2) CPR, (3)
early defibrillation and (4) advanced care
132
These events have been likened to the links in a chain - The chain of Survival. It was introduced in
1991 as a model of efficiency and synergy in resuscitative efforts. If any link is weak or missing, the
chances of survival are lessened. The links in the Adult chain or sruvival are :
1.
Early access
2.
Early CPR
3.
Early defibrillation
4.
Early advanced cardiac life support
LEARNYouCPR
Can Do It!
Reference : Basic Emergency Care - by Dr. Sanjeev Boi, Dr. John. Bera, Dr. Chhavi Sawhney, Published
by Paras Medical Publisher, Hyderabad. 2009
133
Revised
SCHOOL HEALTH
Manual
(Teacher's Activity Manual for Classes IX - XII)
VOL. IV
CENTRAL BOARD OF SECONDARY EDUCATION
School Health Manual Vol-IV for Classes - IX-XII
PRICE : Rs. 140/-
EDITION : December, 2010
© CBSE, India
COPIES : 5000
No part of this publication may be reproduced , stored in a
retrieval system or transmitted, in any form or by any means,
electronic, mechanical photocopying, recording or otherwise
without the prior permission of the publisher.
PUBLISHED BY
:
The Secretary, Central Board of Secondary Education, Shiksha
Kendra, 2, Community Centre, Preet Vihar, Delhi - 110092.
DESIGN, LAYOUT &
ILLUSTRATIONS BY
:
Multi Graphics, 5745/81, Reghar Pura, Karol Bagh, New Delhi - 110005
Phone : 25783846
PRINTED BY
:
Preface
Childhood and the age of adolescence are perhaps the most momentous
periods in an individual’s journey of life. They are characterized by creative
bursts of energy, immense curiosity about the self and the world, sudden
changes in the physical, emotional and social dimensions and expanded
need for communication. They are also periods of grappling with an identity
crisis, feelings of isolation, anxiety, alienation and confusion. Each
individual is unique with inherent positive attributes and latent potential
and it is the responsibility of the school to provide opportunities for young
talent to blossom and flourish.
The biggest killer in the world today is not war, disease or natural calamity. It
is life style related diseases. Health is an important component of the
concerns regarding adolescent issues. Obesity, lack of physical activity and
exercise, mental and emotional stress are major concerns. The experiences
gained as children often stay with us throughout life. Therefore there is a
need to create health oriented school climate so that appropriate ambience
is created which is sensitive to the health needs of school going children and
helps to promote their well being.
The new millennium schools must provide a setting where in education and
health programmes come together to create a health promoting
environment which in turn promotes learning. It must constantly strengthen
its capacity as a healthy setting for learning and preparing for life. Such
schools use its full organization potential to promote health among
students, staff, families and community members.
Schools need to provide a safe healthy environment which includes safe,
clean water and sufficient sanitation facilities, freedom from abuse and
violence, a climate of care, trust and respect, social support and mental
health promotion.
The school can work in the areas of Food and Nutrition, Knowing Your Body,
Personal, Environmental Hygiene and Sanitation. Behaviour and Life Skills,
Physical Fitness and Being Responsible and Safe. The Manual provides
guidelines to all stakeholders including managers, principals, teachers and
students. There are activities designed for different levels in the different
volumes of the Manual. The first part of the Manual recommends setting up
of a Health ans Wellness Club to further carry on these enrichment activities
within the school. The ultimate objective of the Manual is to involve the
school going child in making healthy life style choices.
The Board has strengthened the School Based Assessment and Continuous
and Comprehensive Evaluation in 2009-2010. As part of Comprehensive
assessment of co-scholastic aspects, the grades obtained in Health and
Physical Education will be reflected in the Report Card as well as Certificate
of School Based Assessment. Learners can choose any two activities from the
options provided.
The Comprehensive School Health Manuals are an outcome of the
collaborative effort of CBSE along with the guidance provided by WHO India.
The Manuals would not have been possible but for the effort and support
provided by the material production team. I would also like to thank Dr.
Sadhana Parashar, Head (Innovation & Research) and Mr. Pramod Kumar T.K.,
Asst. Education Officer, CBSE for coordinating and editing the Manual. There
are four volumes in the package. The First volume is Introductory and the
other three consist of graded activities for each level : Primary, Upper
Primary and Secondary as well as Senior Secondary.
Any further suggestions for improving the Manuals are always welcome.
Vineet Joshi
CHAIRMAN
Acknowledgements
Acknowledgements
Advisors:
Sh. Vineet Joshi (IAS)
Dr. Cherian Varghese
Dr. Jitendra Nagpal
Dr. Manoj K. Johar
Material Production:
Dr. Indu Khetrapal
Ms. Usha Ram
Mrs. Kalpana Kapoor
Mrs. Neeta Rastogi
Dr. Divya Prasad
Chairman, CBSE, Delhi.
WHO, India, New Delhi.
Expressions India Vimhans, New Delhi.
Academy for International Career & Education, New Delhi.
Principal, Salwan Public School, Gurgaon, Haryana.
Principal, Laxman Public School, Hauz Khas, New Delhi.
Principal, Delhi Public School Ghaziabad Vasundhara, Ghaziabad.
Principal, Sadhu Vaswani International School,
Shanti Niketan, New Delhi.
Psychologist, Vimhans, New Delhi.
Contributors:
Dr. Lalit Modak
Head Mistress, Jr. School, DPSG Vasundhara, Ghaziabad.
Ms. Mousmi Mahopatra
PGT (Chemistry), DPSG Vasundhara, Ghaziabad.
Mrs. Seema Banerjee
Head of Social Work, Laxman Public School, Hauz Khas, New Delhi.
Ms. Dimple Vij, Counsellor Laxman Public School, Hauz Khas, New Delhi.
Ms. Neha Sharma
Headmistress, Amity International School, Vasundhara.
Dr. Manjari Tripathi
Associate Professor, Dept. of Neurology, AIIMS, New Delhi.
Dr. Sanjeev Bhoi
Assistant Professor, Dept. of Emergency Medicine, AIIMS, New Delhi.
Jago Teens (NGO)
Stray Relief and Animal Welfare (STRAW)
Cover Page-Courtesy :
Dr. Indu Khetrapal
Principal, Salwan Public School, Gurgaon.
Art and Layout:
Mr. Amitav Bose
Photography Club, DPSG Vasundhara, Ghaziabad.
Editing:
Dr. Sadhana Parashar
Mrs. Kalpana Kapoor
Mr. Mukesh Kohli
Co-ordination:
Mr. Pramod Kumar T.K.
Ms. Harjot Kaur
Dr. Sneha Singh
Head (Innovation & Research), CBSE, Delhi.
Principal, Delhi Public School Ghaziabad, Vasundhara, Ghaziabad.
Reader, Department of Physical Education, Ram Lal Anand College,
University of Delhi.
Asst.Education Officer, CBSE, Delhi.
Consultant, AEP
Consultant, AEP
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sA
THE CONSTITUTION OF INDIA
PREAMBLE
WE, THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a SOVEREIGN
SOCIALIST SECULAR DEMOCRATIC REPUBLIC and to secure to all its citizens :
1
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 the individual and the [unity and integrity of the Nation];
2
IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November, 1949, do HEREBY ADOPT,
ENACT AND GIVE TO OURSELVES THIS CONSTITUTION.
1.
2.
Subs, by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for "Sovereign Democratic Republic (w.e.f. 3.1.1977)
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
Chapter IV A
Fundamental Duties
ARTICLE 51A
Fundamental Duties - It shall be the duty of every citizen of India(a) to abide by the Constitution and respect its ideals and institutions, the National Flag and the National
Anthem;
(b) to cherish and follow the noble ideals which inspired our national struggle for freedom;
(c)
to uphold and protect the sovereignty, unity and integrity of India;
(d) to defend the country and render national service when called upon to do so;
(e) To promote harmony and the spirit of common brotherhood amongst all the people of India
transcending religious, linguistic and regional or sectional diversities; to renounce practices
derogatory to the dignity of women;
(f)
to value and preserve the rich heritage of our composite culture;
(g) to protect and improve the natural environment including forests, lakes, rivers, wild life and to have
compassion for living creatures;
(h) to develop the scientific temper, humanism and the spirit of inquiry and reform;
(i)
to safeguard public property and to abjure violence;
(j)
to strive towards excellence in all spheres of individual and collective activity so that the nation
constantly rises to higher levels of endeavour and achievement.
Content Page
Page No.
About the Comprehensive School Health Mannuals
i-iv
Introduction
v-vi
1. Knowing your Body
1-8
2. Food and Nutrition
9-20
3.
Personal and Environmental Hygiene
21-36
4. Physical Fitness
37-52
5. Being Resoponsible And Safe
53-68
6. Behaviour And Life Skills
69-106
7. Frequently Asked Questions
107-117
8. Appendices
118-146
About The Comprehen sive School Hea lth Man ua ls
The Comprehensive School Health Manuals address a basic gap in schooling
that has crept in over the years. This is largely to do with the aspect of school
health which has somehow been relegated to sporadic health check-ups or in
some cases a few hours of health instruction in the curriculum. It is imperative
that something is done urgently to take up the issue of holistic health in school
going children which includes physical, mental, emotional and psychological
health. The School Health Policy and the Manual proposes to view health
holistically, utilize all the educational opportunities for health promotion
including formal and informal approaches in curricular pedagogy. Providing a
safe school environment, an activity oriented health education curriculum to
prevent health-related risk behavior, ensuring physical fitness activities and
sports, providing nutritious snacks in the school canteen, ensuring access to
primary health care services and integrated family and community activities
and a staff health promotion policy are some of the expectations that a school
should fulfill as was advised earlier in a circular issued to all the schools
regarding the setting up of Health and Wellness Clubs.
There are four Manuals in this package. The first Manual-Volume I is
addressed to all stakeholders concerned with school health.
A health promoting school strives to provide a healthy environment
conducive to students' health, education and school health services along with
school/community projects and outreach opportunities for physical education
and recreation, social support and mental health promotion.
School Health and Wellness Clubs can become the focal point of school
health promotion which would encompass the entire school environment and
become a school campus activity. A checklist for a Health Promoting School is
included so that schools can monitor their own School Health Plan. The
responsibilities of the Administrators, Principals, Teachers, Counsellors and
Community leaders have also been enlisted. Monitoring, Evaluation and
(i)
Sustainability of the Health Plan in each school is extremely essential. Fact
Sheets regarding a Health Promoting School, focusing resources on Effective
School Health and Improving School Performance through health promotion
are other areas of concern.
The other three Manuals are activity based manuals for teachers. Vol II is
Teachers Activity Manual which consists of activities for Primary Level
(Classes I-V), Vol III is Teacher's Manual for Upper Primary Level (Classes VIVIII) and Vol IV is Teachers' Manual for Secondary and Senior Secondary
Level (Classes IX-XII). The activities revolve around six different themes Knowing your Body, Food and Nutrition, Personal, Environmental Hygiene and
Sanitation Physical Fitness, Being Responsible and Safe and Behaviour and
Life Skills. The objective of the modules and activities is to focus on the
different aspects of growth and appropriate development of the child.
Kn owin g Your Bod y Activities will take the child from knowing
body parts and their functions to appreciation of the importance of each body
part. This will lead to heightened understanding of the need for correct
information regarding growing up processes which will help in creating a well
informed individual.
Food An d Nutrition Activities focus on the effect of the right
food and nutrition intake to generate positive energy and thus influence
learning capacity. Variation in geographical location alter or modify nutritional
intake. Food can effect energy levels, concentration and learning.
Persona l,
Activities
En viron m en ta l
Hygien e
an d
San ita tion
emphasize on the need to ensure that children follow clean and
regular habits regarding bath, bowel movement, sleep, oral hygiene, nails and
hair. Once personal hygiene becomes a part of the regular system the child will
look forward to having a cleaner environment. Sanitation activities have been
added in the Revised Manual.
(ii)
Physica l Fitn ess Activities will help children to maintain fitness,
strengthen cardiovascular and respiratory system, keep bones and muscles
strong, ease depression, manage pain and stress and above all make one feel
alive, vibrant and energetic.
Bein g Sa fe An d Respon sible Activities
help learners to
understand the consequences of risk taking behavior and create a safe
environment for themselves and others. This would lead to a better quality of
personal life and would enhance positive behaviour towards self and
environment. Security and an environment that is physically and emotionally
safe is the need of the hour and equipping a child to handle situations that are
age appropriate is the task of the school, family and community.
Beha viour An d Life Skills Section focuses on bringing about an
awareness and in-depth understanding of behavioural issues revolving around a
child which will certainly influence his or her academic performance and social
development. The module is an attempt to forge clarity for the teachers to
facilitate the child's learning progress. The objective of the activities is to
highlight self management and infuse skills within the child which will help him
or her emerge as an individual who will be well equipped to handle related issues.
The Manuals are holistic in their approach since they deal with not only
physical health but also mental, social, emotional and spiritual well being. Their
uniqueness lies in their participative and interactive approach. The activities
mentioned can be easily incorporated in the classroom transaction, keeping in
mind that hands on learning is internalized faster than conventional learning. It
is also recommended that teachers may modify or customize the activities
according to their social, cultural and demographic needs.
The CBSE had also undertaken a Global School Health Survey across
different types of schools in various parts of the country. This was to collect
data on health behaviours and protective factors that affect the immediate
(iii)
and long term health status of young children. The results from the survey will
help in policy formulation at the local and national level.
The activities for teachers in each Section are suggestive and it is
earnestly hoped that they will be implemented in the spirit of each section
through curriculum plus intervention strategies within the school. The
activities are learner centred and will help learners to empower themselves to
acquire knowledge for themselves in a classroom or out of the class setting.
The Board has strengthened the School Based Assessment and
Continuous and Comprehensive Evaluation in 2009-2010. As part of
Comprehensive assessment of co-scholastic aspects, the grades obtained in
Health and Physical Education will be reflected in the Report Card as well as
Certificate of School Based Assessment. Learners can choose any two
activities from the options provided. These include Sports/Indigenous Sports,
NCC/NSS, Scouting and Guiding, Swimming, Gymnastics, Yoga, First Aid,
Gardening / Shramdaan. Teacher may record observations about the student’s
participation over a period of time either in Anecdotal Records or a Portfolio.
All students must take up at least two activities to ensure maximum health
benefit in terms of physical fitness.
The future of young India is being shaped in the schools and it is
imperative that all of us take a proactive role in ensuring that healthy and
balanced young minds leave school and forge ahead confidently.
We wish teachers will find the Manuals useful and enrich them further
with their wisdom and experience. It is an investment that each teacher,
principal and parent must make to generate and augment creative and
protective capacity of young people in school. This will go a long way in creating a
sustainable, social, healthy and peaceful society.
Dr. SADHANA PARASHAR
HEAD (INNOVATION & RESEARCH)
(iv)
In troduction
Adolescence is regarded as a period of rapid change both biologically and psychologically.
Puberty marks the end of childhood and signifies the beginning of adolescence which is
characterized by dramatic physical changes in both boys as well as girls.
Your personal constitution, which is your individual metabolic make-up, helps determine
how your mind and body will instinctively react when confronted with and how much
effect any stimulus, as a specific taste or emotion, will have on you. This inborn
metabolic pattern is called Prakriti. The personality traits most prized or the qualities
disliked, all equally arise from these tendencies inherent in your prakriti.
Knowing your own constitution thus allows you to understand the workings of your mind
and body better, thereby allowing greater control over the traits through planned and
adequate changes which can be incorporated into your lifestyle.
The environment plays a very crucial role in nature and we as citizens of earth live up to
maintain the strength of nature. For this purpose our personal health and hygiene also
plays a key role and helps us to maintain good health. The role of a mother, a daughter, a
father, a brother and their interaction is a vital process and key area which should stress
on maintaining a psychological balance.
The adolescence is also a time of rapid physical growth and development. Usually
appetites match needs but some may be attracted to trying fad diets. Keeping one-self
healthy and maintaining a strict but a rich and nutritious diet helps an adolescent to
develop self esteem and respect for self. Myths and facts should be clarified from a
proper dietician who can guide and set up a daily Recommended Dietary Allowance,
which has now become a must for all. So is proper physical exercise.
Physical education is an education through physical activities for the development of the
total personality of the child to its perfection in body, mind and spirit.
Today's society places a high priority on "responsibility" in children. Self defence
techniques, prioritization of work, handling pressures ,working under varied conditions,
taking care of siblings and being sensitive to all(including animals) is a very important
desired skill to be possessed in today's youth. During the transition from childhood to
adulthood, adolescents establish patterns of behavior and make lifestyle choices that
affect both their current and future health. Adolescents and young adults are adversely
affected by serious health and safety issues such as dangerous and risky behaviour,
violence, substance use, and deviant behavior. They also struggle to adapt positive
lifestyles that would decrease their risk of developing chronic diseases in adulthoodbehaviors such as eating nutritiously, engaging in physical activity and choosing not to use
tobacco.
(v)
Responsibility can be thought of as respect for the rights of others and personal
accountability for one's actions. Responsible children use their own resources,
confidence and judgment to make decisions, act independently, consider the effect their
actions have on others and meet their own needs without interfering with the rights of
others.
Responsible adolescent behaviour includes the following :
Can evaluate and respond when extra help is needed around the house
l
Follow curfew rules, let parents know change in plans, etc
l
Developing sexual responsibility and respect personal rights of others
l
Developing increased awareness of long-term life planning, career exploration
l
Apart from all these concerns, we need to know that students especially in their preteens are being exposed to a lot of media as well as stress. This has resulted many a
students falling prey to taking drugs/medicines, which may be addictive in nature. It is
important to know that tobacco and alcohol are extremely popular even though they are
relatively more dangerous than many illegal drugs and are subjectively less pleasurable.
This is attributable to the large marketing campaigns of tobacco and alcohol companies.
Substance abuse refers to the overindulgence in and dependence on a stimulant,
depressant, chemical substance, herb (plant) or fungus leading to effects that are
detrimental to the individual's physical health or mental health, or the welfare of others.
Hence it is necessary to make the students aware about the drug usage, as it is unhealthy
with possible effects ranging from lowered intelligence to insanity to death by overdose,
or little or no health effects at all. Some illegal drugs are statistically more dangerous
than other unhealthy things.
Through this unit we would like to arm the students with all the knowledge possible in
order to save them from falling prey to the Drug Monster.
(vi)
1
Kn owin g You r Bod y
Activity : Growin g Up !
BACKGROUND :
With all the changes that take place in our body during adolescence one
needs to be aware so as to keep in the best physical state.
METHODOLOGY:
The activity may be done separately for boys and girls. In the activity
each participant is asked to identify one part of their body that they love
and one part they dislike. Usually, responses remain focused on the face
and external parts of their body. Therefore, the teacher encourages the
participants to think of their external features and internal organs.
OBSERVATION:
Once all participants have responded they are told to imagine a
situation where body parts they dislike stop functioning.
CONCLUSION:
Students will be able to overcome changes easily and take adversities in
their stride.
RECAPITULATION:
A figure can be drawn by students on board. Each child can come to the
board and label parts of
body.Give examples. This
encourages the participants
to acknowledge the body
parts that they may dislike as
normal, important and
n e c e s s a r y. A c t i v i t i e s
concluded with a brief
discussion on accepting and
respecting one's body and
appreciating its normalcy and
beauty.
CONCEPT
“Everything seems to be
changing in my life right
now-my best friends, my
relationships with my
parents, my body,
my feelings, my
goals-everything”
an adolescent
voice.
OBJECTIVE
To understand pubertal
changes that occur in our
body. This activity is
designed to help students
to understand, accept
and enjoy this period in
their life to
the fullest.
MATERIALS
REQUIRED:
Figures of body
parts, black-board.
MODE
Group/Individual
separately for
boys and girls
TIME REQUIRED
Two 30 min
periods.
3
Knowing Your Body
INFORMAL ASSESSMENT:
“The teenager wants to be just like everyone else but feels different”.
l
Explain.
How will you deal with the changes that are happening in your life?
l
KEY MESSAGE:
Change is permanent and every change has to be taken up as a challenge.
SUGGESTED ACTIVITIES:
Daily diary entry can be maintained in school.
l
Strengths
l
and weakness of every child can be noted by the teacher and she can take the
initiative to help the child.
4
Knowing Your Body
1
Activity : Bod y Mappin g
BACKGROUND :
Sensitize school going adolescents regarding growing up issues.
METHODOLOGY:
1 The activity may be taken up separately for boys and girls.
2. The teacher divides participants in three groups. Ask one group to
focus on changes in adolescents in boys.
3. Ask the second group to focus on changes in girls.
4. Ask the third group to list down changes in the thought process that
have taken place since they were eight years old.
OBSERVATION:
During the activity the teacher moves amongst the groups and
encourages them to list down physical and psychological changes that
are more visible in girls and boys to get participants' thinking.
CONCLUSION:
The growing-up issue of children has to be addressed taking in view the
global scenario and exposure to TV.
CONCEPT
“I am not growing up as
my friends already have.
Oh well, but liking girls is
one thing I thought would
never happen which is
good change. Getting
deeper voice is a
good change too.”
an adolescent
voice
OBJECTIVE
To enable the students
share information on
growing up issues and
inculcate respect
for self and the
opposite sex.
MATERIALS
REQUIRED:
Black-board,
paper strips,
board pins.
INFORMAL ASSESSMENT:
Make presentation on group work.
l
Discuss on growing up highlighting pubertal changes.
l
MODE
KEY MESSAGE:
Body mapping technique will help students feel proud of their
developing body parts.
Group/ Individual.
Separately for boys
and girls
SUGGESTED ACTIVITIES:
Questionnaire worksheets probing strengths and weakness can be
l
given to students every weekend.
"My tree" can be drawn to show strengths and weakness.
l
TIME REQUIRED
Two 30 min
periods.
5
Knowing Your Body
1
Activity : Differen t Roles - Differen t
CONCEPT
Concept of life
Expecta tion s !
LIFE SKILLS FOCUSED
Self-awarness, Consensus Building,
interpersonal relationships, Critical
Thinking.
PREPARATORY WORK :
Prepare
l
OBJECTIVE
To enable participants to
understand and analyse
their own perceptions of
gender and the influence
of social norms, media
etc.
OHP slides to be displayed
in the activity.
PROCESS :
1. On the blackboard make columns
headed : Female, Male, Both.
MATERIALS
REQUIRED:
OHP, Marker,
Blackboard
2. Ask participants to think about
clothing. Which types of clothes do
they think are suitable for females to
wear, which for males and which can be worn by both?
MODE
3. Next, brainstorm in other categories such as jobs/careers;
education; sports; tasks around the house; emotions.
Group Pair/ whole class
4. Note the responses of participants
under the three headings and ask the
group to reflect on what has
influenced their categorisation.
TIME REQUIRED
(Expected responses can be family,
40 minutes
media, etc.)
5. Initiate a discussion on the following
questions :
6
Knowing Your Body
SUGGESTED QUESTIONS
How does our community view girls/women?
l
(Expected responses : Girls and women are expected to be caring, gentle, passive,
respectful and obedient, be responsible for domestic chores and not express their
desires).
How does our community view boys/men?
l
(Expected responses : Boys and men make important family decisions, for example
about household expenditure, role seen as provider for the family, are strong and do not
show their emotions, take the lead in all relationships.)
6. Display slide.
Gender is a sociological construct.
l
Gender describes whether someone is masculine or feminine according to behavioural
l
differences, for example, how they dress, their work and their designated role in
society. These characteristics are defined by each culture so they can be different in
different cultures and they can change.
Gender roles are ideas about how men and women should behave. As gender roles are
l
created by society, it is possible to change them.
7. Use the following questions to generate a group discussion.
QUESTIONS
What are the expectations from males and females in our society?
l
Are these expectations realistic?
l
Are your views different from those of the community?
l
What ideas about males and females would you like to change? How?
l
8. Generate a debate by randomly asking two participants, to give six points each (for and
against) the topic "Women's place is at home".
9. Use the slide below to recapitulate and highlight the key message.
KEY MESSAGES
No one gender is inferior to the other.
l
Given
l
a chance, both can perform complementary roles.
Different
l
people and cultures have different ideas and beliefs about gender roles and
responsibilities.
No single
l
viewpoint is the absolute truth; perceptions change with socio-cultural
changes.
