Secondary Curriculum Mapping - Web Version

Handbook for Embedding
International Dimension and

Core Skills in the Classroom
2016-2017
Class 6 to Class 10
www.britishcouncil.in
CONTENT
Foreword 4
About the Handbook, Purpose 6
and How to Use it
List of Contributors 9
Life Skils, Global Citizenship 12
and International Dimension
Handbook for Embedding Class 6: Subject Maps 14

16
International Dimension
Examples of International
School Award Projects
in the Classroom Class 7: Subject Maps 26

2015-2016
Examples of International 28
Class 6 to Class 10 Class 8: Subject Maps 38

Class 9: Subject Maps 50

Class 10: Subject Maps 62

Using Rubrics Effectively 74

4
Foreword
The International School Award is an immensely popular

programme with schools in twenty-eight countries across the
world including UK. Outside the UK, India currently has the most
number of schools working on adding an international dimension
in the curriculum. The reason for this popularity is the constant
endeavour British Council makes to keep the programme relevant
and innovative. It strives to support the mission of every school to
provide the best education for their students.
This Handbook for Embedding International Dimension in the

Classroom is the outcome of a review carried out by British Council
India to improve the quality of International School Award action
plans. It is designed to help teachers and curriculum specialists in
Central Board of Secondary Education schools embed international
dimension in their classroom and achieve maximum impact from
every learning project they undertake. Though confined to classes
6 to 10 at the moment we will expand it to other classes shortly.
Handbook for Embedding International Dimension in the Classroom | 5
A large number of schools, head teachers, and teachers

have contributed to the development of the Handbook and
so it is largely your work. The idea was not to create a large
prescriptive list of activity plans but to give some examples
that will help generate new ideas, stimulate creativity and A large number of schools,
develop lessons that bring the best of international dimension head teachers and teachers
to every classroom whatever be their context, resources,
have contributed to the
access to technology, and experience.
development of the Handbook
We aim to run a series of lesson planning competitions and and so it is largely your work.
to keep adding to and refreshing the Handbook each year
making it a living, handy resource for easy reference. So
look out for the announcements on our website, participate
enthusiastically and send us your feedback and comments to
isa.india@britishcouncil.org as we are always eager to hear
from you.
Richard Everitt
Director—Education and Society
British Council India
6
Using the Handbook
Introduction The world we live in today is very different from

the one we lived in 20 years ago. Then there
The world around us is moving very rapidly, was no internet, no mobile phones, no digital
it is changing at all times. Newer challenges, media and many other things that we take
unique situations assail us even before we have for granted today. It becomes obvious, that
understood, internalized and prevailed over the therefore there is no possible way of predicting
present ones. New and emergent technologies what world the children of today will engage
have completely transformed the way we work, with 20 years from now.
communicate and even think.
In such a situation, the teacher has a huge
responsibility to equip the students with skills
which will enable them to secure a successful
future. Apart from knowledge and content,
today the teacher is expected to impart values,
life skills and attitudes. There is a growing
consensus now that just marks and good
scores in examinations will not help students
to succeed. They must also learn to be skilled,
confident and internationally aware citizens. So,
as educators we have to give young people the
opportunity to grow into these well-rounded,
creative and critical citizens, ready to engage
with emergent and demanding labour markets
and craft their own future as well as the future
of generations to come.
UNESCO’s Sustainable Development Goal 4
is to ensure inclusive and equitable quality
education and promote lifelong learning
opportunities for all1 such that young people
can develop their knowledge, skills and values British Council is committed to helping Using the ideas from the lesson plans in the
to live and work in a globalised economy educators to develop those core skills and book, teachers will be able to plan smarter
and contribute responsibly both locally and competencies in young people that relate to so that they are able to achieve all of the
globally. But, education systems around the the world in which they are living (often known above while keeping their students on track to
world face some overwhelming challenges. as 21st century skills or deep learning skills6), cover the content required in the curriculum.
While many children remain out of school,2 which include: Though it is directed primarily at schools
others are in school but not learning the planning to embark on the International
• Ways of working: communication and
basics3 or are intellectually disengaged from School Award journey it will be equally useful
collaboration
that schooling.4 Employers are demanding for those seeking to find ways to work across
higher-order cognitive skills from their • Ways of thinking: critical thinking, problem curriculum, develop life skills as well as equip
workforce, as opposed to the traditional solving, creativity and innovation, learning to their students with the 21st century Core
manual and lower-order cognitive skills. If learn and metacognition Skills.
economies are to be successful in the long • Tools for working: information literacy, We would like readers to note that the
term, young people need to be enabled to: information and communication technology curriculum as proposed by NCERT and the
• Generate and implement new ideas, (ICT) literacy CBSE can be interpreted in a vast number of
solutions and products • Ways of living in the world: global citizenship ways and the approach depicted here is but
and civic responsibility, including cultural one view. The lessons or projects or activities
• Use digital tools to enable knowledge
awareness and competence7 suggested her are not prescriptive but
discovery, creation of resources and
suggestive and the teachers are encouraged
communication This book is a tool for the teachers to use in to tailor them to suit their needs and
• Apply their knowledge to solve real-world their classrooms to increase the efficacy of objectives. We believe schools are the ultimate
problems.5 acquisition of the core skills in their students. experts in transacting their curriculum and
1. UNESCO Sustainable Development Goal 4 for 2030

2. UNSECO Global Monitoring Report 2012, 2013-14
3. 2013-14 EFA Global Monitoring Report: Teaching and Learning – Achieving Quality for All, DFID education position paper Improving learning, expanding opportunities
4. Jenkins, L (2013) Wilms and colleagues, (2009) Student Disengagement Data
5. National Council Research (2012) Education for life and work: Developing Transferable Knowledge and Skills in the 21st Century, National Academies Press
6. New pedagogies for deep learning: A Global Partnership. Available online at www.newpedagogies.info
7. Fullan, M and Langworthy, M, Assessment and Teaching of 21st Century Skills. Available online at www.atc21s.org: Binkley, M, Erstad, O, Herman, J, Raizen, S Ripley, M, Miller-Ricci, M, and Rumble, M (2012) ‘Defining 21st Century Skills’, in Griffin, P,
McGaw, B and Care, E (eds) Assessment and Teaching of 21st century skills, Springer Netherlands.
8
so the activities suggested here have been Focus on Classes Six to Ten
compiled by a large number of teachers and
head teachers of CBSE schools who have The initial focus group discussion and the
worked towards the International School consultation strongly indicated that the
Award programme. curriculum mapping exercise leading to the
creation of the Handbook be for secondary
school. The reason suggested was that these
Cross Curricular Approach are the classes when the content element of
The Handbook for Embedding International the curriculum in each subject area begins to
Dimension and Core Skills in the classroom has grow, but the other sets of skills also require
been created through the process of mapping significant attention.
classroom learning activities to the prescribed
However, another curriculum mapping
CBSE curriculum, the six Core Skills as outlined
exercise focused on the primary classes is
in the Connecting Classrooms programme
underway currently. A similar handbook will
and a list of International Dimension learning
be designed and published showcasing some
outcomes required for the International School
of the ways in which the Core Skills may be
Award. The activities are cross-curricular
embedded within the curriculum right from the
and usually cover two to three subjects. The
primary stage.
presentation of the subject maps at the outset
of the class is intended to help teachers to For the sake of simplicity all activities covered
look at topics covered in all subject areas in this handbook have been allocated to
even before they begin planning to allow them a single class though we envisage that
to identify opportunities to work across the with modification they may be appropriate
curriculum. for other classes as well. Moreover, many
activities can be coordinated to make a whole
The handbook also presents the relevant
school project such as celebration of World
Core Skills, CBSE Life Skills side by side to
Week or an International Festival day etc.
encourage teachers to see the strong overlap
in these sets of skills, which makes it easy
to design lessons to nurture them in the
students.
Teaching and Measuring use by the teachers. A simple template may strongly encouraged to use local opportunities
be created to record the observation while such as International Students hostels of
Learning Outcomes students carry out the collaborative projects, nearby universities, tourist sites frequented
All the activities suggested in the handbook present research, produce reports, express by foreigners, personal overseas connections,
and indeed other activities that teachers their creativity and participate in the learning embassies and consulates, industries with
undertake in the classroom are likely to have activities. To help bring more objectivity to links overseas to add authentic international
many more learning outcomes than those the process teachers may also work in teams experience to the lessons. However, please do
indicated. The curriculum maps created focus to moderate each other’s observation and take every precaution to ensure that students
strongly on not more than two scholastic and give students a more exact and meaningful are safe and are not exposed to any risk while
two non-scholastic outcomes only so that feedback. undertaking the activities.
the teacher is able to assess and gauge the Please feel free to modify and change the
success of these learning activities. Assessing
learning outcome in content and knowledge of
Structure of the Sample activities to suit your classroom situation and
make them your own.
subject areas such as Science, Social Studies, Activities in the Curriculum
The Handbook for Embedding International
Mathematics, English and Laguages such as Maps Dimension in the Classroom will be updated
Hindi are easily managed through achievement
tests. But assessment of skills need an entirely Each activity has an aspect of action followed and modified each year with inputs from you
different approach. Across the world different or initiated through meaningful discussion and your school. Share with us case studies
methods have been suggested to measure and deliberation in the classroom. The quality of how you have used the learning activities
them and it is far from being an exact science. of the lesson will depend on the skill of the given here or other features of the handbook
However, we strongly suggest that use some teacher to manage and deliver the learning for planning lessons. You can send us pictures
form of learner assessment of these skills to experience of their students and facilitate and text at isa.india@britishcouncil.org.
help pupils understand the contribution of these discussions. Outstanding case studies will be showcased in
teaching towards their skill development. our next publication.
Ideally the activities should be undertaken
The Handbook has sample rubrics that have with a partner school in another country The British Council schools team wishes
been created by the teachers during the but considering this may not always be you all the best for adding an international
Curriculum Mapping workshop as a suggested possible each sample activity can be modified dimension in the curriculum and looks forward
way of measuring some of these skills. Many to working without partner schools, with to many interesting and exciting case studies
such rubrics are also freely available online. International Dimension inputs coming from in the future.
They may be tailored and customized for use of the internet or library. Schools are
List of Contributors
Overall Contributors to the Focus Group Discussion