Learning to tolerate and respect alternative viewpoints and building a consensus is an
l
important life skill.
7
Knowing Your Body
Activity : Min d an d Bod y !
BACKGROUND :
Making the students the ambassadors of change through this activity.
METHODOLOGY:
Divide the class into two groups and give each player un-labelled sheets
of changes that take place in behaviour. The teacher ensures that all the
participants open up and share with one another.
OBSERVATION:
Once all the participants have completed labelling, show them the basic
breathing patterns, Yogasanas and Meditation techniques.
CONCLUSION:
Students will be able to develop a healthy attitude for their body and
feel confident about their emotions.
RECAPITULATION:
Interactive bulletin board activity can be carried out. The teacher will
draw figures on black board and students can pick out strips and paste
them on the board.
INFORMAL ASSESSMENT:
Make
l
presentation on
group work.
CONCEPT
“It is always easier for
youth to reach out to
other youth, as they use
their own idioms, know
their likes and dislikes,
compulsions and
motivations. Most
importantly it is they
who know what it
is like to be a
young person”.
OBJECTIVE
To impart in-depth
information related to
the functioning of mind
and body and to
inculcate a
healthy attitude
towards the
mind & body
connection.
MATERIALS
REQUIRED:
Mats, Yoga
charts.
Discuss
l
on growing up
highlighting emotional
and behavioural
changes.
KEY MESSAGE:
To know about the mind body
connection and develop
respect for indigenous system
of Yoga and Meditation.
SUGGESTED ACTIVITIES:
Brainstorming
l
sessions can be had in class with topics that are
related to present scenario.
Specific topic debates can be held.
l
Students
l
8
can be asked to make daily diary entries which can be
checked by the class teachers.
MODE
Group
TIME REQUIRED
Two 30 min
periods.
2
Food An d Nutrition
Activity : Yummy ! Yummy !
BACKGROUND :
'Nutrition education' refers to a planned, sequential instructional
program that provides knowledge and teaches skills to help students
adopt and maintain lifelong healthy eating patterns.
METHODOLOGY:
The teacher will ask the
students to conduct a survey
and compare the nutritional
value of a few food items
available at fast food
corners and healthy diet
joints.
OBSERVATION: The students
will be able to identify and
understand the benefits of
diet food as compared to
junk food.
CONCLUSION:
The students are able to
categorize junk food and
are able to compare it with
healthy food.
CONCEPT
Healthy eating patterns
are essential for students
to achieve their full
academic potential,
physical and
mental growth.
OBJECTIVE
'To promote students'
overall health
MATERIALS
REQUIRED:
Note books,
pencils/pens.
MODE
Group Work
TIME REQUIRED
30 Minutes
INFORMAL ASSESSMENT:
Plan out a meal for an
l
athlete.
Prepare a slogan highlighting the benefits of healthy eating.
l
Based
l
on above recapitulation students can be assessed for
their presentation skills.
11
Food & Nutrition
KEY MESSAGE:
Healthy eating patterns are essential for students to achieve their full academic potential,
physical and mental growth. This will also help them to boost their self esteem.
SUGGESTED ACTIVITIES:
As the key message states activities like data recording, pie charts formation can be taken up by
the student individually. He/she can then take an overall report and can develop a dietary chart
for himself or herself.
12
Food & Nutrition
Activity : Is It Dan gerous?
BACKGROUND :
Aerated drinks have been in news recently for all the wrong reasons.
The Center for Science and Environment conducted a test and found
CONCEPT
To make children aware
about harmful uses of
pesticides and their
adverse effects
on human health.
that 10 brands of soft drinks contain pesticides and insecticides in
excess of the prescribed limits.
METHODOLOGY:
Teacher will divide the
class into groups and each
group
will
be
given
newspaper cuttings related
to articles on pesticides
and insecticides.
discussion
After a
among
themselves the groups will
present their views in front
of the class and will also put
forward possible solutions to the problem.
OBSERVATION:
Students will be monitored for their active participation in class
OBJECTIVE
To sensitize students to
make the right food
choices and to make
them understand that
they should not get easily
influenced with
misleading
advertisements
and should not
compromise
with health.
MATERIALS
REQUIRED:
News papers,
magazines,
information on
pesticides and
insecticides.
discussion.
CONCLUSION:
Pesticides and insecticides are
harmful for the ecological system of
nature and their being used in any
MODE
Group
form is hazardous.
INFORMAL ASSESSMENT:
TIME REQUIRED
Each group will take out a
1 hr
newsletter on the above topic,
which will be displayed in the
school. Grading can be awarded to
students on the presentation of the
news letter.
13
Food & Nutrition
Activity : Ana lysis of Advertisem en ts !
BACKGROUND :
Healthy eating habits can help prevent childhood and adolescent health
problems such as overweight, eating disorders and iron deficiency.
CONCEPT
Misleading information in
advertisements can
influence one's ability to
take appropriate
decisions.
Healthy eating is demonstrably linked with reduced rate for mortality
and development of chronic diseases as adults.
METHODOLOGY:
The teacher will ask students to look through magazines and newspapers
for 10 samples of food advertisements. She will display those
advertisements and carry out a discussion
OBJECTIVE
Creating awareness
among students to not
get carried away by
misleading
advertisements.
on how advertisers have used images and
words to get you to buy their products.
Students will conduct a content analysis
of the advertisements on the basis of the
following criteria:
Product Name
l
Price
l
MATERIALS
REQUIRED:
Magazines,
newspaper,
scissors, coloured
pen, chayons
Nutritional value
l
Total calories
l
Use innovation and imagination.
l
MODE
OBSERVATION / DISCUSSION :
This activity will encourage students to consume healthy and nutritious
Group work
food.
CONCLUSION:
TIME REQUIRED
Teenagers need to understand that there are certain food items which
can be labelled as 'good' and some as 'bad' for their health.
SELF ASSESSMENT:
Ask each student to create an advertisement for a food item that is
nutritious. Students should use words and images that really 'sell' their
product.
14
1 hr
Food & Nutrition
KEY MESSAGE:
A well-presented advertisement does not necessarily mean selling of a good product.
SUGGESTED ACTIVITIES:
l
List the various benefits of healthy eating.
l
Mention
any three health problems that may occur later in life due to unhealthy eating
habits.
15
Food & Nutrition
Activity : Nutri - Plan n er !
BACKGROUND :
The primary goal of nutrition education is to create a school
environment that is conducive to healthy eating and being physically
active.
METHODOLOGY:
The teacher will ask the students to prepare a food diary for a week:
To record whatever you eat everyday for a week, along with their
l
amounts / servings and calories.
To group those items into various food groups
l
Nutritional value
l
To modify one's diet so that it is more nutritious and healthier
l
OBSERVATION:
Adolescence is a period of rapid growth in height and weight. Therefore
a balanced diet is essential for their overall development.
CONCLUSION:
CONCEPT
Helping teens make
healthy food choices
OBJECTIVE
To help students identify
the elements of a
balanced diet.
To help them recognize
the importance
of proper
nutrition
practices.
MATERIALS
REQUIRED:
Diary, paper,
pencil
Eating a nutritious diet helps you grow, feel good and perform at your
best.
SELF ASSESSMENT:
Students will prepare a 'recipe' book in which they will record recipes of
their favourite dishes.
KEY MESSAGE:
MODE
Individual
Eat well, live well.
SUGGESTED ACTIVITIES:
Plan out a healthy meal for your friend.
l
Prepare
l
a slogan highlighting the benefits of healthy eating and
harmful effects of unhealthy eating habits.
16
TIME REQUIRED
1 week
Food & Nutrition
DIET CHART
STUDENT WORKSHEET
Nutrients /Meals Carbohydrates
Proteins Fats
Mineral & water
Calories intake
Breakfast
Lunch
Snacks
Dinner
17
Food & Nutrition
Activity : Live to Ea t or Ea t to Live !
BACKGROUND :
Nutrition education refers to a planned, sequential instructional
program that provides knowledge and teaches skills to help students
adopt and maintain lifelong healthy eating patterns.
METHODOLOGY:
The teacher will divide the class into small groups. She will ask each
group to research information about diet related disease. They should
study the disease and present their findings to the class. The teacher
can make the students complete the worksheet on 'Common Dietary
Problems'
OBSERVATION:
Most adolescents enjoy snacking on junk foods that do not provide them
with needed vitamins, minerals and proteins for proper growth and
development.
CONCLUSION:
CONCEPT
Helping teens make
healthy food choices
OBJECTIVE
To help students identify
the elements of a
balanced diet.
To help them recognize
the importance
of proper
nutrition
practices.
MATERIALS
REQUIRED:
Diary, paper,
pencil
This activity will enable students to understand health promotion and
disease prevention.
SELF ASSESSMENT:
Students will be given a worksheet in which they will match the disease
name with its description.
KEY MESSAGE:
It is imperative for the adolescents to engage in sound nutritional
habits.
SUGGESTED ACTIVITIES:
'Nukkad
l
natak' can be staged to show importance of healthy
eating habits.
Inter-class
l
display board competition can be held on topics
related to nutritional diets.
18
MODE
Individual
TIME REQUIRED
1 week
Food & Nutrition
STUDENT WORKSHEET
Common Dietary Problems
Read the list of common dietary problems below. Circle the habits that you can identify with:
a) Eating too fast
b) Eating the wrong amount of food
c) Eating a lot of junk food
d) Drinking less than 8 glasses of water
e) Skipping breakfast
f) Skipping lunch
g) Having soft drinks too often
h) Eating while studying, watching TV or travelling
i) Eating desserts too often
j) Eating snacks after school that are not nutritious
PERSONAL GOAL :
l
The food that I have to avoid:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
The food that I must eat a lot more:
l
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
19
Food & Nutrition
STUDENT WORKSHEET
I Dont't Feel Well
Match the disease name with its description. Put your answer in the blank on the left.
1. Heart disease
__________
7
High Blood Pressure
__________
2. Obesity
__________
8
Diabetes
__________
3. Anorexia
__________
Atherosclerosis
__________
4. Osteoporosis
__________
10. Dental caries / problems
__________
5. Anemia
__________
11. Constipation
__________
6. Bulimia
__________
12. Stroke
__________
9
a) The Binge Purge Syndrome
b) Tooth decay
c) The 'Brittle bone' disease
d) Excess sugar in the blood
e) Iron deficiency
f) Fats build up in the arteries
g) Bowel movements are difficult
h) Hypertension
i) High body weight from eating more calories than your body can burn
j) Blood is unable to reach part of the heart
k) Obsession with body weight to the point of self induced starving
l) A clogged blood vessel in the brain
20
Personal,
Environmental
Hygiene and
Sanitation
3
Persona l, En viron m en ta l
Hygien e a n d Sa n ita tion
Activity : Mother an d Dau ghter Bon d
BACKGROUND :
Working with young girls in various age groups to understand their
needs in the area of health and hygiene and personality
development.
METHODOLOGY:
1. The teacher with the help of the Resource Person can organize this
activity, which involves the mother so that they may be aware of
better practice and support their daughters in adopting them.
2. Bonding games between mother and daughter
3 Making the mother aware of the changes associated with
adolescence:
a. Physical changes in girls
CONCEPT
Mother – Daughter Health
and Hygiene
programme. /
Boy Hygiene
class seprately
OBJECTIVE
To help young girls cope
with the changes they go
through at the adolescent
age in a confident manner
and to accept the
right hygiene
practices.
MATERIALS
REQUIRED:
Worksheet
b. General facts about body hygiene
c. Specific care about Menstrual hygiene
4. Education session for the daughter should focus on
a. Pubertal changes, growth spurt
b. Menstrual cycle
c. Learn to respect your body
MODE
Boys and Girls
separately.
d. Maintain hygiene and cleanliness
e. Have control over your body
TIME REQUIRED
f. Needs of your body – it means physical need (fitness,
nutrition) and emotional (thought, feeling) health
One hour
5. Resource Person can discuss personal hygiene with boys
separately.
OBSERVATION:
Issues concerning personal health and hygiene to be discussed in the
23
Personal, Environmental Hygiene and Sanitation
groups separately for menstruation. Hygiene can be discussed in the whole class
CONCLUSION:
Personal health and hygiene are important components of growing up.
INFORMAL ASSESSMENT:
l
From the yoga teacher find out the exercises that would help you to deal with cramps.
l
List out the nutritive food that is to be included in the diet.
KEY MESSAGE:
Learn to look after the needs of your body.
SUGGESTED ACTIVITIES:
Project-report writing for the interactive session. Role plays can be held during morning
assemblies. Board display competitions can be held for topics of Mother- Daughter relationship
and Parent Teen Bounding.
24
Personal, Environmental Hygiene and Sanitation
STUDENT WORKSHEET
Part of the body
What to do?
Likely problems if not done
Hands
Washing both hands, rubbing
Dysentery
with plenty of water and soap
Diarrhoea
before/after eating
Worms (some)
Cholera
Some respiratory infections (colds)
Head
Washing
l
face with plenty of
Eye disease (trachoma, conjunctivitis)
water and soap
Cleaning
l
teeth after meals
Bathing
l
Body
Tooth decay
Lice
Bathing
l
regularly
Washing
l
clothes
Lice, scabies, ring worm
25
Personal, Environmental Hygiene and Sanitation
Activity : Wa s te Gen era tion a t Hom e
BACKGROUND / PREVIOUS KNOWLEDGE :
Waste management system plays a vital role in the development of a
town or a village. Designing of the Waste management system entirely
depends on the types of waste generated.
METHODOLOGY :
Put on a pair of rubber gloves.
l
Collect dustbins with waste from different rooms and the kitchen
l
CONCEPT
Awareness about the
waste generated
at home
OBJECTIVE
To make students aware
about the types
of waste
generated at
home.
in an open space (balcony or courtyard) of your house.
Empty one dustbin at a time on a plastic sheet.
l
Segregate
l
all the components on the basis of their
biodegradability.
Biodegradable waste can further be separated into paper, natural
l
MATERIALS
REQUIRED:
Pair of rubber
gloves, a plastic
sheet, dustbins,
paper and pencil
fibres and kitchen waste.
Non-biodegradable
l
components can further be separated into
plastics, metals, glass ceramics and polyester cloth.
MODE
OBSERVATION:
Make a list of the different types of waste generated at your home.
Individual
CONCLUSION:
This exercise will provide the students an insight into different types of
waste generated at home. This will further help them to think critically
about the proper disposal of waste.
SELF ASSESSMENT:
1. Find out the waste disposal system at your home.
2. Find out the waste disposal system of your colony.
3. Visit the place where the waste of the colony is dumped. Write
your observations.
26
TIME REQUIRED
30 minutes
(at home)
Personal, Environmental Hygiene and Sanitation
Activity : Newspaper in En viron m en ta l
CONCEPT
Educa tion
Newspaper as a means to
learn contemporary
environmental
problems
BACKGROUND / PREVIOUS KNOWLEDGE :
OBJECTIVE
It is important that students gain awareness about environmental
matters. Newspapers carry many news articles related to environment.
In order to make them concerned members of the society it is important
that they discuss news related to environment among themselves and
try and find solutions.
To familiarize student
with current
environmental problems
METHODOLOGY :
MATERIALS
REQUIRED:
Teacher
l
may ask students to cut one news clipping related to
waste and paste it on an A-4 sheet.
Read the news item and note down difficult words and queries on
l
Newspaper
Sheets
the same sheet below the news item.
The students
l
should find out the meaning of the difficult words
from the library or from the teacher.
During
l
Environment Education or Life Skills period, the teacher
may take up the topic for discussion and clarify the doubts of the
students.
OBSERVATION:
The children can pin their sheet on a bulletin board and put it near the
library for the school community to read.
MODE
Individual Work/
Group Work
TIME REQUIRED
One period
CONCLUSION:
The awareness will motivate students to think critically and develop an
attitude to look for solutions for environment problems.
SELF ASSESSMENT:
1. The monitor of the class can collect all the news clipping
from the bulletin board and arrange a quiz for the class.
2. Discuss these environment related news items with your
parents and other family members.
27
Personal, Environmental Hygiene and Sanitation
Activity : Design A Wa s te Mana gem en t
Sys tem
CONCEPT
Seregation of waste helps
in optimum utilization
through reusing
and recycling
BACKGROUND / PREVIOUS KNOWLEDGE :
Solid waste contains various components, many of them can be reused
or recycled and thus reduce quantity of waste to be dumped.
METHODOLOGY :
OBJECTIVE
To help students to
develop an attitude to
collect waste separately
Teacher can initiate a discussion through which students can
successfully design a waste management system in the school.
The following points may be discussed.
Identify
l
different types of waste generated in the school and
their sources.
Find out what is the waste collection system in the school.
l
can be divided into three groups. The class may be
divided into three groups. Each group may be assigned the
following specific task and asked to submit a report in the next
period.
MATERIALS
REQUIRED:
Paper
The class
l
Group -I : Collect information about the type of waste generated
l
in the classroom and the measures required to collect the waste
separately. Make a list of things and changes required to achieve
their goals.
Group
l
-2 : Collect information about waste generated in the
school office and the measures required to collect the waste
separately. Make a list of things and changes required to achieve
the goals.
Group
l
-3 : Collect information about waste generated in the
canteen and the measures required to collect the waste
separately. Make a list of things and changes required to achieve
the goals.
Teacher can guide students in finalizing the plan and for arranging the
required resources to achieve the goals.
The following action plan may be suggested :
Arrange
l
blue bins for non-biodegradable and green for biodegradable or simple dustbins with labels, so that children
collect waste in separate bins.
28
MODE
Individual Work
TIME REQUIRED
Four periods
Personal, Environmental Hygiene and Sanitation
Instruct
l
the children regularly in the assembly, in order to develop a habit of throwing
waste in appropriate bins.
The following may be suggested for the school administration :
Instruct the safai karamchari to sort and collect the waste separately.
l
Paper from the waste can be sent to school paper recycling plant. If school does not have
l
a recycling plant, a local rag picker could be arranged and paper and plastic could be sold
on daily basis.
Food waste cab be dumped into a "compost pit" along with garden waste.
l
OBSERVATION :
Individual groups may note down the observations/findings and report to the teacher in charge
regularly.
CONCLUSION:
Average quantity of paper, plastic and food waste generated per student per day may be
calculated once in a fortnight. Students with the help of safai karamcharies can get these waste
materials collected in separate bags and weighed.
SELF ASSESSMENT :
1. Why is management of waste necessary?
2. List any five ways by which you can reduce the use of non-biodegradable materials and
promote the use of biodegradable materials in your daily life?
29
Personal, Environmental Hygiene and Sanitation
Activity : Recyclin g Of Wa s te Paper
CONCEPT
Saving paper is saving
trees
BACKGROUND / PREVIOUS KNOWLEDGE :
To help conserve forests and to reduce quantity of waste it is imperative
to reuse and recycle paper as much as possible. The technique to make
paper varies depending on the quality of paper. A simple technique is
given here which students can practice at home.
METHODOLOGY :
Paper Recycling
1. Shred the waste paper into very small size pieces and soak in
water for 6-7 hours.
2. Remove excess of water and churn in a mixer. (In absence of a
mixer, mash the paper with hand into pulp)
3. Take a fine mesh and cut it according to the size of the paper
required.
4. Put a muslin cloth on the mesh and hold it tightly.
5. Transfer pulp depending on the thickness of paper you want.
6. Add water to pulp depending on the thickness of paper you want.
OBJECTIVE
To make students aware
of the importance of
waste paper as raw
material for
making fresh
paper
MATERIALS
REQUIRED:
Waste paper,
mixer, mesh,
muslin cloth, tub,
roller pin
7. Slide the mesh with the muslin cloth into the tub and move it
around in the tub until pulp is evenly distributed on mesh.
8. Lift the mesh and place it in the other tub for few minutes to
allow excess water to drain off.
9. Very carefully transfer the cloth with pulp on a previously
cleaned cemented floor in the sun. After the paper is semi-dry
remove it from the cloth.
10.When it is semi dry, roll a roller-pin over it to straighten it.
11.Allow it to dry completely.
OBERSVATION :
Paper made through this method could be used to make attractive
greeting cards.
EVALUATION :
This experiment is a good demonstration to generate awareness about
recycling of waste paper. This is a good example of transforming waste
into a usable material.
CONCLUSION :
Recycling reduces the amount of waste and helps in improving the
environment.
SELF ASSESSMENT :
1. Why is it important to recycle paper?
30
MODE
Individual Work
TIME REQUIRED
One practical
session (one and
a half hour)
Personal, Environmental Hygiene and Sanitation
Activity : Compos t Makin g !
BACKGROUND / PREVIOUS KNOWLEDGE :
Dead plants, leaves and other plant parts as well as kitchen waste
represent organic waste, which is generated every where almost on
daily basis. Indiscriminate disposal or dunping of organic waste cause
odour nuisance and unhygienic conditions. Moreover dumping or burning
or organic waste represent a loss of the valuable material which can be
converted into organic manure and used for enriching soil fertility.
CONCEPT
Waste from kitchen and
garden can be converted
into valuable
manure
OBJECTIVE
To learn to convert waste
into useable product.
METHODOLOGY :
A compost pile may be built by layering different kinds of organic
l
wastes in a bin. Between the layers either grass cuttings, saw
dust, old papers or twigs may be placed in order to leave space
for air to circulate.
The pile may be turned up and down for better aeration for initial
l
two to four days.
MATERIALS
REQUIRED:
Hardening tools,
grass, newspaper
raw dust
Nitrogen is added to the pile in the form of bone meal, (grass from
l
mowed lawns, leaves etc.) or cow dung to promote
decomposition by microbes.
Water
l
MODE
is sprinkled and the pile is kept moist and not allowed to
dry.
and steam build up, the waste decomposes over a period
of 3-4 months into a nutrient-rich substance called compost.
A demonstration activity
or group work.
As heat
l
The Compost is then applied to the soil as manure.
l
TIME REQUIRED
3-4 months activity
may be carried
out during EE
period
31
Personal, Environmental Hygiene and Sanitation
OBERSVATION :
Waste material, if not reused may cause problems for the environment.
EVALUATION :
Soil microbes decompose complex organic waste molecules releasing the nutrients locked in the
organic wastes, which may be easily absorbed by the plants.
RECAPITULATION:
It is not difficult to change the system if we change our attitude towards waste. This helps us to
create a healthy environment. Waste can also be used as useful material.
SELF ASSESSMENT :
1. Why should the compost pile be kept moist and not too wet?
2. How is organic manure different from its raw material in its chemical nature?
3. What is the role of decomposers in maintaing soil fertility?
32
Personal, Environmental Hygiene and Sanitation
Activity : Bes t Out Of Wa s te
CONCEPT
Saving paper is saving
trees
BACKGROUND :
Waste is becoming a serious environmental problem and can become a
hazard if not treated suitably. In order to reduce generation of waste, it
is essential that we find ways to reuse and recycle waste material to
produce useful items.
METHODOLOGY :
It is possible to convert waste through imaginative ways into useful
materials.
We are often amazed to see people using locally available waste
materials and create wonderful utility items out of them. If we recall,
we find many such instances around us. Like granny knitting a new
design sweater from an old one, making dolls from worn out clothes or
socks, small flower baskets from used wooden ice-cream spoons,
decorative pieces from empty egg shell, sea-shells etc.
Some more ideas are given below:
OBJECTIVE
To make students aware
of the importance of
waste paper as raw
material for
making fresh
paper
MATERIALS
REQUIRED:
Pieces of cloth,
pencils,
sharpeners,
waste paper
Small
l
left over pieces of cloth (if you stitch at home) can be
stitched to make bags and mats.
Pencil shavings can be used to make decorative pictures.
l
paper may be rolled into fine cylindrical tube like
structures and used for making either photo frames of pencil
holders.
MODE
Waste
l
The upper
l
broken part of the Squash or Sauce glass bottle can be
cut with the glasscutter, edges smoothened and then used as
flower vases.
Weaving
l
mats from left over pieces of wool or strips cut from
unutilized poly-bags.
Individual Work
TIME REQUIRED
One practical
session (one and
a half hours)
You may think of other activities suitable to your needs.
OBSERVATION :
Creative ideas and skills convert waste into utility items. This not only
helps to reduce waste but also help in generating revenue.
VALUATION :
Waste should not always be considered as a problem, as some of it can be
converted into a useful product.