Conceptualisation Sandeep Sethi Education Officer, Central Board of Secondary Education
and Planning Alka Sharma DAV Public School
Rittika Chanda Parruck Varsha Gautam DAV Public School

Deputy Director – Education and Gurmeet Kaur Silver Line School, Ghaziabad
Society
Ritu Pachauri Silver Line School, Ghaziabad
Yvette Hutchinson Harmeet Kaur G D Salwan Public School
Education Adviser
(Policy and Education Enhancement) Pooja Datta G D Salwan Public School
Kavita Bhatia Bal Bharti Public School, Gangaram Hospital Marg
Alka Nagpal Bal Bharti Public School, Gangaram Hospital Marg
Kritika Mehta Sapphire International School, Noida
Editing and Designing Aparna Nanda Sapphire International School, Noida

Laxmi Prasad Kendriya Vidyalaya, Gole Market
Arijit Ghosh
Nidhi Singh Nehru World School, Ghaziabad
Head – School Programmes
Charu Sharma Nehru World School, Ghaziabad
Pradnya Gokhale and staff
of New Era Senior Secondary School, Kiran Sharma Bal Bharati Public School, Manesar
Vadodara Sarika Anand Bal Bharati Public School, Manesar
Mala Gupta Springdales School, Pusa Road
Nidhi Springdales School, Pusa Road
12
List of participants in Content Development Workshop at Chennai