33
Personal, Environmental Hygiene and Sanitation
RECAPITULATION :
Natural resources are limited and hence people in different parts have evolved different ways to
optimally utilize resources. This also includes meaningful utilization of the waste generated by
them. This helps in reducing inecessary stress on nature by mounting waste generated by
society.
ASSESSMENT :
1. Collect information about various ways to use waste as raw material for making useful
items.
This information can be shared with other students in order to encourage them to reuse
waste as far as possible and to change their attitude towards waste.
2. Students may be challenged to make useful items from the waste collected in the school.
UTILITY ITEMS MADE FROM WASTE
34
Personal, Environmental Hygiene and Sanitation
Activity : Ambassadors of A IDS Awa ren ess
BACKGROUND :
Education about AIDS is an important step one can take to make sure
that our generation and our relationships stay healthy.
METHODOLOGY:
1. The teacher will ask the students to express their opinion about
HIV/AIDS related statement.
2. When the statement is read by the Facilitator the students must
stand under the Agree or Disagree sign that matches their
opinion. If he is uncertain, he should remain in the centre of the
room.
3. Next the facilitator reads the following statement and asks the
student to move to 'No risk', 'High risk' and 'Low risk' categories.
For instance:
CONCEPT
Misconception and
attitude towards
persons with
HIV/AIDS.
OBJECTIVE
To make the students
learn that persons with
AIDS should not be
ostracized but
supported
through love
and kindness.
MATERIALS
REQUIRED:
Statements
related to
HIV/AIDS to be
prepared by
teacher
l
Sharing needles in intravenous drug use: High risk
OBSERVATION:
The teacher then discusses the cause of factors that will place someone
MODE
Group work
at risk or not at risk of HIV. The statement where the student's response
is uncertain, the teacher clarifies doubts.
TIME REQUIRED
CONCLUSION:
One hour
Interactive sessions would help the students to change their attitude,
behaviour and the misconceptions prevailing among the learners.
SELF ASSESSMENT:
l
When is Aids Day celebrated?
l
Assess your knowledge, and change the attitude and behaviour of
students. Be a peer educator and influence the peer group.
KEY MESSAGE: Awareness about AIDS and other sensitive issues is
important to make sure the younger generations stay healthy.
35
Personal, Environmental Hygiene and Sanitation
SUGGESTED ACTIVITIES:
Slogan competition at the inter-class, inter-school state and national level can be held by the
school authorities. Similarly poster design competitions can be held.
36
4
Ph ysica l Fitn ess
Activity : Holis tic Developm en t
BACKGROUND :
Yoga is a part of India's rich heritage. It aims at developing self –
discipline and control over one's emotions through meditation and
breathing exercises.
In today's world of stress and competition, it is an excellent means of
stress- reliever.
METHODOLOGY:
Yoga will form an integral part of
the PT class. Breathing exercises or
pranayam will help the students to
become more relaxed, calm and
stress free. Students will be
introduced to Yoga and the
importance of Pranayam will be
reinforced.
Step 1- Sit down with legs folded.
Free your hands and lay your palms on your thighs.
Step 2- Close your eyes and try to calm yourself down.
Step 3- Take a deep breath in and then exhale out. Repeat this process
slowly at least ten times.
Step 4- Now breathe through one nostril and release through the other.
Repeat this process at teast ten times. Do this with the other
nostril now.
CONCEPT
Yoga is an essential
component of holistic
education.
OBJECTIVES
To teach students of the
short – term and longterm benefits of
Yoga.
MATERIAL
REQUIRED:
Mats(1mx1m)
MODE
Individual work
TIME REQUIRED
7-12 min daily
At no point of time should one be stressed to do it. Any discomfort should
be informed immediately to the teacher.
Very carefully with calmness and poise, meditation has to be done with
constant soft speech and well-planned instructions on how to perform
the breathing exercises.
OBSERVATION:
39
Physical Fitness
Students will feel fresh after the session.
CONCLUSION:
Yoga will help the students to face the challenges in the real world in a realistic manner.
INFORMAL ASSESSMENT:
1. Worksheets depicting different asanas will be given to the students and they will have to
recognize them.
2. Students will make a project file on 'Yoga – its origin, different asanas and its benefits and
display pictures of a few asanas.
3. Drill presentations at the end of every month.
NOTE: No yogic exercises are to be done without the presence of a registered practitioner.
KEY MESSAGE:
(i) Importance of exercise
(ii) Getting up early
(iii) Awareness of our culture and traditions
SUGGESTED ACTIVITIES:
(i) What is “Yoga”? How is Yoga related to our Indian culture?
(ii) Mention any two forms of Yoga.
(iii) Prepare a table for yourself indicating study hours, games/sports timings, Yoga practice
sleeping hours, dinner timings and duration. Get it signed by parents first and then show
it to the teacher. The teacher in the mentoring classes can take up the issue for the
student.
40
Physical Fitness
Activity : Am I Fit ?
BACKGROUND :
Planned, successfully conducted
physical education programmes
can provide many benefits for
children and adolescents like
improved levels of physical
fitness, self-discipline and
CONCEPT
Health is defined as the
state of being
physically,
mentally and
spiritually fit.
OBJECTIVE
To make the students
understand that one can
achieve physical fitness
in an enjoyable manner.
enhanced self-confidence.
METHODOLOGY:
Aerobics can be made a part of
the extra – curricular activities. A
trained physical educator would teach aerobics twice in a week. It can
also be made a part of the after – school programme.
MATERIALS
REQUIRED:
Film or chart
on Aerobics
music system
OBSERVATION:
This activity will work for improvement of physical fitness of the
children especially those who are obese and lead a sedentary life.
MODE
CONCLUSION:
Aerobics is a very enjoyable yet fruitful way of exercise. It not only
Individual/Group
enhances the body gate posture but also develops flexibility in a child.
TIME REQUIRED
SELF ASSESSMENT:
What are the physical fitness activities that I am involved in?
l
What
l
20 minutes
are the changes in my mood, energy levels, emotional
states and fitness levels that I have experienced over a period of
time?
INFORMAL ASSESSMENT:
l
To record the changes in their weight over a period of one month.
l
To assess
the increase in the stamina of children through simple
physical exercises like climbing of stairs and taking rounds of the
field.
Write a daily diary recording positive benefits of Aerobics.
l
41
Physical Fitness
KEY MESSAGE :
Importance of exercise
l
Body posture
l
Positive attitude
l
Flexibility
l
Self-monitoring
l
SUGGESTED ACTIVITIES:
Prepare an activity calendar.
Track it
l
Go with a plan
l
Go for a goal
l
Track it
l
Don't burn out before you even warm up
l
Mix it up with various activities
l
42
Physical Fitness
Activity : Well Bein g
BACKGROUND :
Sports is an essential part of physical fitness. It helps in developing
qualities like leadership, sportsmanship, teamwork and discipline.
These qualities help in making an individual a more responsible and
confident person.
METHODOLOGY:
The school will organize for an outstation camp for the students. The
teacher will encourage students to participate in the outstation
adventurous camps involving activities like river crossing, trekking, rock
climbing etc.
OBSERVATION:
This activity will enable the students to learn the traits of a good leader
and to develop skills which would make them competent to achieve
group goals.
CONCLUSION:
A healthy mind rests in a healthy body. Staying fit means developing
inherent skills like responsibility and ability to deal with a range of
situations.
INFORMAL ASSESSMENT:
l
To take feedback from the participants in terms of the leadership
CONCEPT
Physical fitness forms the
basis of the well
being of all
human beings.
OBJECTIVE
To identify and practice
skills required to lead a
group and to deal with
different members of the
group.
MATERIALS
REQUIRED:
Adventure kit
(having the
necessary
accessories,
safety kit etc…)
MODE
Group work
TIME REQUIRED
3 hours
styles of the various members of the group.
l
Goal
ranking: Let the student identify the sports or games that
he/she presently plays or is good at. Help the child set a goal or
personal target to be
achieved every two
months. Help him/her
review the goal whenever
required. The teacher has
to provide the direction
as well as give inputs
every two months.
Review it at the end of
the year. [Suggestions,
43
Physical Fitness
positive criticism, diet information, technique enhancement and areas of improvement
should be communicated to the child every two months]
KEY MESSAGE :
(i) Self confidence
(ii) Inter and Intra- relationships
(iii) Decision making
SUGGESTED ACTIVITIES:
Administration of the Questionnaire to as many friends as you can and analyse the data.
44
Physical Fitness
QUESTIONNAIRE
Absolutely
Maybe
Not Really
No Way
The coolest physical activities are ones that
I can do with my friends, or that give me a
way to meet new people.
I get pumped up for physical activity
because it makes me feel better and helps
me stay in shape.
The kind of activities I like are risky and
exciting. I like to move like lightning or
change directions quickly.
What a move! I like to do physical activities
that look incredible when others do them. I
appreciate their moves and want to do
them too.
For me, physical activities are major stress
relievers. I can take a break from my
problems not only by doing the activities.
but also by watching others do them.
No pain, no gain! I love to workout alone. I
like activities that are physically tough.
Give me a long hard practice any day-even
if I have to give up other things for it.
I love to workout alone.
I love working in a group.
45
Physical Fitness
Activity : Body Ima ge
CONCEPT
BACKGROUND : A student's diet and activity level play a crucial role in
determining his /her weight
METHODOLOGY:
A student's diet and
activity level play a
crucial role in
determining his /
her weight
The teacher will show the students pictures of three people - 2 thin /
OBJECTIVE
lean structured and one obese.
The students will be able
to:
Students will give their initial reactions by responding quickly. Typically
it is found that the thin-structured people will receive the most positive
response while the obese person receives the most negative response.
This will be followed by a discussion on student's perception and feelings
about overweight and obesity.
The discussion will address issues like:
l
What
is the difference between being overweight and being
obese?
l
What are the various factors that lead to obesity?
identify factors that
cause individuals to
become overweight
l
l
devise a plan
to establish life
long healthy
habits
MATERIALS
REQUIRED:
Activity sheets,
paper, pencil
l
What type of health problems are related to obesity?
l
What can one do to reduce weight?
l
How can physical activity help in weight loss?
MODE
OBSERVATION:
Group
TIME REQUIRED
OUTPUT:
Calories used
during physical
activity
INTAKE:
Calories from
food
The Energy Balance
The energy balance is like a scale. To remain in balance, the calories
consumed (from foods) must be consumed by the calories used (physical
activity)
46
One hour
Physical Fitness
CONCLUSION:
In order to maintain a stable weight a person needs to burn the same amount of calories he / she
consumes.
SELF ASSESSMENT:
The students will plan daily routine in a manner that they strike a balance between their
physical activity and healthy diet.
KEY MESSAGE :
Physical activity along with a healthy diet plays an important role in the prevention of
overweight and obesity.
SUGGESTED ACTIVITIES:
Teacher will divide the class into groups and will assign following topics1. Pros and Cons of joining spot reduction weight loss centers
2. Pros and cons of dieting
3. The disadvantage of being slim.
47
Physical Fitness
Activity : Violence Is Not My Cup Of Tea
BACKGROUND :
What is violence ?
l
Where
l
and in what kind of situations does one tend to become
violent ?
The various ways in which adolescents express violence ?
l
METHODOLOGY:
1. Divide the class into groups of 5-6 students each.
CONCEPT
Resorting to violence in
handling uncomfortable
situations reflects
uncontrolled
behaviour.
OBJECTIVE
Understanding
violence, the impact of
violence on an
individual as well as
society and the ways to
prevent violence
l
2. Give each group a situation written on the card sheets.
3. Give them 10 minutes to discuss the situation among their groups
and prepare a role play.
MATERIALS
REQUIRED:
4. The duration of the role play would be about 5-7mts.
Flipchart
l
5. Invite each group to present their role play.
Card sheets
l
Markers
GUIDELINES :
l
After each group presents their role play, initiate a discussion revolving
around the following issues.
MODE
The causes that tend to spread increase in violence.
l
How can adolescents contribute to stopping violence?
l
Alternative
l
practices
instead of violent
reaction.
OBSERVATION :
Students were able to
understand alternate ways
of dealing with problems.
CONCLUSION:
It is important to learn to
identify situations that are disturbing for an individual and realize the
consequences of expressing violent reactions to disturbing situations.
48
Role play and
discussion
TIME REQUIRED
1 Hour
Physical Fitness
KEY MESSAGE :
l
Say no to violence
l
Violence
can be there at home /school /playground /market /even on the
road/anywhere
l
Both men women, children are affected by violence
l
Violence can be both mental or physical
l
Everybody needs to avoid violence
SUGGESTED ACTIVITIES:
Ask students to list sources of anger and frustrations. Then list appropriate and inappropriate
ways of dealing with those situation.
49
Physical Fitness
Activity : Key Tha t Open s The Lock
BACKGROUND :
Problem solving is a skill required by every individual. It involves
implementing decisions in order to achieve a goal or goals. Problem
solving includes developing goals, locating and processing information,
CONCEPT
Many adolescents experience
aggressive and violent behavior
on a daily basis in school,
home and community settings.
Violence and aggression are
the newest and the most
visible faces of this deeply
rooted, multi-faceted societal
problem.
implementing decisions and evaluating results.
METHODOLOGY:
Divide the group into pairs. One member will share a problem which is to
be clarified through reflective listening by the other member. Each pair
will keep these questions in mind:
1. What is the problem ?
OBJECTIVES
Participants/students will be
able to:
l
Explore reactions to anger in
self and in others.
l
Identify healthy and
unhealthy reactions to anger
l
Identify false beliefs about
anger
2. Has the problem been solved through good listening skills ?
3. What is the next step ?
l
After
8 minutes, get the pairs to share some of the problems
reflected and list them. Pick up the problem that requires the
problem solving process.
l
Show the steps in problem solving written clearly on a board
a. Identify the problem
b. Brainstorm for solutions
c. Make a plan of action
MATERIALS
REQUIRED:
l
Copies
of
'HANDLING ANGER'
worksheets for each
member
l
Copy of
"When
you are angry you
are most like….."
for the trainer
MODE
l
Activity
and group
discussion
d. Set up time for evaluation
Now select one of the problem and ask for a volunteer to role play the
following problem solving sequence :
TIME REQUIRED
l
2 hours
(120 minutes)
l
Identify the problem and reflect to clarify the problem.
l
Brainstorming for possible solution.
l
Let the group suggest all possible solutions.
50
Physical Fitness
l
Making
a plan of action. Go over the proposed solutions and select the most favourable
one to execute.
Executing the solution.
l
Discuss
l
with the group about the process of cracking the problem and how well the
solution worked
OBSERVATIONS:
Gain in decision making ability. Better perception to analyse at depth the problem was noticed
in students.
CONCLUSION:
The step by step approach helps the students to develop a knack of solving the problems.
INFORMAL ASSESSMENT:
Give students some situations on which they can apply this process.
KEY MESSAGE:
1. Identify the real problem
2. Explore the many ways to solve the problem
3. Select the final solution
4. Evaluate the effectiveness of the solution chosen
51
Physical Fitness
SUGGESTED ACTIVITY:
Ask the students to discuss three situations during the week when they applied the four steps of
decision making process.
52
5
Bein g Respon sible An d Sa fe
Activity - Sa fety Mea sures
BACKGROUND :
Disaster management can be defined as the range of activities
designed to maintain control over disaster and emergency situations
before they occur and to provide a framework for helping at- risk
persons to avoid or recover from the impact of the disease . Disaster
management deals with situations that occur prior to during, and
after the disaster.
METHODOLOGY:
The teacher provides a presentation using a OHP/ppt/charts. The
teacher discusses about the importance of presentation and also
how to handle disasters. She divides the group in equal number and
encourages them to have a brainstorming session related to the
topic.
CONCEPT
Safety Measures are a
must in today's emerging
society.
OBJECTIVE
To recognize situations
that may potentially result
in unsafe environment
and implementing
appropriate
intervention.
MATERIALS
REQUIRED:
Presentation
CONCLUSION:
Children will understand
that those who do not
act responsibly should
experience the effect of
their actions.
MODE
Individual
RECAPITULATION
Discuss about the
accident prone areas in
the house and the need
for safety measures to
be followed. A little negligence can become the cause of a major
accident
TIME REQUIRED
30 minutes
INFORMAL ASSESSMENT:
(i)
Demonstration of management of fire by calling the
55
Being Responsible And Safe
local fire brigade.
(ii)
List down a few natural and man – made disasters.
(iii)
Work out a management strategy in groups for managing the same.
KEY MESSAGE:
(i) Self realization
(ii) Presentation skills enhancement
SUGGESTED ACTIVITIES:
(i)
How lightening affect the electronic devices at home?
(ii) What iffing: A range of open ended questions can be thrown to the class.
(a)
What if the electric bulb bursts all of a sudden?
(b)
What if your younger brother or sister gets a cut and it starts bleeding?
(c )
What if ……?
(vi) Name three chemical substances to be kept at home for safety purposes and which can
be used during accidents
STUDENT AID GUIDE
FIRST AID GUIDE
It is important to know what to do and what not to do in case of mishap or an accident. Given
below are some handy tips to remember as emergency measures in case of a fire accident.
The first step is to rescue the victim from the source of fire. In the event of fire,
remember delay is the biggest enemy and every second counts, so speed and clear thinking
are required.
1.
Move away from the source of fire.
2.
Call for help.
3.
Never stand up in the fire. Remember, clear air is at ground level.
4.
Always crawl on the floor to pull out a person who is lying unconscious or disabled.
5.
Keep your mouth covered.
6.
Never go back into a burning building for any reason.
7.
If there is fire in a room, which has doors and windows closed, do not open them to let in
air. The rush of air will increase the intensity of fire.
All of us should be geared up to handle fire and fire victims. The first few hours after
burns are the most crucial for recovery. The first few hours after burns are the most crucial
for recovery. The first aid provider should know how to deal with a person whose clothes
56
Being Responsible And Safe
have caught fire.
Fire Burns
1.
Stop the burning process.
2.
Remove the heat source.
3.
Extinguish the fire by pouring cold water over burnt area. The fire gets extinguished by
pouring cold water over burnt area. This incidentally cools the skin also and the heat
penetration into the deeper layers of the skin is thereby reduced. (The process of
cooling takes time, even up to several hours.)
4.
In minor burns, involving hands, fingers or feet, cold compress can be continued.
5.
If clothes are soaked with hot liquids, pour water and remove the heat-trapped
clothing.
6.
Remove finger rings. toe rings, chains bangles etc. immediately because burnt area
swells and it becomes difficult to remove later. It can even lead to the use of cutters at
times.
7.
Rather than waiting for the doctor to arrive, immediately rush to the nearest doctor
available since the first few hours are the most crucial.
8.
Do not apply anything on burnt skin. People use various substances on burns, like ink,
toothpaste, mud, cow-dung, ghee, vaseline, sindoor, etc., which should not be done in
any case.
9.
Do not try to clean the wound.
10. Do not pull adherent particles of charred clothing.
11. Do not pierce blisters.
12. If the hands are burnt, keep them above the level of the shoulders.
13. Elevate the burnt feet or legs.
14. If the face is burnt, prop up the victim and watch for any breathing difficulty.
15. Mouth may need cleaning by putting your finger or handkerchief inside the mouth to
remove froth, loose teeth, foreign material, broken dentures, etc. Face may be turned
to one side for easy breathing.
16. Sips of water or fresh lime water with a pinch of salt and soda bicarbonale could be
57
Being Responsible And Safe
given to a conscious patient.
Electric Burns
Electric burns require immediate first aid measures. It is of paramount importance to
exercise care and restraint in such situations. There are a few things that are never done in
case of electrical burn injuries. Bear these in mind always. Severity of injury mainly depends
on the voltage of current.
1.
Do not touch the person who is in contact with electricity.
2.
Switch off the main circuit.
3.
Use a wooden stick to move the person away from electric source.
4.
Never use water if there is electric fire and the electricity is not switched off.
5.
If victim is not breathing give artificial respiration and shift to the hospital.
Chemical Burns
Chemical burns are also required to be dealt with caution and care. It is essential to use the
environmental evidences to the benefit of the injured individual. Face and trunk are the
most commonly affected. There are usually multiple patches due to splattering of the
chemical like acids and alkalies. Other parts commonly involved are neck, arms, hands,
lower limbs, eyes. Mouth cavity and food pipe can be burnt due to swallowing of chemicals
by mistake. A chemical will continue to do damage for as long as it is in contact with the skin.
1.
Remove clothing.
2.
Wash away the chemical with running water as quickly as possible for several minutes
(not less than 5-10 minutes).
3.
If the container is lying nearby, read the name of the chemical and any first aid
directions written on it, otherwise wash with '1% Soda bicarb solution' for acid burns and
'Citric acid solution' for alkali burns.
4.
Rush to the doctor.
These injuries are common amongst student working in chemistry labs.
Eye Burns
Every part of the body is important but great
speed is needed to save eyes from permanent
damage. Victim can himself splash water several
times in the affected eye otherwise, lay the
victim on his back and turn his head to one side so
that chemical will not be washed into the other
normal eye. Hold the eyelids apart with thumb
and foreingers and gently pour water for 10
minutes at least. Do not pour water from a
height. It could further damage the eye.Shift the victim to the hospital without delay.
58
Being Responsible And Safe
Activity : School Sa fety
CONCEPT
School safety is vital
for students.
BACKGROUND :
For youth to fulfill their potential in schools, schools should be safe and
secure places.
OBJECTIVE
METHODOLOGY:
To develop strategies to
improve school safety.
The teacher narrates a real life incident that led to accident due to
neglect. A newspaper cutout or a page from a magazine can be read in
the class. The topic of discussion should be available to the child two
days earlier so that they come to school prepared. Interactive session is
conducted on how the accident could have been avoided. This generates
a feeling of responsibility for their actions.
OBSERVATION:
Interactive sessions between the student and teacher strengthen the
view point that without safe learning environment students will have
difficulty. Concern for improving school safety is very vital.
MATERIALS
REQUIRED:
Manuals on
safety
MODE
CONCLUSION:
Allowing children to set goals, make choices and solve problems make
children experience being responsible decision-makers.
INFORMAL ASSESSMENT:
l
To go
to neighborhood schools and list unsafe items found there
and politely point it out to the student representative.
Group/ Whole class
TIME REQUIRED
30 minutes
l
To have talk related to safety measures with assembly.
l
To have
an inter-house skill competition related to safety
measures.
KEY MESSAGE :
(i) Planning ahead
(ii) Self monitoring
SUGGESTED ACTIVITIES:
Pick and choose a few and add on as per your interest to
be able to handle more responsibilities. Take an
initiative and see the difference.
59
Being Responsible And Safe
Managing an allowance.
l
Making plans with friends for a school excursion.
l
“Shramdaan” in school classroom, playground,
l
Picking up his/her siblings daily after school.
l
Create
l
a task force in school with the consent of teachers and school management and
putting up articles related to safety issues in school on the notice board for everyone to
read them.
60
Being Responsible And Safe
Activity : Defendin g Ourselves
BACKGROUND :
It is very important to realize that to keep yourself safe you have to be
bold enough to go out of your home.
CONCEPT
Self-defense isn't about
hurting others it's about
keeping oneself
from being
hurt.
METHODOLOGY:
OBJECTIVE
The self-defense teacher will introduce students to a variety of attack
moves. The enabling activity will allow students to work out scenarios
that could happen to them
or someone they know. e.g.
The students will
understand how to
defend themselves
from an attack.
l
It is late at night and
you are walking
back home. You
decide to take a
short cut - it is
deserted land.
Someone attacks
and grabs you from
behind.
l
While walking down the street, a man comes and asks you what is
the time and suddenly grabs your wrist with both his hands.
travelling in a bus. Somebody tries to snatch away your
necklace.
MATERIALS
REQUIRED:
Paper, pencil,
self defense
rubric
MODE
Small Group
l
You are
l
You are alone at home waiting for your pizza to be delivered. The
delivery man forces his way into your house as soon as you turn to
get the money.
TIME REQUIRED
30 minutes
Once the students have identified a few scenarios they will enact those
situations and the defense moves that will enable them to get out of
those situations.
OBSERVATION:
Students will gain confidence and will be able to save / protect
themselves from approaching strangers.
CONCLUSION:
Self defense techniques are very important for students especially for
girls.
61
Being Responsible And Safe
INFORMAL ASSESSMENT:
Students will look for real life success stories where defense moves have helped people to
save themselves from attackers.