S.No Name School City S.No Name School City
1 Karuna S Mishra Apeejay School, Pitampura Delhi 18 Saranya C Chinmaya International Coimbatore
Residential School
2 Shyamala E Venkataraman Army Public School Bengaluru
19 Uma Sankaranarayanan Chinmaya Vidyalaya Chennai
3 Maya.P.S Arsha Vidya Mandir Chennai
20 Geetha Venkataraman Chinmaya Vidyalaya - Chennai
4 Anju Arora Bal Bharati Public School Delhi
Virugambakkam
5 Jyotsna Gulati Bal Bharati Public School Delhi
21 Anitha L Chinmaya Vidyalaya,Anna Chennai
6 Sandhya Kakkar Bal Bharati Public School, Delhi Nagar
Dwarka
22 S.K Prameela Chinmaya Vidyalaya,Anna Chennai
7 Mridu Marwah Bal Bharati Public School, Delhi Nagar
Rohini
23 Subha Sathyan Chinmaya Vidyalaya,Anna Chennai
8 Sapna Makan Bal Bharati Public School, Delhi Nagar
Rohini
24 Hanu Narang Chiranjiv Bharati School Gurgaon
9 SmitaSharma Dabas Bal Bharati Public School, Delhi
25 Mondira Dey DAV Model School Durgapur
Rohini
26 Sudipta Das DAV Model School Durgapur
10 Savitha Suverna BGS National Public School Bengaluru
27 Palghat Meera Ragava Delhi Public School, South Bengaluru
11 Rajsree V R BGS National Public School Bengaluru
28 Kanika Khurana Delhi Public School Ghaziabad
12 Suprabha Nandakumar BGS National Public School Bengaluru
29 Neitu Singh malic Delhi Public School Ghaziabad
13 Sreemati Sen Birla High School Kolkata
30 Nita Gopalakrishnan Euro School Hyderabad
14 Alka Luthra Centre Point School Nagpur
31 Sailaja Shyam Krishna Euro School Hyderabad
15 Farida Aziz Bartanwala Centre Point School Nagpur
32 Davneet kaur G D Goenka public School, Delhi
16 Tarka Jayant Tokekar Centre Point School Nagpur
Karkardooma
17 Jyoti Roy Chinmaya International Coimbatore
33 Renu Ajay G D Goenka public School, Delhi
Residential School
Karkardooma
S.No Name School City S.No Name School City

34 Anitha Subramanian Gear Innovative Bengaluru 49 Jayanthi Gunasekaran Padma Seshadri Bala Chennai
International School Bhavan Senior Secondary
School, K K Nagar
35 Nandini V Bhat Gear Innovative Bengaluru
International School 50 Jayashree Vasudevan Padma Seshadri Bala Chennai
Bhavan Senior Secondary
36 Poonam Singh Indirapuram Public School Delhi
School, K K Nagar
37 Jyothi Badanpudi Jain Heritage A Cambridge Hyderabad
51 R Durga Bhuvaneswari Padma Seshadri Bala Chennai
School
Bhavan Senior Secondary
38 Sheeba Joyson Jain Heritage A Cambridge Hyderabad School, K K Nagar
School
52 Ramnika Kohli PSBB Sr Sec School, Chennai
39 Amita Kaushalya World School Noida Nungambakkam
40 Sanehi Bhandari Kaushalya World School Noida 53 Ruby Antony Rajagiri Public School Kochi
41 Meena Karuppiah Mahatma Montessori School Madurai 54 Pankaj Kumar Raut SAI International School Bhubaneswar
42 Narayani Ambi Mahatma Montessori School Madurai 55 Swarnalata Sahu SAI International School Bhubaneswar
43 Madhumita Sarkar Manasarowar Pushkarini Mysore 56 Mala Gupta Springdales School, Pusa Delhi
Vidyashrama road
44 Smithendu Shivadas Manasarowar Pushkarini Mysore 57 Mridula Agarwal Springdales School, Pusa Delhi
Vidyashrama road
45 Buddhi Shanthi Meridian School for Hyderabad 58 Kavitha Anand Sri Sankara Senior Chennai
Boys&Girls Secondary School
46 Sunita Vinay New Era Senior Sec School Vadodara 59 R Revathy Sri Sankara Senior Chennai
Secondary School
47 Linata Arande New Era Senior Sec School Vadodara
60 Pushpa TVS School Tumkur
48 Geetha Loganathan Padma Seshadri Bala Chennai
Bhavan Senior Secondary 61 Laxmi Shrinivas Vels Vidyashram Chennai
School, K K Nagar
14
The CBSE Life Skills Curriculum
Life Skills, Core Skills and International teaching something which they cannot tangibly measure and evaluate.
Dimension Outcomes The life skills described here are perhaps the hardest to measure. It
needs a sharp power of observation and a trained eye to see students
As realisation of the importance of the skill development has grown over demonstrate these skills as they perform the learning activities. To
the years so has debate and discussion around them. What should these help with the assessment the teachers participating in the curriculum
skills be called? Soft skills, 21st century skills, deep learning skills, life mapping workshop have also attempted to create some sample rubrics for
skills or something else altogether. How should they be described and assessment of the CBSE life skills and the six core skills as there is a large
how should they be measured? This handbook does not seek to join the
academic debate but to give teachers a tool to design lessons that can
nurture these skills within students in a systematic manner.
Self
Empathy Critical Thinking
Presented here are two sets of skills and a list of learning dimension Awareness
outcomes which we have called the co-scholastic areas as opposed to the