KEY MESSAGE :
Self defense is what you think and more importantly how you think.
SUGGESTED ACTIVITIES:
To collect
l
articles on self defense activities.
To take group activity on giving them knowledge about good and bad touch.
l
62
Being Responsible And Safe
Activity – The Smoke Detectives
BACKGROUND :
While some hazards cannot be avoided but one can prevent the
happening by being prepared.
METHODOLOGY:
The teacher will make three columns on the board: 'PREVENT', 'PREPARE'
and 'PROTECT'. She will ask students to suggest ways to prevent fires
from happening in their homes and will write their answers under
'PREVENT' column. e.g.
l
Don't play with candles, lighters, matches
l
Don't plug too many appliances into one outlet
CONCEPT
Teaching children about the
dangers of fire and
informing them about how
to become active in
preventing fires may
actually prove life saving,
should they ever be
involved in a
serious fire.
OBJECTIVE
To educate students about
fire prevention and to
provide them with the
essential skills they will
need if a fire actually
occurs.
l
Don't place extension cords under rugs
l
Keep flammable items away from stoves and hot appliances
Similarly she will ask students how they might prepare for a fire and
write their answers under 'PREPARE' column. e.g.
l
Keep a fire extinguisher in the kitchen
l
Keep a list of important numbers near the phone
l
Install smoke alarms and test them regularly
She will then ask students how they would protect themselves if there
was a fire and write their answers under 'PROTECT' column. e.g.
l
Leave the house immediately
MATERIALS
REQUIRED:
Fire safety
checklist,
balckboard,
markers/chalk
MODE
l
If your clothes catch fire, roll on the floor but do not run
Students can work in small groups and prepare fire-safety posters for
the school.
Individual / Group
OBSERVATION:
TIME REQUIRED
The students will get an opportunity to share this information with
family members and friends.
One hour
CONCLUSION:
This activity will enable students to prepare a 'fire safety checklist' for
the school.
63
Being Responsible And Safe
INFORMAL ASSESSMENT:
The students will be provided with a fire safety checklist that includes fire hazards that can be
around them in their houses. They should tick against the hazards that they can observe in their
house.
KEY MESSAGE :
Statistics show that most of the fire that takes place could have been easily avoided provided
one is more cautious.
SUGGESTED ACTIVITIES:
Ask students to prepare Information Survival Guide about any other kind of disaster.
FIRE SAFETY CHECKLIST
Are candles,
l
matchsticks and lighters kept away from small children?
Do you
l
keep your basement closets, garage clear of combustibles like paper, cartons,
old furniture etc?
Are fuel-burning
l
Is paint
l
64
heaters and appliances properly installed and used?
kept in tightly closed metal containers?
Is the
l
chimney cleaned and checked regularly?
Keep
l
cooking areas clear of combustibles.
Being Responsible And Safe
Activity : Evacua tion Drill
BACKGROUND :
As the number of students is increasing in all the schools, it has become
mandatory for all the students to be trained in a manner where they do
not loose patience during crisis.
METHODOLOGY:
Students are told to assemble, given briefing, shown plan and then the
situation is simulated. Time set maintained. Practical exercise,
according to situation is done.
OBSERVATION:
Students understand the situation, analyze and react without panic and
are mentally alert to face crisis.
CONCEPT
Drill is a routine that can
be followed in an
emergency situation.
OBJECTIVE
To train the students to
evacuate a building in
case of fire, flood or
earthquake without
panic, anxiety or
stampede. Teach the
students to respond to
emergency
alarm.
ASSESSMENT:
l
Make a list of feelings and reactions
l
Time management
MODE
l
Various drills according to the potential threats
l
Regular drills
Whole school.
TIME REQUIRED
1 hour/2 periods
65
Being Responsible And Safe
Activity : Sa fety Rules
BACKGROUND :
Students should know about the safety rules that should be followed in
various situations ranging from crossing the road to being aware of
other potential dangers in the environment such as dealing with
strangers.
METHODOLOGY:
The teacher starts the session by talking to the students about safety
rules. Then we classify the rules into different categories such as:
1. Common Rules
2. Specific Rules
(i)
CONCEPT
Safety rules help the
students to take care of
themselves.
OBJECTIVE
By participating in this
activity the students will
learn and understand the
consequences of risktaking behaviour. It will
facilitate safe living for
themselves and
others.
Road
(ii) Fire
(iii) Strangers
MODE
(iv) Anything related to local dangers.
OBSERVATION:
Students understand the situation, analyze, and react without panic and
are mentally alert to face crisis.
Group work
TIME REQUIRED
ASSESSMENT:
l
Make
a list of feelings and
reactions
l
Time management
l
Various
drills according to the
potential threats.
l
Regular drills.
66
2 periods/ 1 hr
as a part of
Safety week or
Health week
Being Responsible And Safe
Activity : First Aid
BACKGROUND :
As complexity in life is increasing and students are leading a very active
life, it is necessary that they learn to deal with small emergencies
themselves.
METHODOLOGY:
Activity starts with a pre-activity preparation, that is, School team
comprising of Nurse, Doctor and counsellor take care that the venue is
ready, material is ready etc.
Parents belonging to similar profession are also involved.
Activity starts with a formal introduction to First-Aid followed by a
Multimedia presentation showing how to handle emergencies.
CONCEPT
First-Aid is simple and
immediate emergency
treatment that one can
give/receive to an
injured or ill
person.
OBJECTIVE
To train students to
attend to small injuries
that may occur on
playgrounds, in
school buildings
or in
neighbourhood.
OBSERVATION:
Students will be able to handle minor injuries like cuts, sprains etc
without panic and anxiety and would be able to distinguish between
fracture and sprain.
MODE
Group work
TIME REQUIRED
1-day workshop
67
Being Responsible And Safe
ASSESSMENT:
Make a list of articles that are needed in case of emergency.
l
Maintain a First-Aid box at home.
l
Make a list of important people and phone number in case emergency occurs.
l
68
6
Beha viou r An d Life Sk ills
Activity : Good Feelin gs !
CONCEPT
Understanding feelings
BACKGROUND :
Emotion is a particular feeling, a quality of conscious awareness and
a way of responding.
METHODOLOGY:
l
The teacher divides the group into pairs.
l
Distribute a sheet of paper to each student and ask him / her
to write five statements or draw five things that make him /
her feel good about himself / herself.
l
The statements
can be verbal compliments / actions; for
instance someone tells you that you are good in sports.
l
Ask the
student to write five statements / draw five things
that they think would make their partners feel good about
himself / herself.
l
Have
the pairs get together in small groups of four to share
their statements / drawings.
OBJECTIVE
To make the young people
learn how negative
feelings expressed by
others / self can
affect our
self-esteem and
behaviour.
MATERIALS
REQUIRED:
Paper, pen,
chart paper,
markers
OBSERVATION :
The teacher initiates discussion by asking questions like
l
Was it
difficult for you to think of five statements that make
you happy?
MODE
Group work / class
l
Whether
it was difficult to think of five things that would
make your partner happy? Why or Why not?
CONCLUSION:
TIME REQUIRED
It is important to learn positive and safe ways to understand and
express feelings.
30 minutes
SELF ASSESSMENT :
l
Do something nice to or for a friend.
l
What was the reaction of their friend?
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Behavioural And Life Skills
KEY MESSAGE :
Understand degrees or intensities of feelings
SUGGESTED ACTIVITY :
Ask the adolescent to identify and write
i) the emotions they experience,
ii) the situations that cause these emotions,
iii) the effect of these situations on their lives and
iv) what they can and what they cannot change about these situations in a tabular form.
72
Behavioural And Life Skills
STUDENT WORKSHEET
Emotion
Cause
Effect
What can be done?
73
Behavioural And Life Skills
l
Activity Anger Reading Technique - Get ' R….I….D'
R - Recognize your anger signals and accept that You are angry.
I - Identify a positive way to analyze the situation.
D - Do something constructive to calm down.
74
Behavioural And Life Skills
Activity : Positive Ima ge
CONCEPT
Identifying one's own
strength
BACKGROUND :
Knowledge about one's strength helps in developing goals for attaining
them.
METHODOLOGY:
1. The teacher forms groups of six each.
2. Give Hand out of the list of personal qualities to each student.
3. The students are asked to feel free to add qualities to the suggested
list of personal qualities - the more qualities the young people can
relate to the better.
l
Happy
l
Easy going
l
Flexible
l
Dancer
l
Singer
l
Graceful
l
Honest
l
Encourages
l
Hard
l
Friendly
worker
l
Generous
l
Intelligent
l
Punctual
l
Religious
l
Sensitive
l
Strong
l
Dedicated
l
Warm
l
Confident
l
Humorous
l
Considerate
l
Tolerant
l
Creative
l
Brave
l
Charming
l
Calm
l
Compassionate
l
Caring
l
Affectionate
l
Attractive
l
Thoughtful
l
Soft spoken
OBJECTIVE
Students will feel good
about themselves, see
their varied strengths
and get an understanding
and positive feedback on
how their peers see
them.
MATERIALS
REQUIRED:
others
List of qualities,
sheet of paper,
pens
MODE
Group work/
whole class
TIME REQUIRED
45 minutes
4. Have learners check all qualities which describe them, the learners
will list out the qualities which they see in themselves on a sheet of
paper.
5. To discuss and share their individual qualities in their groups. The
groups are asked to give feedback to each person at a time on
additional qualities that were not checked by the person.
75
Behavioural And Life Skills
6. If the students are reserved, the teacher can initiate the discussion by showing their own
personal qualities.
7. Once everyone in the small group has shared, open the discussion.
OBSERVATION:
1. What did it feel like to share your personal qualities?
2. Is it hard to say positive things about yourself in a group?
3. Were you surprised at how many qualities you have?
CONCLUSION:
By focusing on the concept of liking ourselves, we feel good about other people and better at
anything we are doing. We are more sure of ourselves and more able to accomplish things.
KEY MESSAGE:
Think positively about yourself.
SUGGESTED ACTIVITIES:
Ask them to bring photographs and write special qualities against them and paste photographs of
all on the bulletin board of the class.
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Behavioural And Life Skills
Activity : Lea rn in g To Deal With An ger And
A ggression
BACKGROUND :
Some people explode when they are angry while others keep things
CONCEPT
Many adolescents experience
aggressive and violent behavior
on a daily basis in school,
home and community settings.
Youth violence has assumed
epidemic proportions. Violence
and aggression are the newest
and the most visible faces of
this deeply rooted, multifaceted societal problem.
inside and let their anger eat them. Some people get boiling hot and
some people get ice cold. The connection between thoughts and actions
is a two way. Feelings and actions affect each other. It is important to
acknowledge, accept, manage and appropriately express feelings
rather than being overwhelmed by their strength. It should be explained
to the children that 'anger' is a natural feeling and managing our
emotions is a big part of growing up.
METHODOLOGY:
l
Divide
the participants into groups. There should not be more
than 10 members per group.
l
Distribute
without discussion with other group members.
group to choose a group representative.
l
The group
representative discusses the questions given in
Handling Anger and summarizes the group opinions. He
summarizes the group opinions.
l
After
Participants/Students will be
able to:
l
Explore reactions to anger in
self and in others.
l
Identify healthy and
unhealthy reactions to anger
l
Identify false beliefs about
anger
the worksheet Handling Anger to each person. Give
15 to 20 minutes for the participants to fill their sheets
l
Ask the
OBJECTIVE
all the groups have finished each group representative is
invited to come forward and present his group opinion.
l
The trainer
MATERIALS
REQUIRED:
l
Copies
of
'HANDLING ANGER'
worksheets for each
member
l
Copy of
"When
you are angry you
are most like….."
for the trainer
MODE
writes every technique (both healthy and
unhealthy) of handling anger, which emerges, from all the
l
Activity
and group
discussion
groups, on the blackboard.
TIME REQUIRED
l
2 hours
(120 minutes)
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Behavioural And Life Skills
OBSERVATIONS
Common responses, which may come forth, would include the following:
Get even ........................................
Throw things ..................................
Hide in the room ..............................
Run..............................................
Talk to a friend about it ......................
Do nothing.....................................
Yell ...............................................
Go and work out / exercise.................
Ignore it .........................................
Scream ........................................
Take a walk .....................................
Hit someone (fight)..........................
Hit something (usually the wall) ...............................
CONCLUSION
Conclude the activity with 'anger' as a natural feeling. Managing our emotions is a big part
l
of growing up.
Help the children name the "big six" emotions:
l
1.
Mad
4.
Scared
2.
Glad
5.
Guilty
3.
Sad
6.
Lonely
INFORMAL ASSESSMENT:
Note down their reactions next time they are in an angry situation.
KEY MESSAGES:
All emotions
l
just are; they are not good or bad.
How one expresses them is very
important.
Temper
l
tantrums, violent outbursts and acting-out behavior fuelled by anger are the
common precipitators to both inpatient and outpatient therapy for adolescents.
Often, depression and suicidal tendencies result from anger directed inward.
l
SUGGESTED ACTIVITIES:
Do role plays by giving them situations in which they will enact the way they are going to handle
the emotion.
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Behavioural And Life Skills
Han dout
Make Xerox copies and distribute to each participant for filling in
1.
When I get angry, I usually (explain what you do)
__________________________________________________________________________
__________________________________________________________________________
2.
Does this reaction work for me? Why or why not?
__________________________________________________________________________
__________________________________________________________________________
3.
How is anger expressed in my family?
Mother : __________________________________________________________________
Father : ___________________________________________________________________
Siblings : __________________________________________________________________
Important others : __________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
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Behavioural And Life Skills
Assertiven ess Tra in in g - Han dout
Make Xerox copies and distribute to all participants at the end of the workshop.
DELAY AND NEGOTIATION TECHNIQUES DELAY / TECHNIQUES
Don't make any decisions until you have had time to think it over. Includes statements such as:
Please, not now, I'm not ready.
Sorry, my friend is waiting. We'll decide later.
I'm busy right now. Let's find a better time to talk about this.
Let's wait and make a decision in a week or two.
I need to talk to someone else first.
NEGOTIATION TECHNIQUES
Try to find a decision you think is acceptable to both parties. Includes statements such as:
Let's try this instead.
Do you think we can find something to do that will make us both happy?
How about we try to do this instead?
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Behavioural And Life Skills
Refusa l Techn iqu es Han dout
1.
“NO THANKS” TECHNIQUE
“Would you like a smoke?”
“No thanks.”
2.
GIVE A REASON OR EXCUSE
“Do you want a drink?” “No thanks, I have basketball
practice.”
3.
BROKEN RECORD
“Just try this joint.”
“No way.”
“Come on, just one puff!”
“No way.”
“Come on”
“No way.”
“Don't worry. You won't get caught, wimp.”
“I said, No Way!”
4.
WALK AWAY
“Are you coming outside for a smoke?” Say “no” and w a l k
away while saying it.
5.
AVOID THE SITUATION
If you know or see places where people often cause
trouble, stay away from those places or go another way.
6.
COLD SHOULDER
“Hey, are you coming to the party on Saturday night?
There will be lots of beer!” Just ignore the person.
7.
CHANGE THE SUBJECT
Start talking about something else
“Do you want some beer?”
“Hey! I'm not into this music at all.
I'm going to go request something else.”
8.
STRENGTH IN NUMBERS
Hang around with people you trust, especially in p r o b l e m
situations.
9.
HUMOUR
Make a joke of the situation.
“Want a beer?”
“No thanks, too much work at home"
10. STATE A HEALTH PROBLEM
“Do you want to smoke?” “No thanks, I'm allergic to
smoke.”
11. REVERSE THE PRESSURE
“I saw beer in your fridge. You should get it.”
“You get it if you want it so badly.”
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Behavioural And Life Skills
Refusa l Techn iqu es - Studen t Worksheet
“No thanks” technique
Give a reason or excuse
Broken record
Walk away
Avoiding the situation
Cold shoulder
Change the subject
Reverse the pressure
Strength in numbers
Humour
State a health problem
1. Choose a couple of your favourite refusal skills and explain why.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. Choose two refusal skills that are most difficult for you and explain why.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. Choose two refusal skills that you would recommend to a younger sibling. Why would you
recommend these?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
82
Behavioural And Life Skills
Activity : Pain tin g Competition
BACKGROUND :
Growing up children are not able to express their conflicts verbally.
Thus, it is a good idea to ask the students to draw and paint their view of
CONCEPT
Painting is also
considered a good
method of expressing the
feelings. Colouring
activity is equally
expressive
the relationship of their family.
OBJECTIVE
METHODOLOGY:
Look through photographs or magazines for things you like or that
describe you. Cut them out and arrange them on the poster board. Make
any design you like.
Put pictures on that make you feel good, that express what you like and
This activity provides an
insight into students
perception and attitude
towards other's in
relation with
oneself.
who you are. Hang on your wall with pride. Do one in every six months
and you will be amazed how much you will have changed.
OBSERVATION:
Students draw the family's painting, which provide an insight in their
MATERIALS
REQUIRED:
Newspapers
Magazines
perception and self esteem.
ASSESSMENT:
MODE
In this activity the teacher's observation should be taken into accounts.
l
The colours used by the student
100% practicipation
l
Content analysis
l
Injury from the seemingly disturbed student.
TIME REQUIRED
l
Parental
2 periods/ 1 hr
interview
and counselling to
both, the child and
the parent.
83
Behavioural And Life Skills
Activity : Role Pla y
BACKGROUND :
Through role-play participants can experience and explore the feeling
and potential outcomes of a social situation without suffering the actual
consequences of their decisions.
METHODOLOGY:
Divide the class into small groups. Assign the students their roles and
give them time to practice. Allow them to display. Discuss and ask the
students to comment.
OBSERVATION:
Student reflect their perception and relationships with others and their
environment making the students more responsible.
ASSESSMENT:
l
Think of a situation
l
Decide the roles
CONCEPT
Role-play techniques
ideally suited for
situations where
identification is sought
for the characters
specially for
contrasting or
evolutionary
behaviour
OBJECTIVE
This activity aims at
generating innovative
and reflective range of
responses towards a
particular situation. It
will enhance the personal
skills while providing safe
environment to give vent
to one's 'emotions',
besides it helps
the students to
empathise
l
Write a script
l
Write down the feeling
l
Discuss and share
l
Expert advice
MODE
Group-work
TIME REQUIRED
1 hr/ 2 pds
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Behavioural And Life Skills
Activity : Extempore
BACKGROUND :
Students in their pre-adolescent years are easily excited and while
CONCEPT
On the spot activity such
as extempore provide an
insight into student's
thinking style.
participating in such activities tend to voice their viewpoints on the
issues of their concern.
METHODOLOGY:
This activity can be done in the classroom in the language students are
comfortable with. Maximum 1 minute is given to each student. The
teacher keeps on recording the talk on various dimensions. Deliberate
effort is made to give emotionaly laden topics.
OBJECTIVE
To provide the
opportunity to share
their opinions. This may
help the school to mould
their policies according
to present
need.
OBSERVATION:
The pitch of the voice, the confidence in which the students speak
provides an insight into students self-concept.
ASSESSMENT:
MODE
Group
Students are asked to make a list of emotions they experience in
different situations, such as :l
When they are angry
TIME REQUIRED
l
When facing exams
1 hr/ 2 pds
l
To seek permission from parents
l
Peer group comparison
SUGGESTED ACTIVITIES:
l
Further questionnaires can be administered
l
Referral services according to the need of the individual
l
Counselling to be provided at whatever level needed, be it
l
School level
l
Class level
l
Individual level
l
Peer group level
85
Behavioural And Life Skills
Activity : Resea rch Project
BACKGROUND :
Students are being exposed to lot of stress and as a result medicine/
drugs, which may be addictive in nature. Peer pressure, exposure to
media add to such problems in school.
METHODOLOGY:
CONCEPT
Drugs are substances,
sold illegally and are
often addictive in nature.
OBJECTIVE
Group 4 : Make of plan of action.
By performing this
activity, the student will
learn to abstain from
drugs. They will know
about the existing laws
related and the
management of stress,
how to resist peer
pressure and help the
friends around.
Once the students finish the work they come and share the information
with other students. This is followed by panel discussion where experts
may be involved. Data/information can be downloaded from the
Internet.
MODE
Teachers debrief the children and then divide the whole class into four
groups :
Group 1 : Collect information about various drugs
Group 2 : Collect information about the laws that guide this problem.
Group 3 : Why does one fall prey to such habits.
OBSERVATION:
Students gain knowledge, discuss the problems openly and share their
concerns with the experts.
(Part of the health
week) Group work
ASSESSMENT:
l
Collect the name
of the substances that can be addictive.
l
Discuss the reason that lead to addiction.
l
Make
a list of the
rules that guide
addiction
l
Take a pledge to say
no to drugs.
l
If some
friend they
know is in trouble,
they must report to
the responsible
adult.
86
TIME REQUIRED
2 periods
Behavioural And Life Skills
Activity : Question s And An swer Session
BACKGROUND :
Role models play an important role in moulding young minds. Their
CONCEPT
Understanding the
problem from an expert's
viewpoint is more
convincing than
others
viewpoints help the students to internalize good values. These kind of
activities motivate the students to emulate their role model behaviour.
METHODOLOGY:
Minimum three experts from the fields can be invited. Principal, parent
representive, school's doctor and counsellor also join the panel.
Students are encouraged to ask any question that may be pertaining to
the subject. At the end experts are given opportunity to express their
OBJECTIVE
To ensure that students
have gained all the
necessary information,
which will help them to
take up active and safe
life.
viewpoints and inform about the neglected aspects.
MODE
Panel discussion
TIME REQUIRED
1 hr/2 periods
87
Behavioural And Life Skills
Activity : Awa ren ess Kit
BACKGROUND :
Ignorance about this issue leads to curiosity which in turn may lead to
CONCEPT
The ill-effects of
substance abuse will
bring about awareness
amongst students.
experimentation at an early stage.
METHODOLOGY:
OBJECTIVE
School has house activities, one of the activities can be centered around
By witnessing this skit
the students will come to
understand the ill effects
of any form of addiction.
The students will also
understand the value of
counselling and
social support.
the theme. Each group presents the ill-effects of addiction in its various
aspects. Students, teachers and other members of Healths Clubs
participate in the event.
OBSERVATION:
l
Increases awareness
l
Type
of questions asked provide insight to policy makers
regarding cause and effect relationship.
MODE
ASSESSMENT:
l
Talk to the expert if confused.
Group
l
Approach a responsible adult, if in trouble.
l
Share views with friends, teachers and parents.
TIME REQUIRED
NO SMOKING
1 hour/assembly
88
Behavioural And Life Skills
Activity : In troductory Discussion
When examinations are around the corner, students come under great
stress. For many it is due to the fear of failure or bad performance. For
others, it is due to the anxiety to perform well and excel. Even toppers
are not untouched by the sense of apprehension. Parental pressure
provides an additional contributory factor to the general tension.
INSTRUCTIONS :
1. Ask : Why are examinations so important in the life of students?
With the help of the participants identify and write down on the
blackboard the major reason why examinations are considered so
crucial.
Some reasons are :l
Because they affect a student's career
l
Because
performance in examinations determine a student's
chances of admission to professional colleges and reputed
institutions.
(Consider this aspect in view of the fact that for most of the
professional colleges and institutions good performance in the
entrance test and not in the examinations is the major criterion
for admission)
2. Ask : Are marks the major indicator of how well we will fare in
future life ?
3. Can you give an example of person whom you know and who was an
average scorer in the examination but is doing very well in life ?
There are many high achievers in life, who maintain that good marks
and success in life are unrelated. Such examples will certainly
reassure those students who do not perform well in examinations.
CONCEPT
Concept of success and
fear of failure
OBJECTIVE
to acquire Life Skills
l
to understand that
marks are not the only
means of achieving
success.
l
MATERIALS
REQUIRED:
Anecdotes
l
Stories of
success
l
MODE
Whole class
l
Assembly
l
TIME REQUIRED
30 minutes
State : However, the tension related to the examinations cannot be
wished away.
This section aims at helping students:
To reduce the tension considerably, and
l
to effectively mange stress.
l
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Behavioural And Life Skills
Activity : Time Mana gemen t And Study Skills
INSTRUCTIONS :
1. Ask : Are you a 'Morning Person' or a 'Night Person'?
CONCEPT
Study skills and effective
time management
techniques help to
acquire
competence
How many of you are 'Morning Person'?
OBJECTIVE
How many of you are 'Night Persons'?
Pandit Jawaharlal Nehru, the first Indian Prime Minister who was a
'Night Person', used to work late in the night where as, Mahatma
Gandhi who was a 'Morning Person' would go to be sleep exactly at 10
PM. Both were extremely busy and efficient.
to develop study skills
l
to acquire
time management
strategies.
l
Time-table, therefore, will vary from person to person.
2. Ask : Can you identify your high concentration time?
By way of example, a few participants may be asked to identify their
'time' during which they can concentrate well and study effectively.
The time table may be divided into five major areas viz. Meal Time,
Bed (sleep) Time, Study Time, Relaxation Time and Time for
miscellaneous work. (e.g. bath etc.). The following suggestions may
be taken into consideration while preparing the time table :
Meal Time Bed (Sleep) Study Time Relaxation
Time
Time
About 2
6-8 hours
2-3 hours at 15-20 minutes 2 hours
hours
a stretch
(breakfast,
(3-4 times a study session.
lunch and
day)
dinner)
Miscellaneous
after each
(relaxation
techniques
are given later
this section)
3. The suggestions given above in point No. 2 may be written on the
blackboard, and with help or the participants these may suitably
be modified and adapted as per local/individual requirements.
4. State : Preparing a good time table alone will not serve the
purpose. Students need to develop study skills.
Ask : What points would you ask your students to remember for
90
MODE
Whole Class/
l
Assembly
l
TIME REQUIRED
30 minutes
Behavioural And Life Skills
developing study skills?
A few points are given below in the box. With the help of the participants make a list on
the blackboard.
Tips for Study Skills
(i)
Have faith in hard work;
(ii) Identify weak areas and focus on them well in advance;
(iii) Make sufficient notes covering a wide area of content;
(v) Focus on shaded areas given in some textbooks especially of NCERT;
(vi) Revise and practice Sample Papers;
While practicing Sample Papers, additional points to remember are :
(a) Use simple language;
(b) Ensure a quality presentation.
(c) Answer serial-wise (e.g. a, b and c parts of a question)
(d) Answer to the point;
(e) Read the paper carefully, at least two times;
(f)
Plan your time for each question and efficiently manage the examination time
period of 2-3 hours.
(g) Practice application based and higher order thinking questions.
91
Behavioural And Life Skills
Students may be asked to go through the following general guidelines :
(i)
Each Examination Paper is based on the syllabus and textbooks;
(ii) there are different sets of question papers in a subject;
(iii) These question papers have the same difficulty level and equal weightage;
(iv) The Sample Paper generally specifies the number of questions to be included in
each type- short, long and essay type.
(v) The examination paper aims at testing students for
(a) Knowledge (b) Understanding (c) Application and (d) Higher Order Thinkng
Skills.
The weightage for various questions varies from subject to subject.
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Behavioural And Life Skills
Activity : How To Relax On e's Mind And Body
During the examination days students are exposed to various
stress level situations. Stress is something difficult to avoid. Student
stress is receiving wide-spread attention in the press and media. There
are cases of suicides too. There is, therefore, concern to help students
manage examination related stress. One method of counteracting
harmful effects of stress is to use relaxation techniques which are
simple to learn and practice and they are extremely helpful in reducing
the stress level.
Meditation
The word is probably derived from the Latin
word 'Mederi' which means 'to heal'.
Meditation is a process/technique through
which one can use one's mind for
contemplaton, concentration and devotion.
Someone has defined it as the right use of
mind for positive thinking and lasting peace.
Meditation is also meant to know
oneself/inner-self from 'inside'.
CONCEPT
Relaxation and stress
busters can reduce stress
OBJECTIVE
To help to alleviate
stress
l
To cheate awareness
about meditation.
l
MATERIALS
REQUIRED:
Mats
l
Class
l
INSTRUCTIONS :
MODE
Ask the participants to recognise that it is important to know how to stop
the constant inner dialogue and quieten the mind. For this, practice the
following exercises :
Whole Class
EXERCISE 1:
Select any object that you have been using frequently or any object
that you like very much. Let us for instance take the pen. Hold your
pen in front of you and focus your attention on it as you breathe
(inhale and exhale). Breathe slowly and deeply for about 2 minutes.
While focusing your attention on your pen, ensure that no other
thoughts or feelings enter your mind. If it happens, try to bring your
attention back to the pen. At the end of the exercise you should feel
more peaceful. The tension that you had before the exercise, gets
diminished.
TIME REQUIRED
30 minutes
Source - (Adapted from Relaxation Techniques for relief of anxiety and stress by Susan M. Lark)
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Behavioural And Life Skills
EXERCISE 2:
Sit in a comfortable position. Count your breathing. Be slow. Since your eyes are closed, focus
your attention on your breathing. Stop all other thoughts and feelings. If your attention gets
distracted, bring it back to your breathing. While exhaling say any meaningful word e.g.
'Om'/'Peace'.
Then inhale with the same slow pace without uttering any sound. Now again while exhaling
say another word slowly. It should end like the following :Exhaling:
Peace
P e-e-e-a-a-a-c-c-c-e-e-e
Om
O-o-o-o-m-m-m-m
Inhaling :
----------------------
Exhaling : - - - - - - - - - - - - - - - - - - - - - Calm
C-c-c-c-a-a-a-al-l-l-l-l-m-m-m-m
Shantee
Sh-sh-sh-sh-a-a-a-an-n-n-n-n-t-t-t-t-ee-ee-ee-ee
Continue the exercise fo about 5-10 minutes until you feel relaxed.
94
Behavioural And Life Skills
EXERCISE 3:
If you feel disorganised, the following exercise will help you feel more focussed and
organised.
Sit in
l
a comfortable position and rest your arms at your sides or rest them on your front
table.
Close your eyes and breathe slowly.
l
Imagine
l
that your body is as strong as Banyan Tree (alternatively you can imagine any
other big tree you are familiar with e.g. Peepal). Imagine that roots are growing from
your legs and entering into the earth below, linking your body with the ground. You feel
strong enough to handle stress.
If any disturbing thought or situation comes to your mind, imagine your body as a strong
l
Banyan Tree. Try to feel the strength in your arms and legs.
EXERCISE 4:
The following exercise will help you relax any muscle tension. Muscle tension decreases
blood circulation and energy flow in the body. As such it can be a cause for fatigue.
Sit in
l
a comfortable position and rest your arms at your sides or rest them on your front
table.
Breathe at a very slow pace.
l
Close
l
your fingers and hands into fists. Keep them in this position for about 10-15
seconds. While you do this let the rest of your body relax. You will feel that your fists are
becoming tighter and tighter.
You may repeat this exercise with
l
the tight hold of your hands and relax.
Hold each part tightly for 10-15 seconds and then relax the tensed part. Remember that
l
while repeating the exercise for different parts of the body every time there should be
a gap of about 30 seconds.
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Behavioural And Life Skills
Some quick and simple exercise to help keep stress in check
Experts tell us that taking relaxation exercise on a regular basis is vital in order to keep stress
under control. If you feel you do not have much time for exercises, there are few relaxation
techniques that can be used almost any time, any where, in a few seconds. Try some of the
following simple exercises :(i)
The neck and shoulders are the parts of the body which are vulnerable to muscle
tension. Tighten the neck and shoulders, and hold the position for about 10 seconds
before releasing. Repeat this exercise many times.
(ii) Stress Walk
Take a walk around any place that you find convenient. Walk around your desk at work
around your house, or back and forth in your room. Such a walk can give you a much
needed "time out". It can be very effective.
(iii) Sigh that Relaxes
l
Sit in comfortable position.
l
Let out a deep sigh of relief, just let the air come out of your lungs.
l
Inhale in a natural way.
l
Repeat the procedure about 10 times and experience the feeling of relaxation.
(iii) Short Nap
During examination days take a short nap for about 10-15 minutes. It refreshes you
immensely.
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Behavioural And Life Skills
Activity : Sa yin g goodbye to muscula r ten sion
BACKGROUND :
Mind and the body are not separate entities. Muscular knots can occur
any where in the body due to blocked energy flow in a particular area
and a subsequent accumulation of toxins in that particular area. A set of
well chosen simple movements is most effective in eliminating these
muscular knots - tackling them both at the physical as well as the mental
level.
METHODOLOGY :
CONCEPT
A set of well chosen
simple movements is
most effective in
eliminating
muscular knots.
OBJECTIVE
to release the muscular
tension
l
to make the students
feel relaxed
l
The teacher can make this practice an instruction based practice so that
all the students do it together - at the same pace. The set of instructions
are as follows :
1. Sit straight or stand straight - head, neck, spine in one straight line.
2. Keep your shoulders straight and
move your head up and down.
When you go down your chin
touches the collar bone and when
you go up your chin faces up to the
ceiling or sky. This is Neck
Movement I. Do 3-5 rounds.
3. Now for the second set of neck
movement, rotate your neck
clockwise three times and then
anti-clockwise three times.
MODE
Whole Class/
Individual
l
TIME REQUIRED
4-5 minutes
4. Eye movement - without moving
your face look up at the ceiling /
sky. Then let both the eye focus
the gaze at the nose tip. After this,
let both the eyes look at the
person sitting/standing or your
left side, then to the right side.
Repeat each of these practices
three times at your own pace.
Remember only the eyeballs move
- the head and neck do not move
during this practices.
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Behavioural And Life Skills
5. Make your arms straight in front of your body - arms are
parallel to the floor. Spread the fingers of both hands and
feel as if some force is pulling them in opposite direction.
Now make a tight fist. Alternate these movement three
times at your own pace.
6. Now rub your palms vigorously and place them on your
eyes.
OBSERVATION :
1. During the neck movements, children have a tendency to
move the shoulders too. The facilitator should ensure that
the shoulder do not move during this practice.
2. During the eye movements, students many times tend to move the head up and down too.
Full benefits ensure when only the eyeballs move. The facilitator should be particular about
this aspect also.
3. Palming / rubbing of palms gives a lot of relaxation to the eyes and also to the facial muscles.
Make sure that the tips of the fingers are together and the rubbing is vigorous the more the
energy generated , the better it is.
FOLLOW UP ACTIVITY :
The students are advised to do these movements at home too during their study schedule
whenever they feel that they are experiencing stiffness in the area of the neck/shoulders, or in
the areas of the eyes or when there is pain by writing for longer duration of time.
KEY MESSAGE:
Simple movements of the body parts greatly relieve the muscular tension and
make an individual feel fresh and relaxed.
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Behavioural And Life Skills
Activity : Drivin g a wa y your blues through
the alterna te nostrils
CONCEPT
The nostrils are in
connection with the two
major energy channels of
the body.
BACKGROUND :
It is said that the nostrils are in connection with the two major energy
channels of the body. Any imbalance in the two energy channels is said to
be corrected or minimised greatly by this practice. Hence, this
particular practice had a great harmonising effect on the personality.
Besides this, the brain centres are stimulated to work nearer to their
optimal capacity lending to clarity of thought and better concentration
level.
METHODOLOGY :
OBJECTIVE
to help students
manage their anger and
feeling of restlessness
l
to enable them
to have better
concentration
level
l
The teacher is to give the following instructions:
1. Sit straight, close your eyes and bring your awareness to your breath.
2. Take a deep breath in, breath out. This is one round of normal
breathing. Count 7 such rounds of breath backward to 1.
MODE
Whole Class/
Individual
l
3. Close the left nostril with the ring finger of right hand. Breathe out
through the right nostril.
4. Similarly keep alternating your breath like this through both the
nostrils till you are asked to stop.
TIME REQUIRED
3-5 minutes
5. Keep your awareness on the incoming and outgoing breath.
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Behavioural And Life Skills
OBSERVATION :
The students many times find this practice very boring and hence do it very casually without
bothering about the inhalation and, exhalation. The job of the facilitator is to add a little
creativity to the practice by saying feel golden energy particles vanishing into the air (the
negative energy from the body) with every exhalation.
FOLLOW UP ACTIVITY :
This breathing practice brings about great results as far as anger management is concerned.
Students should do it at home early morning for 5-7 minutes daily and 5-7 minutes in the evening
and observe for themselves the personality change that they undergo.
KEY MESSAGE:
Breathing through alternate nostrils has a harmonising effect on the mind.
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Behavioural And Life Skills
Activity : Masterin g the a rt of perfect sleep
BACKGROUND :
This practice is often referred to as ‘dynamic sleep or sleeping with
awareness”. In ordinary sleep, many times, our muscles ache and the
mind revolves around the tensions and conflicts that we have gone
through during the day with the result that even after waking up, we do
not experience the relaxation that we are supposed to be experiencing.
Here, in this particular practice, our sleep is organised in such a way that
each and every muscle group of the body is gradually relaxed and the
mind is not oblivious of everything. The mind is extremely relaxed,
aware and alert to a set of instructions being given to the practitioner.
CONCEPT
In perfect sleep body and
mind are extremely
relaxed
OBJECTIVE
to enable the students
to get rid of their stress
l
to help them
experience
one pointed
concentration
l
METHODOLOGY :
The instructions are to be given by the facilitator in a soft, gentle and
soothing voice. The instructions are as follows :
MODE
1. Lie down on a mat or sit straight on a chair.
2. Make sure your body is absolutely relaxed and there is no strain on
your face.
3. Take your awareness around the place where you are sitting/lying
down. Listen to the sounds around you.
4. Now take a deep breath in, breathe out. Count 11 such breaths
backward to 1 at a slow and rhythmic pace.
Whole Class/
Individual
l
TIME REQUIRED
7-10 minutes
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Behavioural And Life Skills
5. Now bring your awareness to your right hand thumb-feel the muscular tension in th region of
right hand thumb vanish into the surrounding air like water vapour vanishes into air. Do the
same visualisation in the following sequence :
Middle finger, ring finger, small finger, right lower arm, upper arm, right shoulder, right side
of the chest, right side of your abdomen, right thigh, right lower leg, right foot, muscular
tension of each part vanishing into the surrounding like water vapour vanishes into thin air.
6. Do the same visualisation (exactly same sequence) on the left side of the body. From left
hand thumb ............... left foot.
7. Now same viusalisation from lower back to middle portion of the back, to upper back.
8. Lastly, same viusalisation is to be done from face down to chest, abdomen, legs and foot.
9. Now you are feeling absolutely relaxed - as relaxed as you can possibly be.
10. Now bring your awareness back to the place where you are sitting / lying down.
11. Count 7 deep breaths backward to 1 in a slow rhythmic fashion.
12. Rub your palms vigorously; put them on your closed eyes lids. Massage your face and open
your eyes gently.
OBSERVATION :
As this practice takes about 7-10 minutes of time, the students are sometimes seen to open their
eyes in the middle of the session. Sometimes they keep moving their fingers or keep shaking
their legs. The facilitator should make sure that whatever adjustments have to be made for
better comfort level, they should be made at the very beginning of the practice - once the
participant is into the practice, opening of eyes or shaking of body parts are not allowed at all.
FOLLOW UP ACTIVITY :
Examinees should master this technique. Record their own instructions in their own voice in an
audio cassette and do the practice at home during examination time whenever they feel
stressed out.
KEY MESSAGE:
Sleeping with awareness is a wonderful practice as far as stress management of
students is concerned.
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Behavioural And Life Skills
Activity : Body Rela xa tion Techn iques
BACKGROUND :
The visualisation of nature gives a lot of serenity and tranquility to the
practitioner. The students are able to relate to these natural scenes in a
wonderful way and hence experience great mental as well as physical
relaxation. It is said that when our mind and body are deeply relaxed,
the nature of our brain waves change from β
- level to α
- level and the
α
- level is much more healthier and desirable as far as learning is
concerned.
CONCEPT
The visualisation of
nature gives a lot of
serenity and tranquility
to the practitioner
OBJECTIVE
to make the learner
experience complete
relaxation
l
to improve the
concentration
of the learners
l
METHODOLOGY :
The facilitator is to give the following instructions
to improve the power
of retention of the
learners
l
1. Sit still - eyes closed. Count 11 deep breaths backward to 1. Now
imagine yourself in a park in the early morning ... The sun has not
risen and the park is absolutely deserted - there is no one but you in
the park. Listen to the sounds of birds around you. There are flowers
all around - red, white, pink, yellow and purple. The grass is luscious
green and you can feel the gentle touch of the green carpet of grass
as you walk barefooted on it. Smell the fragrance of flowers around
you. Observe the beauty of the crystalline dew drops on the grass
blades. There is a fish pond nearby - golden fish swimming in and out
of the aquatic plants inside the pond. There is a temple by the side of
the fish pond. As you step inside, you see pictures of great saints on
the wall. You look at the pictures one by one and are absolutely
mesmerised by the state of trance that you are experiencing. In this
state being, you feel inspired to sit down cross legged and let very
fibre of your being be filled with positive energy that you are
experiencing.
MODE
Whole Class/
Individual
l
TIME REQUIRED
4-5 minutes
2. Now gently bring your mind back to the place where you are seated.
Take a deep breath in, breathe out. Count three such breaths at your
own pace. Rub your palms vigorously and put them over your closed
eye lids. Gently open your eyes.
OBSERVATION :
Students sometimes keep their eyes partially open during the practice.
Sometimes they close their eyes but do so very tightly. The facilitator
has to make sure that eye have to be closed fully and very gently - no
strain should be visible in the areas of the eyes. There should be no
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Behavioural And Life Skills
tapping of feet, swinging of legs - even the eye ball within be eyelids should not move.
FOLLOW UP ACTIVITY :
It is not very difficult to learn the instructions or to create your own set of beautiful instructions
that give a log of relaxation to you at the personal level. You can record the instructions in your
own voice and practice this relaxation technique at home whenever you feel the need to.
KEY MESSAGE:
Connecting with nature has a great therapeutic effect on the mind as well as the
body.
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Behavioural And Life Skills
Activity – Laugher Therapy
(Module for teachers)
BACKGROUND :
Laughter is said to be therapeutic in nature. When we laugh, our body release hormones and chemicals
that have positive effect on our system- one of these chemicals is endorphin which is known as the
body’s natural pain killer. They are manufactured in the brain/spinal cord/many other parts of the body.
Their function is to increase vitality and lower the level of stress and give a general sense of well-being.
They are the feel good factor in our system.
METHODOLOGY :
1. If you are doing it in a standing posture - legs apart”. Hang your hands down and try to touch the floor.
If you can’t, try to come as close to the floor as possible bending down from the waist. Now breathing
in slowly and deeply, raise your arms and body up till your head, neck and spine are in one straight
line - arms straight up by the side of the ears.
2. Now swinging your body and arms down, exhale and have a hearty laugh (Ha-ha-ha). This is one
round. Do 11 such rounds.
3. If space constraint is there, sit straight on a chair - eyes open, hands on knees. Breathe in deeply.
Exhale and have a hearty laugh (Ha-ha-ha). Do 11 such rounds.
OBSERVATION :
It is observed that adults are shy of laughing aloud with a roaring sound. When asked to do so, many shy
away from it. Others laugh but with a minimum sound production. The heartier the laughter, the greater
the benefits.
105
Frequ en tl y Ask ed Q u es tion s
Q1.
What is the best method for me to know about myself?
A1
If you are able to maintain a dairy of your own-self in which you list out your likes and dislikes you
will be able to draw a personality picture of your self.
Q2.
I have heard of “Body mapping”. Can I know the details?
A2
It is a procedure carried to map out the structural differences that are bestowed on us by nature.
The technique can be carried out in the presence of supervisors who will help you to know the
process better.
Q3.
Will an obese person always remain obese? My friends tease me and this has started to affect my
self esteem.
A3
No, a person can gain or lose weight if they go and refer themselves to a good dietician and observe
the advise carefully. Definitely you will gain your confidence back.
Q4.
How will I be able to know my strengths and weaknesses?
A4
As it is a positive approach to know ones weaknesses and strengths the right way to understand it is
to write a personal diary listing the rights and the wrongs done each day. This will help you to
analyze yourself correctly.
Q5.
People are overweight because of emotional problems.Is it true?
A5
There is a widespread belief that overweight individuals have more psychological difficulties than
average-weight persons. Not so, according to Weight Control Digest: "Most studies have found no
significant differences between overweight and average-weight persons. These findings are even
more surprising when we consider the frequency of discrimination and negative social interaction
experienced by overweight individuals."
Q6.
Fat people have no willpower. Do you think this is true?
A6
Most fat people have been on countless diets and have demonstrated considerable willpower. The
problem is that no one can stay on these spartan regimens forever.
Q7.
If I just stick to my diet, can I lose weight.
A7
Yes, you can. The trick is in keeping it off because most dieters regain their weight within three to
five years. Majority of humans are very resistant to the maintenance of body weight below
whatever is normal for them.
Q8.
Should I use my weight to assure my self-worth?
A8
What does weight have to do with self-worth? Your self-worth is the sum of everything that makes
you special and unique - not just your waist measurements! Add up your assets, talents, how you
treat others, how you treat yourself, the contributions you make to your family, friends and
community. Now you have self-worth.
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Frequently Asked Questions
Q9.
I have people saying “Count your blessings”. How are they going to help me?
A9
Count your blessings. You have a lot of things to be thankful for a home, a loving family, friends you
enjoy, a sunny day, the knowledge you've acquired - even things like shoes, a coat. Many people
don't have these things. A mind that counts blessings has no room for self-pity.
Q11. How can I develop positive thinking always?
A11
Don't use "all or nothing" thinking. No one is a total failure. Most things you do right. Just because
you sometimes make a mistake or take a wrong path does not make you a total failure. It makes
you human. Besides, the president of a well known company was recently asked for his secret to
success. His answer: failures - because how else would we learn?
Q12. How can I develop an optimistic view?
A12
We can always make improvements, but consider the glass half full, not half-empty!
Q13. What is meant by 'Strut your stuff'?
A13
Strut your stuff! Shine! Show the world your talents. We all have them. Capitalize on what you do
well.
Q14. How can I build a love for my body?
A14
Your body is a gift given to you, appreciate what it does for you. Appreciate its functional nature.
It's a pretty remarkable machine. You can use it to take a walk along the beach, or go shopping! And
it can do all of these things no matter what shape or size it is.
Q16. My friends have started developing very well but I haven't. When will these start to happen to me?
A16
It varies. Generally it starts early for girls than boys. Mostly after 14 years but in some cases as
early as 10 years. Both are normal. The rate of development is also different. Sometimes it takes 2
years and in some it will take 4 years. So there is a wide variation in puberty and one should not
waste time in worrying unnecessarily or comparing .It is normal.
Q17
I am an academic oriented student. I don't want to disrupt my study schedule for exercises. If I
want to maintain a fairly high level of 'all-round' physical fitness, what is an appropriate training
program?
A17
A training program that involves five or six days per week, with 20-30 minutes of vigorous activity
on each day, and with one or two days of rest and recovery, is ideal for the non-specialist
sportsperson. It is also worth emphasizing that to be of value, fitness training must be conducted
on a regular basis. Fitness that takes weeks or months to acquire will be largely lost after just
three weeks of inactivity. Fortunately however, fitness can be re-gained just as quickly as it is lost,
if the break from exercise is not prolonged.
Q18
What are the types and intensities of training that I should be doing for all-round fitness in this age?
A18
For general fitness, the most important types of activities are aerobic training, and flexibility
exercises. A good exercise program will improve all these aspects of fitness and it will also help you
to improve (or maintain) balance and good posture.
One factor that is common to each component is 'progression' - a program needs to be commenced
at an appropriate level (usually quite low) and increased gradually as your fitness improves. The
body will not respond to a program that stays the same for many weeks.
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Frequently Asked Questions
Q19
What is aerobics? How will it help me in maintaining my fitness?
A19
Aerobic fitness' can be defined as the ability to continue to do fairly hard physical work (where the
work may be any vigorous activity) over a prolonged period (eg, for 30 minutes or more). A good
predictor of a person's aerobic fitness is their 'maximal oxygen uptake'. Aerobic exercise includes
walking, jogging, cycling, swimming, rowing and machine-based stair climbing (among many
other activities). To improve aerobic fitness it is appropriate to exercise vigorously for 20-30
minutes continuously, three to five times per week.
Q20
How helpful is jogging? Should it be a planned activity?
A20
20 minutes of walking, jogging or a combination of walking/jogging may be sufficient to leave you
rather breathless and fairly tired at the start of your program, but as the weeks go by, you may
need to increase the pace or introduce jogging up some shallow hills to achieve a further increase
in fitness. Using a variety of exercise types, intensities and durations is important; that is, do not
get 'bogged down' into doing the same exercise each time you train. Although a warm up is not
necessary before gentle jogging, cycling or similar aerobic activity, the 'cool down' period
following the activity is the most appropriate time for stretching to improve flexibility.
Q21. What should I do to maintain my body flexibility?
A21
Inactivity brings with it a tendency for our muscles to become less flexible, thus decreasing the
'range of motion' of our joints as we grow (i.e. the joints stiffen). Regular stretching exercises and
full 'range of motion' activities (such as gently swinging the arms and 'high kicking') will reduce or
delay this onset of inflexibility. Long, slow stretches are recommended (hold for 20-30 seconds),
with each stretch being taken to the point where a slight discomfort is experienced. Each stretch
should be followed by a short rest, and then repeated several times. All the major muscle/tendon
groups (legs, abdomen, arms, shoulders, wrists and so on) should be stretched. Stretching should
be conducted several times per week, preferably after conducting aerobic and/or resistance
training.
Q22. OK, so I should run, swim or ride a bike for 20-30 minutes three to five times a week, do up to three
sets of 10-15 repetitions of about eight types of weight training two or three times a week, and
stretch after most sessions of vigorous exercise. What is the best time of day for this training?
A22
There is no universally agreed 'best time' to train. If you are simply training for general fitness, the
time of day may be dictated by factors other than personal preference. If you have the luxury of
being able to choose your training time, you can choose the time that most suits you. It is
appropriate to train before eating a meal (rather than soon after), but otherwise there is no
inherent advantage to training early morning over late afternoon or in the evening. Some athletes
find that training hard late at night tends to keep them awake. There is a theoretical basis for this:
hard training leads to production of adrenaline and other hormones that have a stimulating effect,
making sleep difficult.
Q24. What sort of diet should I be eating for peak fitness?
A23
The 'fitness diet' is similar to that for good health generally, but with increased quantities of grain
foods such as bread, rice, pasta and breakfast cereals (mainly for energy and B group vitamins).
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Frequently Asked Questions
Eating plenty of fruits and vegetables will give you many of the remaining additional vitamins and
minerals your body needs while you are staying or becoming fit. Lean meat, eggs and/or fish are
valuable for protein, B group vitamins and minerals such as iron and magnesium (while vegetarians
should have plenty of 'meat alternatives' such as beans, soy products, lentils and nuts). Finally,
low- or reduced-fat milk and milk products will give extra calcium and phosphorus.
Q25. During exercising if my friend has a problem I should rush him/her to a doctor.
immediate help can I give ? Can I check his heart beat?
A25
What else
Heart rate can be determined by using a commercially-available heart rate monitor that straps to
your chest and sends a radio signal to a wrist-mounted monitor (that also doubles as a wrist
watch). Alternatively, you can measure the heart rate by stopping for a few seconds, and
conducting any of the following:
i)
Measure heart rate directly by placing the fingers of your right hand over the heart;
(ii)
Measure the carotid pulse by pressing fairly firmly with index and middle finger just to the
side (either side) of the midline of the front of the neck - at the position of the 'Adam's
Apple' in men; or
(iii)
Measure the wrist pulse by placing index and middle fingers of the
opposite hand on the underside of (the wrist (either wrist) about 3-4 cm towards the elbow
from the point where the thumb bone attaches to the wrist. Feel around this point until you
detect the pulse.
Wait until a heart or pulse beat coincides with the appearance of a second on your watch (any
second will do, providing that it 'appears' at the same time as a beat occurs). Count this as 'zero',
then count how many beats occur in the next six seconds. Include a beat if it occurs exactly at the
six-second mark, but do not include beats that occur later. Add a zero to the number of beats that
occurred in six seconds to determine approximate heart rate in beats per minute (eg, 14 beats in
six seconds = ~140 beats per minute). With practice, you can estimate the heart rate accurately .
Q26
What is the difference between 'Strength' and 'Muscular Endurance'?
A26
Strength' of a muscle is defined as the maximum force that the muscle can develop during one
maximal contraction. 'Muscular endurance' is defined as the number of times that a muscle can
continue to contract sub maximally. A good test of muscular endurance is the maximum number of
times that the subject can lift a fairly heavy weight.
Q30
To lose weight we should eliminate all starchy foods from your diet.
A30
It is usually what you put on top of your breads, cereals, and paranthas that will add all the extra
calories. Make sure you eat a variety of foods including starches and watch your calories you take
in vs. the calories you burn.
Q31
Regular table sugar is just as nutritious as brown sugar.
A31
Sugar is sugar! Brown sugar just has a little molasses added to change the color. The molasses
doesn't add a significant amount of nutrients.
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Frequently Asked Questions
Q32
Eating a high fat diet or an excessive amount of chocolate causes acne.
A32
This theory has never really been proven. Dermatologists think that acne has to do with your
family history and your hormones.
Q33
Potato and corn chips are part of the vegetable group in the food guide pyramid.
A33
Even though potatoes and corn are found in the vegetable group, potato and corn chips are not
found there. These two snacks can be very high in fat and should only be eaten once in a while.
Q34
If I'm running late and have to skip breakfast, I can make it up by eating more at lunch time.
A34
A good breakfast provides you with energy to start the day right. Without it, you'll have less get up
and go--and more difficulty concentrating in school or at work.
Q35.
I don't have to pay attention to fat and cholesterol in my diet until I become an adult.
A35. Recent information suggests that your diet during adolescence can influence your health as an
adult. Today, health professionals recommend a total diet that's higher in complex carbohydrates
and lower in fat, saturated fat, and cholesterol for all healthy people over the age of two.
Q37
Our teacher comes to our room and says please open the windows immediately. Why is it so?
A37. According to the experts young kids may sweat but they don't start having body odour (BO) until
they reach puberty. That's when special sweat glands under the arms and around other areas roar
into full production pouring out sweat which smells!
Q38
Why do we need to change clothes everyday?
A38
Even if you're not heavily into puberty style sweating, clothes can get stained, dirty and generally
grubby, so you need to change them often. Underclothes are right next to your skin and collect
dead skin cells, sweat and possibly other unmentionable stains. Overnight bacteria start to work
on these stains so your clothes do not smell as nice on the second day of wearing. Change them
everyday. If you have to wear a school uniform then take it off as soon as you get home and hang it
up to air before you wear it the next day. Ask your family not to smoke in the house or the car.
Besides being unhealthy for them and you, the smoke clings to your clothes and makes them
smelly.
Q39. My feet stink when I remove my shoes. I feel very ashamed.
A39
You spend a lot of time on your feet and your shoes are very close to the place where the largest
collection of sweat glands live - your feet! Sweat gets into your shoes and then bacteria arrive
which love the moist leather or fabric so much that they tell all their friends to come round and
party! If you have one pair of shoes for school then try to get them off as soon as you get home so
that they can air and dry out overnight. (As you get older somewhere outside the house is a good
place!) If you have more than one pair then use them on alternate days to give them a better
chance of drying out. Keep your shoes clean by brushing, polishing or washing. They will look
better, last longer and be less likely to smell.
Q40. Is it correct to use Deo's or perfumes every time? Is there any specific age to start using them?
A40. If you are a bigger kid you may want, or feel you need, to start using a deodorant or anti111
Frequently Asked Questions
perspirants under your armpits. Be aware that some people have problems with perfumes, which
can be a trigger for asthma or hay fever, so don't spray them around in the washroom or changeroom. Remember: nothing smells better than clean skin. Perfumes are not a good substitute for a
shower or wash. .
Q41. How can I take good care of my hair?
A41
The hair follicles [which the hair grows from] produce oil which keeps the hair smooth. You also
have sweat glands in your scalp, and dead skin cells come off the scalp. The oil, sweat and dead
cells all add together and can make the hair greasy and look dirty unless you wash it regularly. To
keep your hair clean:
l
Wash regularly with shampoo (cheap ones are often as good as very expensive ones).
l
Massage
your scalp well this will remove dead skin cells, excess oil and dirt rinse well with
clear water conditioner is helpful if you have longer hair as it makes the hair smoother and
easier to comb, but hair doesn't need to have conditioner.Use a wide toothed comb for wet
hair as it is easier to pull through.
Q42. I feel very dejected because my teeth have lots of cavities and my mouth stinks always. What
should I do?
A42
Immediately consult a good dentist who will advice you to keep your teeth clean and also help in
seeing to it that your cavities no longer trouble you.
Q43
What are the numbers to be contacted during an emergency?
A43- One should always have the phone numbers of parents-both father and mother, brothers/sisters,
local guardian, neighbour or any other person close to the family. Plus police cell, lady protection
helpline, family doctor's number, school principal/teachers numbers etc..will come in handy.
Q45
My teacher tells “decision making” is a very important trait which every adolescent child should
hone. How can I work at it?
A45
Model appropriate, responsible behavior: Set an example of respect for self and others -- be on
time for appointments, return extra change to a cashier, finish
necessary chores before relaxing, speak respectfully to elders, handle
anger appropriately. One needs to set goals, make choices, and solve
problems. Start involving in setting household maintenance goals and
chores. These can be displayed in a chart or contract. Your
participation in family meetings by presenting them with acceptable
choices in food and clothing selection, time management, television
offerings, room decoration, free-time activities, and vacation choices
will enhance your decision making abilities.
Q46
I like to do a lot of internet surfing. Some of my friends have met some really cool people while in
chatrooms. Why do I want to steer clear of talking to strangers online?
A46
You would never strike up a conversation and share private details of your life with a complete
stranger while out and about. Same goes while you are online! Even though you aren't face-to-
112
Frequently Asked Questions
face, you're still talking to a total stranger. You don't know who they are, where they live, are
dangerous or not. It's best to chat only with known perple.
Q47
What if someone who looks nice approaches me and asks for assistance ? Mom and dad sometimes
lend a hand to strangers. What is the big deal?
A47
You should never offer to assist a complete stranger by yourself. You don't know what they want,
no matter how cool they appear. If a stranger approaches you for help with groceries or for
directions, tell them that you will find an adult to lend a hand. If a stranger doesn't leave you
alone, walk quickly to the closest safe place like a school, library, neighbor's house, fire or police
station, or hospital. Chances are if you feel like the situation is weird and uncomfortable,ring up
parents/any friendly assistance(people whom you know) or scream HELP and run away. It's nice to
lend a hand, but your safety comes first.
Q48
There is this kid at school that keeps picking on me in the class, on the way to the bus, and before
lunch. Can I give it right back to him?
A48
You can and should stand up for yourself! Sometimes even a joke lightens the mood. But, you
should never get into a fight (either physical or verbal) with a bully. Just walk calmly away. Bullies
often times pick on people that are
'easy targets' so try not to let them
get to you. If the situation becomes
violent, be sure to get out of there
and to report the situation to your
mom, dad or teacher.
Q49
I am impulsive by nature and don't like to be dictated. Sometimes I feel angry when rebuked by
elders. How can I improve myself and my behaviour patterns.
A49
It is normal if you get upset very soon. However one has to be careful not to make it a part of the
behavior. You need to develop a bond with the parents and elders that you will never forget as they
will help you steer through issues of self-esteem, anger management, impulse control and
relationships. They are the people you can always count on in times of adversity.
Q51.
When do we get an electric shock?
A51
Electricity is always trying to get to the ground. Like all good travelers, electricity takes shortcuts
whenever it can. If something that conducts electricity gives electricity an easy path to the
ground, electricity will take it. You can never tell when contact with electricity will be fatal, but
you can be sure it will always hurt. Electric shock can cause muscle spasms, weakness, shallow
breathing, rapid pulse, severe burns, unconsciousness, or death. Appliances have protective
insulated cords and coverings to keep you from contacting the electricity inside. It's important to
use appliances and cords the way they were designed to be used so you don't damage the
insulation or contact live electrical parts. If a live wire inside an appliance, toy, or power tool
touches the inside of the device and you touch the device, it would be like touching a bare live
wire. You cannot tell from the outside if there is a problem inside, so you should always act as if
there were danger of shock. In a shock incident, the path that electric current takes through the
113
Frequently Asked Questions
body gets very hot. Burns occur all along that path, including the places on the skin where the
current enters and leaves the body.
Q52. Why do we have “mock drills” in our school?
A52
One of the key objectives of these safety programmes is to create awareness on issues related to
Road Safety amongst students and general masses. The students are told about safety rules and
regulations through the use of audio-visual aids, interaction through quizzes and live
demonstration were undertaken. Other events such as skits on road safety, and traffic drill also
organised to educate on road safety. Mock drills expose a person to situations, which he/she has
never encountered before. So the information helps in tackling them.
Q53. How safe is it attending to discos/discotheques?
A53
Before going check out whether the place you are going to is a legal one. Check out its reputation
as many wrong doings (drugs, bullism, smoking, betting, etc) keep flourishing in such places. You
want to have clean fun with music but with wrong information about the place you may land up in a
big trouble thereby bringing bad name to yourself and your family.
Q54. I have to work to lend a helping hand to my family and I am proud of it. However what areas should I
look for my security in job?
A54
There are many other restrictions regarding the type of work you can and cannot do. If you are
under 14, there are even stricter laws to protect your health and safety. Check with your school
counselor, job placement coordinator, or state Department of Labor to make sure the job you are
doing is allowed.
Q 55
Do I have to drink alcohol to be socially accepted?
A55
No, you DO NOT HAVE to drink alcohol to be socially accepted.
The need to feel accepted is strong during the teenage years. Teens want to belong to a group, and
it is hard to belong if you are always going against what is considered “fashionable”.This is why
teens are more likely than other groups to succumb to peer pressure. If a group norm includes
alcohol use, the teen who joins the group may feel a great deal of pressure to start using alcohol.
Why? Because the teen has found a place where he/she is accepted and does not want to lose the
sense of security that acceptance in a group entails. Friends are a big part of the emerging selfidentity, and the thought of losing them during the early stages of identity development, is very
hard to face. Here you have to learn to say no the first time and every time.
Q 56. What is the harm in occasionally drinking alcohol socially?
A56
Social consumption of alcohol is an accepted part of the culture of some communities. But it is
hard to know when the thin line between social use and harmful use is crossed. If you have
wondered about what is the right amount of alcohol to drink socially, looking at drinking patterns
is important. What is called “social drinking” changes, depending on fads and fashions. Generally,
social drinkers use alcohol to relax and feel good, but they must be able to limit the amount
consumed. Many people say they are social drinkers, and yet cannot imagine dinner or a good
evening without alcohol. This is beyond just social drinking and the person has crossed the line to
alcohol dependency. It is best to stay away from alcohol and other forms of addiction forever.
Q 57. I drink beer, not alcohol. Is beer ok?
114
Frequently Asked Questions
A57
Beer is also an alcoholic beverage, although it contains a lesser amount of alcohol than any hard
liquor like whisky or rum. Beer contains 4 to 8 per cent alcohol. One 12-ounce can of beer is equal
to one peg of whisky. So, if somebody drinks six cans of beer in an evening, he/she has consumed
the equivalent of six pegs of whisky. Thus, depending on quantity, the effects of beer will be
similar to any other type of alcohol.
Q 58
What are the immediate effects of alcohol on me?
A58
l
The first few drinks affect judgement and reaction time.
l
More alcohol causes reactions to become even more sluggish and delays physical coordination.
l
Far too much alcohol can suppress some body functions and, in extreme cases result in death.
l
Often alcohol consumption is associated with several high-risk behaviours such as rash driving,
getting into fights, unsafe social behaviour, drowning, and other fatal accidents.
Q59. If my father is an alcoholic will I also become one?
A59
You may be at a higher risk, but not definitely destined to be one. Alcoholism tends to run in
families and genetic factors partially explain this pattern. Research studies show that children of
alcoholic parents are about 4 times more likely to develop alcohol related problems. However, a
child of an alcoholic parent will not inevitably develop alcoholism, just as a person, with no family
history of alcoholism, can become alcoholdependent. A person's environment, such as the
influence of friends, stress levels, and the ease of obtaining alcohol, also may influence drinking
and the development of alcoholism. Still other factors, such as social support, may help to protect
even high-risk people from alcohol-related problems.
Q 60. How can I know whether I or someone close to me has an alcohol problem?
A60
Four simple questions, which comprise the CAGE test developed by Dr John Ewing is widely used
for alcohol abuse screening. (To help remember these questions, note the first letter of a key word
in eachquestion spells “CAGE”).
l
Do you feel that you should Cut down on your drinking?
l
Do you feel Annoyed when other people comment about your drinking habits?
l
Do you ever feel bad or Guilty about your drinking?
l
Do you ever need a drink (Eye opener) first thing in the morning to steady your nerves or to get
rid of a hangover?
A “yes” to any one of these question suggests possible alcohol-related problems.
More than one “yes” answer means it is highly likely that the person is abusing alcohol. If you think
that you or someone you know might have an alcohol-related problem, it is important to talk to
the family of the person and persuade him/her to see right away. The doctor can determine
whether a drinking problem exists and, if so, suggest the best course of action.
Q 61. Is it true that once an alcoholic, always an alcoholic? Can alcoholism be cured?
115
Frequently Asked Questions
A61
Many alcoholics have tried to stop drinking. Some develop withdrawal symptoms due to the
physical and psychological dependence of the body on alcohol. This bad experience may force a
person to continue drinking alcohol. However, most patients are able to withdraw from alcohol
without medication, but patients with moderate-to-severe symptoms are best treated under
supervision and need medication to suppress symptoms. This process is called detoxification. Still
others are unable to stop drinking for any length of time. The longer one abstains from alcohol, the
more likely it is for one to remain sober. It is important to remember that many people relapse
once or several times before achieving long-term sobriety.
Q 62. What can I do to prevent/safeguard myself from being pressurized to drink alcohol?
A62
You can prevent /safeguard yourself from being pressurized to drink alcohol by giving the
following justifications:
l
“I don't like the taste.”
l
“I don't like the way it makes me feel.”
l
“I want to stay in control.”
l
“I'll have more fun by being sober.”
l
“I know alcohol may cause problems later.”
l
“Drunk driving kills thousands of people every year.”
l
“Drinking goes against my beliefs.”
l
“I don't want to risk my health.”
l
“Hangovers are no fun.”
l
“I know that it's illegal for people under 18.”
l
“I just don't want to.”
Being clear about your reasons will help you follow through on your decision. Steer clear of parties
or places where you know people will be drinking. If you do go, think about how you will deal with
alcohol. Drink soda, mineral water, or fruit juice instead of alcohol. Do not attend a party
unprepared to resist alcohol.
Q63
I get angry very soon. How do I control it?
A-63 Anger is a completely normal human emotion but when it gets out of control it can be harmful and
effect the overall quality of life. You get angry because something is bothering you, which you are
not able to express clearly. Express the cause of the anger clearly to someone. Try breathing
exercises. Try keeping your calm and be happy.
Q64
How do I handle the situation when I get tense and scared?
A64
One of the major cause of fear, nervousness, anxiety or shyness are phobias. You may deal with
phobias by getting help and encouragement from others like friends and family. You must also
mentally prepare yourself for such tough situations.
Q66. What is the best way for me to handle intense emotions?
116
Frequently Asked Questions
A66
Expressing and speaking of your emotions freely and calmly will help you feel better. Do not
concentrate on your behavior too much. It will make you over conscious and act differently.
Express your emotions when appropriate. Discuss emotionally-charged situations and the range of
possible responses.
Q67
How can I stay calm or cool, as I get depressed very fast just for small reasons?
A67
There are several ways in which you can get out of these kind of situations:
l
Do things that will make you feel cheerful.
l
Exercise can help.
l
Count your blessings.
Q68
I am unable to express clearly and freely because I am scared of my father, but I wait to remove
this fear.
A68
In this kind of situations where you find it difficult to talk to your parents, take advice from a
counsellor. Sometimes it can have no effect persuading the one who is depressed to speak out their
fear. Also try to understand why you fear him and try to adjust with him. Try to express your fear to
him and just act normal with him.
Q69
Is it bad to have fantasies and mood changes during adolescence.
A69
No it is not true, mood changes and fantasies are absolutely normal and harmless emotional
changes during adolescence.
Q70
How can I enhance my self – confidence?
A70
Confidence helps to perform better, take better decisions and improve skills. Your knowledge,
awareness and positive thoughts increase self confidence. Control over oneself also helps in
enhancing self confidence.
Q71
I often feel distracted during exams. How can I improve my concertration?
A 71
Concentration is the ability to complete a task with full attention, which helps learning and also
saves time. To improve concentration, study at regular hours everyday instead of piling in the
work. Do not sit and study for a long time, reduce efficiency and capacity to repair material. Read
and set clear targets of time in which you plan to finish the given task. Meditation, yoga help
improve concentration.
Q72
How can I improve my memory?
A72
Reading regularly, making points, writing notes, revising the subjects, reading texts and discussing
with friends helps to remember things better, Anything read with understanding improves
memory, Registration, Retention and Reflection (3R) are the key to good memory.
117
CENTRAL BOARD OF SECONDARY EDUCATION
2, COMMUNITY CENTRE, PREET VIHAR, DELHI-110092.
ACAD/EO/2006
Appendix-1
Dated : 31.5.2006
Circular No. 09
All the Heads of the institutions
affiliated to CBSE.
Subject: Comprehensive School Health Programme and Creating Health Club in the school.
Dear Principal,
Childhood and adolescence form the most joyful period of an individual’s life. They are times of
immense creative energy, self-discovery and exploration of the world. They can also be fraught with
feelings of isolation, loneliness and confusion. They can be due to various factors relating to the
physical, social, emotional, mental and spiritual well being of the younger generation. Schools,
families and communities need to play a positive and responsible role in bringing up young children in
a healthy environment which would enable each one to maximize their potential.
Schools can provide dynamic settings for promoting health, for enabling children to grow and mature
into healthy adults. Yet the potential of the school to enhance health is often underutilized. ‘School
Health’ has largely remained confined to medical check-ups of children or some hours of health
instruction in the curriculum. There is a growing recognition that the health and psycho-social wellbeing of children and youth is of fundamental value and the schools can provide a strategic means of
improving children’s health, self-esteem, life skills and behaviour. Although schools have undertaken
many initiatives in promoting school health, the comprehensiveness and sustainability in these initiatives is not clearly laid out. The need of the hour is a comprehensive school health policy integrated
within the school system.
The Central Board of Secondary Education suggests that schools plan out a Comprehensive School
Health Programme which could be initiated through HEALTH CLUB in each school to begin with.
Need For Creating Health Clubs in Schools
Healthy living incase of school children is the prime concern of all stakeholders including principals,
parents, teachers and the community. To achieve this objective collective responsibility needs to be
assumed. An important dimension is that of experience and development of health skills and physique through practical engagements with play, exercises, sports and practices of personal and community hygiene.
Health and Wellness Clubs in Schools would focus on the overall well being comprising emotional, social
and mental health of the child. It would act as the enabling and organizational point for conducting
activities related to various dimensions of health and wellness. A Health Card needs to be created for
students which would form a continuous part of their growth and development. This could form an
effective monitoring and feedback system for the overall health of a child during his schooling.
…………………/-2-
118
Constitution of a Health Club
•
•
•
•
•
Principal as Convener
Counselor / Psychologist / P. T Teacher / Nodal Teacher as Secretary
Student representative (one boy and one girl from each level)
Identified teachers from each level
Parent for each level (preferably a doctor)
Responsibilities of the Health Club
•
•
As an organizer of all health relevant activities (at least 8-10 activities in the year at each
level).
As a Resource Centre for the overall well being of students
Objectives of the Health Club
•
•
•
•
•
•
•
•
•
•
•
•
•
To create Health Cards for each student
To create a health newspaper at least twice a year/poster competition related to health issues
To conduct surveys on health related concerns
To organize ‘health walks’ as part of social campaigns
To organize health fairs and immunization projects
To tap the local resources in the community to arrange health talks
To render service in any area affected by a disaster or a calamity
To create health help line within the school to distress, cope with emotional and social behaviour
and to clarify misconceptions regarding sexual and reproductive health
To teach the students techniques of yoga and meditation from an early age
To inculcate in the students healthy and positive ways of living
To teach health songs on various health topics
Celebration of important days (World Health Day – April 7)
Creating awareness regarding ‘World No Tobacco Day’ (May 31), ‘World AIDS Day’ (December
1) etc.
The Board is suggesting a plethora of activities in Annexure A for various levels which can be
conducted as part of co-curricular inputs during the calendar year. The activities mentioned here are
recommended as pointers and many more can be added as per local needs and requirement. The
Board is also in the process of preparing a Manual on a Comprehensive School Health Program which
will be available shortly.
Any further suggestions on this issue are always welcome.
Yours sincerely
(VINEET JOSHI)
SECRETARY
Encl : Annexure A
119
Annexure A
COMPREHENSIVE SCHOOL HEALTH PROGRAM
Suggested Activities for promoting Health in School
I – IV
Module 1
Know yourself
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Yoga and Meditation
Drawing a Picture of oneself
Pasting a Photograph
Palm Printing / Foot Printing
Rythmic Exercises
Poem / Rhymes / Recitation
Role Play on Body Parts
Matching of Flash Cards
Self awareness / Diary
Sensitivity based Theater
Check up by Doctors/ Dentists
Health Card
Counselling
Ten Sentences on oneself
Physical/ Social/Society
Likes and dislikes
My list of favourites
Any other…..
Yoga & Meditation
Assembly themes
Tapping resources from
neighbour-hood / community
for health, hygiene & personality
Introspection diary
Survey of eating joints for their
nutritive content
Health Card
Any other
V-VIII
•
•
•
•
•
•
•
Yoga and Meditation
Health Mela
Health Newsletter
Class Board’s Decoration
House Board’s Decoration
Creating recipes
Effective use of
Home Science lab.
• Health Card
• Any other
Module 2
Food and
Nutrition
• Collection of Pictures of
nutritive/junk food
• Class Party and discussion on
food items
• Dietary charts for the week
• Jigsaw Puzzle presentation
• Four Corners
• Power point Presentations
• Mandatory to bring one
nutritive item
• Research on food items –
balanced items
• Mothers’ recipe book
• Any other
• Nutritive Recipe competition
• Orientation program for
Parents and Students
on good food habits
• A PMI (plus, minus and
interesting) on generally
observed health problems
• Survey based on balanced
diet of different regions /
communities
• Any other
120
IX-XII
•
•
•
•
•
•
•
Yoga and meditation
Health Mela
Health Newsletter
Class Board’s Decoration
House Board’s Decoration
Creating recipes
Effective use of Home
Science lab.
• Health Card
• Any other
•
•
•
•
•
•
•
Extempore
Debate
Slogan writing
Theatre
Collage making
Panel Discussion
Any other
I – IV
Module 3
Hygiene
•
•
•
•
V-VIII
Board Displays
Research Projects
Skits
Eco-clubs
Celebrating Environment
Friendly Days
• Preparing Recycled Paper
• Visiting a Heritage Site
• Any other
• Resource persons
from NGO’s
• Panel Discussion Planting
• Eco-clubs
• Planting Sapling and Trees
• Rain Water Harvesting
• No Polybag Zone
• Adopting a National
Heritage Spot
• Warming up exercises before
the beginning of each physical
education period
• Pranayam
• Yoga
• Physical education periods a
must for all schools/all classes
• Drills/aerobics followed by
presentations at the end
of every month
• Skill based programmes-camps
• March/run for health
• Any other
•
•
•
•
•
•
• Inter House Competitions
based on Aerobics /
Yoga / Gymnastics
• Team building
• Leadership Camps
• Running for a Cause
• Any other
• Extempore dialogue delivery
• Ground rules preparation
in classes
• Safety activities-sports field/
activity period
(to be made by students)
• Travelling independently
(phone numbers/
residential numbers)
• Learning to Communicate
problems-Circle time)
• Campaigns
• Vigilance Committee
• Evacuation Skills
•
•
•
•
•
•
•
•
•
Tick mark of self check-list
Presentation
Value based assemblies
Shramdaan (cleaning up of your
class at the end of the day)
Picking up wrappers/
foils etc after the break
Creating shramdaan clubs
Green brigade clubs
Posters
Outdoor excursions
(Speed, stamina, strength)
•
•
•
•
•
IX-XII
Module 4
Physical
fitness
Module 5
Safety Measures
-Fire
Accidents,
Emergencies
Competitive Sports
Team building adventure treks
Leadership camps
Health Walks for social issues
Swimming
Any other
Transport drill
Sports Day
First Aid
Showing Movies on fire
safety drill
• Bravery Award
• Research based Projects
• Sexual Health Education
issues related to
Gender Sensitivity
121
•
•
•
•
•
•
•
•
•
Fire Brigade Demonstration
Disaster Management
Self – defence techniques
Traffic rules
Theatre-visit to
Rehabilitation Centre
Sensitization Programmes
on Substance Abuse
Interpersonal relationships
Parental Sessions
Laboratory Safety drill
I – IV
Module 3
Behavioural
and Life Skills
•
•
•
•
•
Consequence games
Learning to say “NO”
Think pair share
Handling peer pressure
Identification of good touch
and bad touch
V-VIII
•
•
•
•
•
Learning to say no
Mentoring
Interactive Bulletin Board
Quiz Contest
Poster making /
Painting Competition
• Group Games on
Adolescent issues
122
IX-XII
• Handling Peer Pressure
• Question Box Activity
• Situation Analysis and
Case Studies
of sensitive issues
• Peace March to mark a
social event or issue
• Panel Discussion with
Eminent Psychologists]
• Guest Speakers from the
experts (Doctor)
• Visit to a rehabilitation
centre
CENTRAL BOARD OF SECONDARY EDUCATION
INSTITUTIONAL AREA, ROUSE AVENUE, NEW DELHI-110002
CBSE/ACAD/CIRCULAR/2007
14th March,2007
Circular No. 17
All Heads of Institutions
Affiliated to CBSE.
Subject : Importance of Nutrition for Bone Health.
Dear Principal,
Bone Health is a neglected area and has resulted in various problems both for adults and young
children.
The major causes for the poor bone health in India are genetic predisposition, lower bone mineral
density due to deficiency of calcium and vitamin D, inadequate exposure of body surface area to
direct sunshine even though the country has plenty of sunshine throughout the year, clothing pattern,
relatively pigmented skin, poor diet, lack of availability of foods fortified with essential vitamins and
minerals and lack of physical activity.
Childhood and adolescence is the time when bones are beginning to be modeled until around the age
of 30 when peak bone mass is achieved. Diet in the modeling phase is extremely important. A
critical element that helps absorb deposition of dietary calcium into bone mass is vitamin D. Deficiency of vitamin D is one of major contributory factor responsible for lower bone mineral density
(BMD).
A related bone problem is flurosis. It is prevalent in 17 States and has affected 66 million people
including about 6 million children below the age of 14. It results from consuming ground water with
excessive fluoride leading to bone disorders. Inadequate exposure of body surface area to direct
sunshine, clothing pattern, relatively pigmented skin, environmental pollution, faulty housing architecture which does not allow enough sunshine, poor diet and lack of required food fortification, are
among the major factors responsible for compromised bone health.
It is important to pay attention to bone health right for childhood. It is in this regard, schools may be
advised to take steps regarding the following aspects :
1.
Schools should promote outdoor physical activity after 9.00 a.m. and before 4.00 p.m. for
adequate exposure to sunshine. Sunshine is the most important source of vitamin D.
N
N
N
Vitamin. D helps absorption of calcium. The main source of vitamin D is the exposure to
sunlight. Exposure of legs and arms to sunlight for about 25 minutes between 9 AM and 4
PM is adequate.
Physical activity at all ages, particularly weight bearing activity, is important for bone
health. It also reduces the risk of falling by strengthening muscles and maintaining balance.
Calcium is critical for sound bone health. Foods containing calcium like milk, leafy green
vegetables, etc. should be a part of the normal daily diet.
123
3.
During the educational programs, schools should emphasis the importance of calcium and vitamin D and thus the schools play a crucial role in creating awareness on such vital issues by
sharing this message with the entire student community as well as the parents.
With regards,
Yours sincerely
(C.GURUMURTHY)
DIRECTOR(ACADEMICS)
Copy to :
1.
The Commissioner, Kendriya Vidyalaya Sangathan, 18, Institutional Area, Shaheed Jeet Singh
Marg, New Delhi-110016.
2.
The Commissioner, Navodaya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
3.
The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat,
Delhi-110054.
4.
The Director of Public Instructions (Schools), Union Territory Secretariat, Sector-9,
Chandigarh-160017.
5.
The Director of Education, Govt. of Sikkim, Gangtok, Sikkim-737101.
6.
The Director of School Education, Govt. of Arunachal Pradesh, Itanagar-791111.
7.
The Director of Education, Govt. of A & N Islands, Port Blair-744101.
8.
The Secretary, Central Tibetan School Administration, Sector 5, Rohini, Delhi-110085.
9.
All the Regional Officers of CBSE.
(C.GURUMURTHY)
124
CENTRAL BOARD OF SECONDARY EDUCATION
2, COMMUNITY CENTRE, PREET VIHAR, DELHI - 110092
NO. CBSE/ACAD/HELATH/2007
20th June,2007
Circular No. 29
All the Heads of the institutions
affiliated to CBSE
Subject : Comprehensive School Health Programme :
Dear Principals,
The Central Board of Scondary Education in continuation of its Circular No. 09 dated 31.5.2006
regarding Comprehensive School Health Programme and creating Health Club in school would like to
reiterate and create awareness about the following issues :
1.
School must have by now intiated the creation the creation of Health Clubs to implement the
Comprehensive School Health Programme.
i)
ii)
iii)
2.
Health and Wellnesss Clubs in schools need to focus on over all well being comprising
mental and social health of the child. These would act as nodal centres for creating an
enabling environment in the school to ensure an ambience of wellness and fostering
reventive health care.
The Constitution, responsibilities and objectives of a Health Club have already been
stated in the previous circular.
Activities for promoting health and wellness in schools have also been stated in
the circular.
Comprehensive School Health Manual
The Comprehensive School Health Manual addressed a basic gap in schooling that has crept in over the
years. The is largely to do with the aspect of school health which has somehow been relegated to
sporadic health check ups or in some cases a few hours of health instruction in the curriculum. It is
imperative that something is done urgently to take up the issue of holistic health. The School Health
Policy and now the Manual proposes to view health holistically, utilize all educational opportunities for
health promotion including formal and informal aproaches in curriculum and pedagogy. Providing a
safe school environment, an activity oriented health education curriculum to avoid health-related
risk behaviour, ensuring physical fitness activities and sports, providing nutritous snacks in the school
canteen, ensuring access to primary health care services, providing emergency care for illness or
injury, providing counselling services and integrated family and community activities and staff health
promotion policy are some of the expectations that a school should fulfill as was advised earlier in the
circular issued to all schools regarding setting up of Health Clubs.
Comprehensive School Health Manual will be available to all schools by August 2007.
3.
Health Websites :
The Ministry of Health and Family Welfare (MOHFW), Government of India has commissioned a
website on Health Living (www.healthy-india.org) to address the concerns in India on the lifestyle
preventable diseases.
125
The
a)
b)
c)
d)
e)
f)
objectives of the website are :
to harmonize the burden of preventable chronic diseases in the country by creating awareness
to bring in the need for a healthy lifestyle
to create Agents of Change among school children with regard to health issues
to encourage the setting up of a health fostering school
to create awareness regarding canteens as social responsible outlets which inculate healthy
eating behaviours
to ensure that there is enough emphasis on physical activity in schools and on enjoyment of this
physical activity.
The website has been so designed that it is user - friendly and containg a number of dynamic sections
for interative sessions.
As India advances economically and gains greater control over traditional health threats, diseases
related to distorted lifestyles and unhealthy living habits are rapidly growing as major public health
problems. Imbalanced diet, physical inactivity, tobacco consumption and alcohol abuse are leading to
many Indians suffering from diabetes, heart disease, cancer and lung disease. Many of these diseases
are preventable. Such preventive efforts are best started in childhood and in schooling years.
Armed with appropriate health information people can protect and promote their personal health and
families can create healthy living conditions for individuals of all ages. Schools and colleges are
important stakeholders in disseminating healthy lifestyle information to children and youth.
Healthy India endeavours to advance consciousness of disease prevention opprtunities, encourage
earlier detection and treatment of chronic diseases and foster healthy living through information and
resources on healthy lifestyle viz. Healthy Diet; Physical Activity; Dealing with Tobacoo and Alcohol
related health problems; Yoga Stress Management; Diabetes; Cancers; Heart Attacks and Strokes.
We would request you to encourage students, teachers and staff to adopt healthy life style practices
suggested in this useful site (www.healthy-india.org) and practice the provided advise therein.
Yours Sincerely
(VINEET JOSHI)
SECRETARY
126
Copy to :
01
The Commissioner, Kendriya Vidyalaya Sangathan, 18 Institutional Area, Shaheed Jeet Singh
Marg, New Delhi.
02
The Commissioner, Navodya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
03
The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat,
Delhi-110054.
04
The Director of Public Instructions (Schools), Union Territory Secretariat Sector-9 Chandigarh.
05
The Director of Education, Govt. of Andaman and Nicobar Islands, Port Blair
06
The Director of School Education, Arunachal Pradesh, Itanagar-791111.
07
The Director of Education, Govt. of Sikkim, Gangtok, Sikkim-737101
08
All Regional Officers, CBSE
09
All Assistant Commissioners, Regional Officers, KVS
10
All Education Officers and Asstt. Education Officers, CBSE
11
E.O. to Chairman CBSE
12
P.A. to Director (Academic) CBSE
(VINEET JOSHI)
SECRETARY
127
CENTRAL BOARD OF SECONDARY EDUCATION
INSTITUTIONAL AREA, ROUSE AVENUE, NEW DELHI-110002
NO. CBSE/ACAD/HEALTH MANUAL/2008
24th June,2008
Circular No. 27/08
All the Heads of the institutions
affiliated to CBSE.
Subject :
Comprehensive School Health Programme and Release of School Health Manuals
in four Volumes.
Dear Principal,
Children are the greatest asset of a country and those in school have a right to a happy and healthy
life within the school environment as well as at home. Investment in the health of children is an
investment in the future of the nation. It is essential to build on the components of knowledge
relating to health and nutrition, develop healthy attitudes and enhance Life Skills to overcome the
multiple health concerns affecting school going children both in the urban and remote areas of the
country.
This is further to our circulars (No. 09 dated 31.5.2006 and No. 29 dated 20.6.2007) on Comprehensive
School Health Programme in which the Board has requested schools to set up `Health Clubs' in order to
implement the Comprehensive School Health Programme. It is heartening to note that some of the
schools affiliated with the board have responded positively in this regard.
Comprehensive School Health Programme and Health Manuals :
The objectives of the School Health Club as mentioned in the earlier circular are also being reiterated:
•
To create Health Cards for each student
•
To create a health newspaper at least twice a year / poster competition related to health
issues
•
To conduct surveys on health related concerns
•
To organize ` health walks' as part of social campaigns
•
To organize health fairs and immunization projects
•
To tap the local resources in the community to arrange health talks
•
To render service in any area affected by a disaster or a calamity
•
To create health help line within the school to distress, cope with emotional and social behaviour
and to clarify misconceptions regarding adolescent health
•
To teach the students techniques of yoga and meditation from an early age
•
To inculcate in the students healthy and positive ways of living
•
To teach health songs on various health topics
……………../-
•
Celebration of important days (World Health Day - April 7)
•
Creating awareness regarding `World No Tobacco Day' (May 31), `World AIDS Day
(December 1) etc.
128
Health Manuals :
The Comprehensive School Health Manuals address a basic gap in schooling that has crept in over the
years. School Health has somehow been relegated to sporadic health check-ups or in some cases a
few hours of health instruction in the curriculum. It was imperative that something is done urgently
to take up the issue of holistic health in school going children which includes physical, mental,
emotional and psychological health. The School Health Policy and now the Manuals propose to view
health holistically, utilize all educational opportunities for health promotion including formal and
informal approaches in curriculum pedagogy. Providing a safe school environment, an activity oriented
health education curriculum to avoid health-related risk behavior, ensuring physical fitness activities
and sports, providing nutrituous snacks in the school canteen, ensuring access to primary health care
services and integrated family and community activities and a staff health promotion policy are some
of the expectations that a school should fulfill.
There are four Manuals in this package. The first Manual-Vol I is addressed to all stakeholders
concerned with school health. The other three Manuals are activity based manuals for teachers. Vol
II is Teachers Activity Manual which consist of activities for Primary Level (Classes I-V), Vol III is
Teacher's Manual for Upper Primary Level (Classes VI-VIII) and Vol IV is Teachers' Manual for Secondary
and Senior Secondary Level (Classes IX-XII). The activities revolve around six different themes Knowing your Body, Food and Nutrition, Personal and Environmental Hygiene, Physical Fitness, Being
Responsible and Safe and Behaviour and Life Skills. The objectives of the modules and activities is to
focus on the different aspects of growth and age appropriate development of the child.
The Manuals are holistic in their approach since they deal with not only physical health but also
mental, social, emotional and spiritual well being. Their uniqueness lies in their participative and
interactive approach. The activities mentioned can be easily incorporated in the classroom transaction,
keeping in mind that hands on learning is internalized faster than conventional learning. It is also
recommended that teachers may modify or customize the activities according to their social, cultural
and demographic needs.
The activities for teachers in each Section are suggestive and it is earnestly hoped that they will carry
on the spirit of each section through curriculum plus intervention strategies within the school. The
activities are learner centred and will help to empower them to construct knowledge for themselves
in a classroom or out of the class setting.
……………../The graded activities provided in the manual follow outcome based approach to learning, teaching
and assessment. They are positive in attitude and stress on developing health promoting habits from
an early age which emphasizes the concept of learning throughout life.
For the success of the school health programme it has to be developed and implemented by a strong
indigenous group committed teachers under the guidance of the dynamic head of the organization as
well as a committed management. A special feature of this development would be a cooperative,
caring and concerned atmosphere which it is hoped will be the key note of the school learning
environment while implementing the programme.
The integration of school and community efforts should be related where the school is regarded as a
social unit providing a focal point from which the school may reach out to the family, to the local
community and to the community at large as a whole which in turn may support the efforts of the
school.
129
It is hoped that the Health Manuals will foster the need to provide for a healthy environment for each
child studying in a school and in that sense the CBSE Comprehensive School Health Program is dedicated
to all children.
The Health Clubs can be used to conduct the activities which are detailed in the School Health Manuals
in four Volumes being released to all the schools. One set of the four volumes is being sent to all
schools free of cost, however, for additional volumes the school will have to make a request as these
will be priced documents. These will be available from the Stores, CBSE, 17 Institutional Area, Rouse
Avenue, New Delhi as well as from the Regional Offices.
(VINEET JOSHI)
SECRETARY
Copy with a request to respective Heads of Directorates/KVS/NVS/CTSA as indicated below to also
disseminate the information to all concerned schools under their jurisdiction :
01
The Commissioner, Kendriya Vidyalaya Sangathan, 18 Institutional Area, Shaheed Jeet Singh
Marg, New Delhi-110 016.
02
The Commissioner, Navodya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
03
The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat,
Delhi-110054.
04
The Director of Public Instructions (Schools), Union Territory Secretariat, Sector-9, Chandigarh160017.
05
The Director of Education, Govt. of Sikkim, Gangtok, Sikkim-737101
06
The Director of School Education, Govt of Arunachal Pradesh, Itanagar-791111.
……………../-
07
The Director of Education, Govt. of Andaman and Nicobar Islands, Port Blair-744101.
08. The Secretary, Central Tibetan School Administration, ESSESS Plaza, Community Centre,
Sector 3, Rohini, Delhi-110 085.
09
All Regional Officers of CBSE with the request to send this circular to all the Heads of the
affiliated schools of the Board in their respective regions.
10. All Education Officers of the Academic Branch, CBSE
11. All Asstt. Education Officers, CBSE
12. The Library and Information Officer, CBSE
13. E.O. to Chairman CBSE
14. P.A. to C.E., CBSE
15. P.A. to Director (Academic) CBSE
16. P.A. to HOD (EDUSAT), CBSE
17. P.A. to HOD(AIEEE), CBSE
18. PRO, CBSE
SECRETARY
130
CENTRAL BOARD OF SECONDARY EDUCATION
INSTITUTIONAL AREA, ROUSE AVENUE, NEW DELHI-110002
NO. CBSE/EO(L)/ACAD/2008
1st Sept.,2008
Circular No. 33/08
All the Heads of the institutions
affiliated to CBSE.
Subject : Creating a Healthy School Environment
Dear Principal,
One of the lofty aims of education is to shape young individuals into caring, thinking sensitive and
value enriched citizens of the country. These are achievable when the schools provide a nurturing
environment and create a value based climate within the school.
The schools affiliated to CBSE are seen as powerful resources of Human Resource Development. This
is possible and can be ensured only if the schools themselves are convinced of the positive benefits of
a value enriched environment.
The conflicting role models thrown up by the social context as well as the explosion of media often
result in giving out ambiguous signals to young minds. It thus becomes even more mandatory that
the schools serve as agents of change and transformation by bringing out the best from within each
child. The inspiration, motivation and upliftment of spirit should go hand in glove with transaction of
academic knowledge.
The Central Board of Secondary Education has received feedback about certain schools where the
school authorities forcibly keep the children back in Classes IX & XI under various pretexts. This has
been viewed very seriously. The Board requires all heads of institutions to reflect on the long term
objectives of imparting holistic education in schools. It is impossible to create vibrance and a joyful
and friendly learning ambience to ensure there is collaborative synergy between learners, teachers,
heads of the institutions, parents and the management of the school.
Unless the heads of schools realize their own responsibility towards all these stakeholders there will be
a serious backlash from all these quarters. Cases of indiscipline, rowydism, bullying, smoking and
other kinds of drug abuse in some institutions have also been reported to which a blind eye is turned
by the school authorities. The Adolescence Education Programme and the Life Skills
……………./Programme as well as the Comprehensive School Health Programme advocated by
the Board focuses on the growing concerns of adolescence which need to be addressed with an
urgency and immediacy and unless stringent action is taken at the right point of time in collaboration
with the parents of the adolescents it may become a matter of serious concern. Life Skills Education
is an excellent tool for bringing about positive behavioural changes in individuals.
It is essential that all stakeholders involved in imparting value based education within the school
environment should come together to find an answer to some of these areas that ultimately concern
all of us.
This may be brought to the notice of all teachers, students and parents through staff meetings /
assembly meetings, circulars and advisory issued and reinforced from time to time.
Yours sincerely
(VINEET JOSHI)
SECRETARY
131
Copy with a request to respective Heads of Directorates/KVS/NVS/CTSA as indicated below to also
disseminate the information to all concerned schools under their jurisdiction:
01
The Commissioner, Kendriya Vidyalaya Sangathan, 18 Institutional Area, Shaheed Jeet Singh
Marg, New Delhi-110 016.
02
The Commissioner, Navodya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
03
The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat,
Delhi-110054.
04
The Director of Public Instructions (Schools), Union Territory Secretariat, Sector-9, Chandigarh160017.
05
The Director of Education, Govt. of Sikkim, Gangtok, Sikkim-737101
06
The Director of School Education, Govt of Arunachal Pradesh, Itanagar791111.
07
The Director of Education, Govt. of Andaman and Nicobar Islands, Port Blair-744101.
08.
The Secretary, Central Tibetan School Administration, ESSESS Plaza, Community Centre,
Sector 3, Rohini, Delhi-110 085.
09
All Regional Officers of CBSE with the request to send this circular to all the Heads of the
affiliated schools of the Board in their respective regions.
………………./-
10.
All Education Officers of the Academic Branch, CBSE
11.
All Asstt. Education Officers, CBSE
12.
The Library and Information Officer, CBSE
13.
E.O. to Chairman CBSE
14.
P.A. to C.E., CBSE
15.
P.A. to Director (Academic), CBSE
16.
P.A. to HOD (EDUSAT), CBSE
17.
P.A. to HOD(AIEEE), CBSE
18.
PRO, CBSE
SECRETARY
132
CENTRAL BOARD OF SECONDARY EDUCATION
INSTITUTIONAL AREA, ROUSE AVENUE, NEW DELHI-110002
NO. CBSE/ACAD/CSHP/2008
6th Nov.,2008
Circular No. 49
All the Heads of the institutions
affiliated to CBSE.
Subject:
Follow up on Comprehensive School Health Programme.
Dear Principal,
The Central Board of Secondary Education has recommended the setting up Health and Wellness Clubs
and launched the four manuals in the package of Comprehensive School Health Manuals (vide circular
no. 27 dated 24th June, 2008).
We hope that you have received the following four volumes of the Comprehensive School Health
Manuals :
1.
Comprehensive School Health Teachers Activity Manual Volume I
2.
Teacher's Manual for Classes I-V
3.
Teachers' Activity Manual for Classes VI-VIII
4.
Teachers' Activity Manual for Classes IX - XII
In continuation of the above the Board would like to bring to you an advisory on some of the
components related to health such as Physical Fitness, Substance Abuse and Emotional Concerns.
1.
Physical Fitness :
a.
There should be at least 30 minutes of Physical Activities or games with maximum health
benefits for Classes I-VIII everyday.
a.
For Classes IX - XII it should be ensured that all the students participate in Physical Activity /
Games / Mass P.T / Yoga with maximum health benefits for at least 2 periods per week (90120 min / week).
b.
In case the school has constraints of space, climatic conditions, presence of enough PE Teachers,
or coaches it may consider indoor activities which would provide maximum health benefits
(Aerobics / Meditation & breathing exercises / Yoga).
c.
Mass P.T. in the morning keeping in view the climate conditions is another alternative the
school can use.
d.
Too much of time being spent by children at house in watching TV or playing computer games
needs to be carefully monitored by the parents. An advisory can be sent by schools to parents
and reinforced in the beginning of every term.
e.
Parental Awareness Programmes regarding Adolescent concerns including the above may be
held at regular intervals by the schools.
133
2.
Eating Habits and Diet:
School canteens should provide healthy snacks which can be monitored by the Health Clubs of the
schools. Doctors / Nutritional Experts/ dieticians / Counsellors / Nurses/ Home Science Department
may be involved in designing the recipes for the menu (healthy, nutritious, wholesome) and monitoring
quality of the food items. Junk / fast food needs to be replaced completely with healthy snacks.
Carbonated and aerated beverages may be replaced by juices and diary products (Lassi, Chach,
Flavored milk etc.)
3.
Substance Abuse :
Passive smoking is as harmful as indulging in active tobacco use. Awareness regarding the hazardous
effects of passive smoking need to be created among the students and this may also be a part of the
Parental Awareness Programmes. Awareness on recent laws enacted on prohibition of Tobacco products
in public places needs to be created among students. Heads of Institutes should ensure that no
Tobacco products should be sold either by minor or by major children in the vicinity of the educational
institutes. Regular vigilance against smoking at home and school needs to be emphasized. The
matter can be discussed in PTA meetings with parents. Project work on Substance / Tobacco abuse
may be assigned to students as part of school assignment across disciplines and `No Tobacco Week'
may be celebrated in school. A substance abuse control committee at school level involving PTA
member's local leaders and students may also be initiated.
Value Education and Value Enhanced Life Skills should form a part of the larger curriculum plus
activities in the schools. Schools should also be able to integrate unstructured programmes on Value
Education through their Literary Clubs, Health Clubs and Eco Clubs.
4.
Emotional Health:
There is a need for Value Education aided Conceptual Framework of Life Skills related to values for
sensitizing teachers and learners to the Universal Skills such as Thinking Skills (Creative and Critical
Thinking, Self Awareness, Problem Solving, Decision Making), Social Skills (Interpersonal Relationships,
Effective Communication, Empathy) and Emotional Skills (Managing feeling / Emotions, Coping with
Stress).
Yours sincerely
(DR.SADHANA PARASHAR)
EDUCATION OFFICER(L)
Copy with a request to respective Heads of Directorates/KVS/NVS/CTSA as indicated below to also
disseminate the information to all concerned schools under their jurisdiction :
01
The Commissioner, Kendriya Vidyalaya Sangathan, 18 Institutional Area, Shaheed Jeet Singh
Marg, New Delhi-110 016.
02
The Commissioner, Navodya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
03
The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat,
Delhi-110054.
04
The Director of Public Instructions (Schools), Union Territory Secretariat, Sector-9, Chandigarh160017.
134
05
The Director of Education, Govt. of Sikkim, Gangtok, Sikkim-737101
06
The Director of School Education,Govt of Arunachal Pradesh,Itanagar-791111.
07
The Director of Education, Govt. of Andaman and Nicobar Islands, Port Blair-
08. The Secretary, Central Tibetan School Administration, ESSESS Plaza, Community Centre,
Sector 3, Rohini, Delhi-110 085.
09
All Regional Officers of CBSE with the request to send this circular to all the Heads of the
affiliated schools of the Board in their respective regions.
10. All Education Officers of the Academic Branch, CBSE
11. All Asstt. Education Officers, CBSE
12. The Library and Information Officer, CBSE
13. E.O. to Chairman CBSE
14. P.A. to C.E., CBSE
15. D.O. to Secretary, CBSE
16. P.A. to Director (Academic), CBSE
17. P.A. to HOD (EDUSAT), CBSE
18. P.A. to HOD(AIEEE), CBSE
19. PRO, CBSE
EDUCATION OFFICER(L)
135
CENTRAL BOARD OF SECONDARY EDUCATION
INSTITUTIONAL AREA, ROUSE AVENUE, NEW DELHI-110002
CBSE/CM/ 2008
Dated: 11.11.2008
Circular No. 51/08
All Heads of Institutions
Affiliated to the Board
Subject: Safety in School Science Laboratories
Dear Principal,
Science laboratories are essential and critical component in Science education. All students study
Science as a compulsory subject upto grade X and a significant percentage of them continue studying
Physics, Chemistry, Biology, BioTechnology, Home Science etc. at senior secondary level. This requires
conduct of regular practical work and use of variety of equipment, instruments, gadgets, materials,
chemicals, glassware etc. It is of utmost importance that in order to ensure safety of students
working in Science laboratories, every essential precaution is taken well in advance.
It is not uncommon to observe that in many cases, the essential safety measures are either not given
much attention or are ignored altogether. Gas fittings in chemistry laboratory often do not fulfil the
mandatory standards and requirements. Chemical are, in many cases, not stored in safe manner and
kept under safe custody. It is also observed that exhaust fans are sometimes not provided in chemistry
laboratory. Mandatory items such as laboratory coats, goggles and gloves are not used while doing
experimental work. Electrical fittings are at times done with sub-standard materials and components.
Laboratories are not located with easy and open exits. Fire extinguishers are not installed at desired
locations. First aid facilities are inadequate or missing. Medical facilities are also found wanting on
many occasions. All such negligent actions may result in dangerous and unfortunate incidents and
need to be attended to urgently.
In order to ensure safety of students in Science Laboratories, there is an urgent need to look into its
different aspects and make the following provisions:
•
Designing of all science laboratories according to necessary norms and standards.
•
Two wide doors for unobstructed exits from the laboratory.
•
•
Adequate number of fire extinguishers near science laboratories.
Periodical checking of vulnerable points in the laboratories in relation to possibility of any
mishappening.
•
•
Ensuring gas fittings in Chemistry laboratory fulfilling desired norms and standards.
Periodical checking of electrical fittings/ insulations for replacement and repairs.
•
Timely and repeated instructions to students for careful handling of chemicals and equipments
in the laboratory.
•
•
Display of do's and dont's in the laboratory at prominent places.
Safe and secure storage of all chemicals.
•
Proper labelling and upkeep of chemicals.
•
Proper safety and protection provisions such as fume hood, goggles and gloves while doing
practical work.
•
Careful supervision of students while doing practical work.
•
•
Advance precautionary arrangements to meet any emergency situations.
Conduct of any additional experimental work only under supervision and with due advance
permission.
136
•
•
Availability of First Aid and basic medical facilities in the school.
Proper location of the laboratories.
The tragic fire incident in a school at Kumbakonam in 2004 is still afresh in which nearly 100 children
lost their precious lives. The Board had issued a detailed Circular no. 28/2004 dated 26th July, 2004
asking schools to take all safety measures for meeting adverse situations and ensuring safe custody
of children in the school. It is reiterated that all necessary safety measures may be taken and the
above guidelines may be discussed in detail with the teachers as well as students for greater awareness
and sensitization on safety matters.
The Board may depute an expert team to visit your school to find out whether all safety provisions in
Science laboratories have been made.
With best regards
Yours faithfully,
(VINEET JOSHI)
CHAIRMAN
Copy with a request to respective Heads of Directorates/KVS/NVS/CTSA as indicated below to also
disseminate the information to all concerned schools under their jurisdiction:
1.
2.
3.
4.
The Commissioner, Kendriya Vidyalaya Sangathan, 18-Institutional Area, Shaheed Jeet Singh
Marg, New Delhi-110 016.
The Commissioner, Navodaya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat,
Delhi-110 054.
The Director of Public Instructions (Schools), Union Territory Secretariat, Sector 9,
Chandigarh-160 017.
5.
6.
The Director of Education, Govt. of Sikkim, Gangtok, Sikkim - 737 101.
The Director of School Education, Govt. of Arunachal Pradesh, Itanagar-791 111
7.
The Director of Education, Govt. of A&N Islands, Port Blair-744 101.
8.
The Secretary, Central Tibetan School Administration, ESSESS Plaza, Community Centre,
Sector 3, Rohini, Delhi-110 085.
All the Regional Officers of CBSE with the request to send this circular to all the Heads of the
affiliated schools of the Board in their respective regions.
9.
10. The Education Officers/AEOs of the Academic Branch, CBSE.
11. The Joint Secretary (IT) with the request to put this circular on the CBSE website.
12. The Library and Information Officer, CBSE
13. EO to Chairman, CBSE
14. PA to CE, CBSE
15. PA to Secretary, CBSE
16. PA to Director (Acad.)
17. PA to HOD (AIEEE)
18. PA to HOD (Edusat)
19. PRO, CBSE
CHAIRMAN
137
CENTRAL BOARD OF SECONDARY EDUCATION
INSTITUTIONAL AREA, ROUSE AVENUE, NEW DELHI-110002
CBSE/ACAD/EO (L)/NUSSA/2009
Dated:24.6.2009
Circular No. 22
All the Heads of the Institutions
Affiliated to CBSE.
Subject :
National Urban School Sanitation Awards 2009 in the context of setting up of
`Health and Wellness Clubs and `Eco-Clubs' in schools.
Dear Principal,
The CBSE in collaboration with the Ministry of Urban Development and GTZ has introduced the
`National Initiative on School Sanitation' and the aim is to inculcate good sanitation habits among the
school children. The Annual National Urban School Sanitation Awards(NSSUA) has been instituted by
Ministry of Urban Development along with German Technical Cooperation (GTZ) and Central Board
of Secondary Education CBSE to inspire, acquaint and celebrate excellence in Urban School Sanitation.
These Awards are instituted with the purpose of honouring urban schools who are taking significant
steps towards effective sanitation and improvement in service delivery leading to behavioral change.
The awards are open to all school affiliated to CBSE which include Kendriya Vidyalayas, Jawahar
Navodaya Vidyalayas, Government Schools, Private Independent Schools, DAV Schools, CTSA Schools,
Army Schools etc.
Awards will be given in the following categories which schools can take up as part of Health and
Wellness Clubs and Eco-Clubs
N
Awareness Generation leading to Behavioural Change through Students and Community
Mobilization
N
Technical Innovation and Interventions
N
Improving Sanitation facilities for the Girl Child
N
Best performing Health and Wellness Clubs
N
Sustainability of the Effort
N
Waste Management and Disposal
N
Water conservation and Waste Water Recycling and its Utilization
N
Conservation of Green Spaces
N
Public Private Partnership
Parameters for the Selection
1. Sustainability :Demonstrated success geared towards long term hygiene and safe sanitation.
2.
Replicability: Potential for replication of practices and models that have resulted in better
service delivery.
3.
Safe Hygiene Practices
4.
Waste Segregation and Waste Management
5.
Awareness Generation Efforts and impact leading to Behavioral Change
6.
Water and Sanitation:Tangible Improvements in Service Delivery
138
7.
Efforts towards Water Management
8.
Innovation: Demonstrated Innovation, Uniqueness and Originality in the use of Ideas, Technology
and Resources
9.
Dynamism: Activity points scored by participation in various activities as organized from time
to time through website; www.schoolsanitation.com
Mechanism and Procedures
N
N
MoUD, CBSE and GTZ have constituted an Advisory Group for deciding on Awards.
Initial scrutiny will be done by Committee and then the final hundred entries will be submitted
for critical examination and final selection for the Awards by the Advisory Group.
The Awards will be in the form of certificates of excellence, mementos, citations, participation in a
school sanitation exchange programmes, joint development of pilot projects on zero waste producing
concepts with the schools and also special certificates to Principals, teachers and students associated
with excellent Health & Wellness Clubs and Eco Clubs.
You are requested to disseminate the information to all and participate in this initiative of National
importance.
You are requested to send in CD-ROM addressed to the Nodal Officer, National Urban School Sanitation
Awards 2009 by courier at CBSE, Shiksha Sadan, 4th Floor, Room No. 404. Under no circumstances
either projects or models should be sent to the CBSE or GTZ Office. For more information about the
National initiative on Urban School Sanitation visit: www.schoolsanitation.com and for further queries,
the Academic Branch at CBSE may be contacted at telephone no. 011-23234324 (Dr. Sneha Singh /
Syed Shaney Alam)
Yours sincerely,
(DR.SADHANA PARASHAR)
EDUCATION OFFICER (L)
Copy with a request to respective Heads of Directorates/KVS/NVS/CTSA as indicated below to also
disseminate the information to all concerned schools under their jurisdictions:
01
The Commissioner, Kendriya Vidyalaya Sangathan, 18 Institutional Area, Shaheed Jeet
Singh Marg, New Delhi
02
The Commissioner, Navodaya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi
03
The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat,
Delhi-110054.
04
The Director of Public Instructions (Schools), Union Territory Secretariat, Sector-9,
Chandigarh.
05
The Director of Education, Govt. of Andaman and Nicobar Islands, Port Blair
06
The Director of School Education, Arunachal Pradesh, Itanagar-791111.
07
The Director of Education, Govt. of Sikkim, Gangtok, Sikkim-737101
08
All Regional Officers, CBSE
09
All Assistant Commissioners, Regional Offices, KVS
139
10. All Education Officers and Asstt. Education Officers, CBSE
11.
Joint Secretary .IT. CBSE
12. E.O. to Chairman CBSE
13. P.A. to Secretary CBSE
14. P.A. to Director (Academic) CBSE
15. P.A. to Controller of Exams. CBSE
16. P.A. to HOD (EDUSAT), CBSE
17. P.A. to HOD (AIEEE), CBSE
Education Officer (L)
140
CENTRAL BOARD OF SECONDARY EDUCATION
INSTITUTIONAL AREA, ROUSE AVENUE, NEW DELHI-110002
(An autonomous Organisation under the Union Ministry of Human Resource Development, Govt.of
India). ‘Shiksha Sadan’, 17, Institutional Area, Rouse Avenue, New Delhi -110002
CBSE/ACAD/HEALTH/2010
July 28,2010
Circular No. 38
All the Heads of Independent Schools
Affiliated to the CBSE
Subject:
Observation of International Day against Drug Abuse and Illicit Trafficking on 26th
June, 2010.
Dear Principals,
As you are aware that each year 26th June is observed as the International Day against Drug Abuse
and Illicit Trafficking. Kindly refer to our earlier circular no.18 dated June19, 2009 whereby all schools
affiliated to CBSE had been asked to observe the day in a befitting manner by organizing activities
like awareness campaigns, conducting seminars and workshops and holding exhibitions etc.
You are hereby requested to send a report on the specific activities conducted in your school on this
occassion such as debates, elocution, essay writing, poster making competition and other suitable
extra curricular activities.
Yours Sincerely
( C.Gurumurthy)
Director (Academic)
Copy with a request to respective Heads of Directorates/KVS/NVS/CTSA as indicated below to also
disseminate the information to all concerned schools under their jurisdiction:
1.
The Commissioner, Kendriya Vidyalaya Sangathan, 18-Institutional Area, Shaheed Jeet Singh
Marg, New Delhi-110 016.
2.
The Commissioner, Navodaya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
3.
The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat,
Delhi-110 054.
4.
The Director of Public Instructions (Schools), Union Territory Secretariat, Sector 9,
Chandigarh-160017.
5.
The Director of Education, Govt. of Sikkim, Gangtok, Sikkim – 737 101.
6.
The Director of School Education, Govt. of Arunachal Pradesh, Itanagar-791 111
7.
The Director of Education, Govt. of A&N Islands, Port Blair-744 101.
8.
The Secretary, Central Tibetan School Administration, ESS ESS Plaza, Community Centre,
Sector 3, Rohini, Delhi-110 085.
9.
All the Regional Officers of CBSE with the request to send this circular to all the Heads of the
141
affiliated schools of the Board in their respective regions.
10. The Education Officers/AEOs of the Academic Branch, CBSE.
11. The Joint Secretary (IT) with the request to put this circular on the CBSE website.
12. The Library and Information Officer, CBSE
13. EO to Chairman, CBSE
14. PA to CE, CBSE
15. PA to Secretary, CBSE
16. PA to Director (Acad.)
17. PA to HOD (AIEEE)
18. PA to HOD (Edusat)
19. PRO, CBSE
( C.Gurumurthy)
Director (Academic)
142
CENTRAL BOARD OF SECONDARY EDUCATION
INSTITUTIONAL AREA, ROUSE AVENUE, NEW DELHI-110002
CBSE/Sports/2010-2011
Dated: 27.10.2010
Circular No. 71
All the Heads of the Institutions
Affiliated to CBSE
Subject:
Physical Education & Sports in Schools – reg..
Dear Principal,
Schools are dynamic settings for promoting health and wellness through various correlated areas such
as Physical Education and Sports as well as through Health and Wellness Clubs. There is a growing
awareness that the health and psycho-social well-being of young children is of paramount importance
and schools can provide a strategic means of improving children’s health, self-esteem, life skills and
behaviour.
Healthy living incase of school children is the prime concern of all stakeholders including principals,
parents, teachers and the community. To achieve this objective collective responsibility needs to be
assumed. An important dimension is that of experience and development of health skills and physique
through practical engagements with play, exercises, sports and practices of personal and community
hygiene.
The CBSE through its various advisories (Circular No. 09 dated 31.5.2006, Circular No. 29 dated 20th
June, 2007, Circular No. 27/08 dated 24th June, 2008, Circular No. 49 dated 6th Nov., 2008 and
Circular No. 57 dated 20.11.2009) has directed schools to set up Health and Wellness Clubs which can
be used to conduct the activities which are detailed in the School Health Manuals in four volumes
already released to all the schools.
It is well established that participation in Physical Education & Sports activities is highly beneficial to
one’s health and it leads to improved performance by students in schools, in addition to helping them
in developing many life skills.
Children lead happier lives as a result of being actively involved in sporting activities and it has long
been established that fitness and improved academics performance go hand in hand. Physical Education
and Sports activities during the school hours reduce boredom and help keep students attentive in the
classrooms.
Keeping in view the above, the Central Board of Secondary Education has time and again recommended
for providing compulsory time schedule for Physical Education & Sports activities for the students of
all classes.
The Board is of the firm opinion that the Physical Education & Sports programs teach important
conflict resolution skills including team work, fair play and communication leading to reduced violent
behaviour among children. Further, children who participate in Physical Education & Sports develop a
positive attitude towards their every day life activities.
In the above background, it is advised that the following in respect of the Physical Education & Sports
may be strictly adhered to:
a.
b.
There should be at least 40-45 minutes of Physical Activities or Games period for Classes I-X
everyday.
For Classes XI – XII it should be ensured that all the students participate in Physical Activity /
Games / Mass P.T / Yoga with maximum health benefits for at least two periods per week
143
(90-120 min / week).
c.
d.
In case the school has constraints of space, climatic conditions, presence of enough PE Teachers,
or coaches it may consider indoor activities which would provide maximum health benefits
(Aerobics / Meditation / Yoga & Asanas).
Mass P.T. in the morning keeping in view the climate conditions is another alternative the
school can have.
As part of Continuous and Comprehensive Evaluation the students will be assessed on participation
and performance in by choosing any two activities from the 13 activities given for Classes VI-VIII and
08 activities given for Classes IX-X.
It is earnestly hoped that all schools will follow these directives to ensure that all students draw
maximum health benefit in terms of physical fitness and team building as well as collaborative skills.
This may be brought to the notice of all teachers, students and parents.
Yours sincerely
VINEET JOSHI
CHAIRMAN
Copy with a request to respective Heads of Directorates/KVS/NVS/CTSA as indicated below to also
disseminate the information to all concerned schools under their jurisdiction:
01
The Commissioner, Kendriya Vidyalaya Sangathan, 18 Institutional Area, Shaheed Jeet Singh
Marg, New Delhi-110 016.
02
The Commissioner, Navodya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi.
03
The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat,
Delhi-110054.
The Director of Public Instructions (Schools), Union Territory Secretariat, Sector-9,
Chandigarh-160017.
04
05
06
The Director of Education, Govt. of Sikkim, Gangtok, Sikkim-737101
The Director of School Education,Govt of Arunachal Pradesh,Itanagar-791111.
07
The Director of Education, Govt. of Andaman and Nicobar Islands, Port Blair.
08. The Secretary, Central Tibetan School Administration, ESSESS Plaza, Community Centre,
Sector 3, Rohini, Delhi-110 085.
09
All Regional Officers of CBSE with the request to send this circular to all the Heads of the
affiliated schools of the Board in their respective regions.
10. All Education Officers of the Academic Branch, CBSE
11. All Asstt. Education Officers, CBSE
12. The Library and Information Officer, CBSE
13. E.O. to Chairman CBSE
14. P.A. to C.E., CBSE
15. D.O. to Secretary, CBSE
16. P.A. to Director (Academic), CBSE
17. P.A. to HOD (EDUSAT), CBSE
18. P.A. to HOD (AIEEE), CBSE
19. PRO, CBSE
CHAIRMAN
144
Appendix-2
BESIC EMERGENCY CARE
Cardiac arrest occurs in 70% of individuals at home and 20% at workspace and only in 10% at hospital.
It is therfore important that non-healthcare persons such as schoolchildren, teachers, police and
drivers should learn how to o save life and transport the patient to the nearest health facilit.
Cardiopulmonary resucitation (CPR) is a procedure to support and maintain breathing and cirulation
for a person who has stopped breathing (respiratory arrest) and/or whose heart has stopped (cardiac
arrest.)
Basic Emergency Care (BEC) is the emergency care which can be provided by schoolchildren,
teachers, police and drivers in the absence of advanced medical care. If one school kid is trained in
CPR, he or she can take care of his peers, family members and community at large.
Beside CPR and foreign body reomoval, it also includes considerations of patient transport such
as the protection of the cervical spine and avoiding additional injuries through splinting and
immobilization.
When witnessing sudden collapse in victims of all ages, the rescuer should first telephone the emergency
medical services system and then return to continue CPR (phone first). But for unwitnessed arrest
(eg drowning, drug overdose and injured), the rescuer should deliver five cycles of CPR before calling
emergency number and then continue CPR (phone fast).
THE CHAIN OF SURVIVAL
The highest survival rate from cardiac arrest can be achieved only when the following sequence of
events occurs as rapidly as possible :
1.
Early recognition of warning signs
2.
Activation of emergency medical services
3.
Basic CPR
4.
Defibrillation
5.
Management of airway and ventilation
6.
Intravenous administration of medications
Figure 1 : The adult chain of survival. The 4 links of actions in the chain are (1) phone (2) CPR, (3)
early defibrillation and (4) advanced care
145
These events have been likened to the links in a chain - The chain of Survival. It was introduced in
1991 as a model of efficiency and synergy in resuscitative efforts. If any link is weak or missing, the
chances of survival are lessened. The links in the Adult chain or sruvival are :
1.
Early access
2.
Early CPR
3.
Early defibrillation
4.
Early advanced cardiac life support
LEARNYouCPR
Can Do It!
Reference : Basic Emergency Care - by Dr. Sanjeev Boi, Dr. John. Bera, Dr. Chhavi Sawhney, Published
by Paras Medical Publisher, Hyderabad. 2009
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