core scholastic disciplines of Social Science, Science, Mathematics, English
Problem Solving Creative Thinking
and Hindi. The principles of language learning are very similar and we felt
that the teachers would easily use the maps for language teaching of any
modern foreign language or other vernacular Indian languages.
The Connecting Classrooms core skills programme also focuses on

enhancing transferable skills such as critical thinking, problem solving and Decision Making Communication
advocacy and conflict resolution in order to make our students become

responsible global citizen. There is a strong overlap between the two lists
Inter-
Coping with Emotion Coping with Stress
and that makes the task of mapping relatively simple. personal
A school is held accountable to regulatory authorities, governors, parents

and the students hence its natural that teachers feel uncomfortable
Life Skills
most common ones used in the Indian schools’ action plans. A common
mistake that schools new to the International School Award often make is
to give more importance to the information they collate and send across to
Critical Thinking
Problem Solving the partner school and not focus on the information received and learning
about the world achieved through
Student Leadership the activities. International School Award is about learning from, learning
Communication and
and Personal
Development
Collaboration with and learning about the world and if the action plan is made keeping
this in mind it cannot go wrong.
Acknowledge
Appreciate
Creativity and Learn from, with and Interdependence /
Digital literacy Diversity across
Imagination about the World Interconnectedness
Borders
around the World
Plan Collaboration Aware of

Citizenship beyond their Own Global Issues
Country
Core Skills
overlap between the two. Again the attempt has not been to create an Make Right Choices Engage with Local
for Sustainability and Global issues
exhaustive and large list of descriptors but to provide a few samples that
can be adapted and used as needed. Predict
Acknowledge Suggest and
Consequence,
Different Viewpoints Advocate Solutions
Cause and Effect
of Different Cultures Globally
The International Dimension outcomes listed here are limited and can be Globally
extended but this list was compiled after sorting through over hundreds of
International School Award action plans and portfolios and these are the International Dimension Outcomes
CLASS 6
SUBJECT MAPS
GATEFOLD
CLASS 6
SUBJECT MAPS
GATEFOLD
18
SOCIAL SCIENCE
Lesson Title
Earning a Living
History Geography Civics
around the World

Kingdoms of
Importance of Mediaval Period Diversity and
Latiitudes, Longitudes Government
Evidence New Ideas Earth in the Solar System Interdependance
and Maps and its Elements
of Archeology Contact with and Discrimination
different lands
Urban and Rural

Subjects: Social Science, Mathematics, English Earliest Societies
Livelihood
New Empires
and Kingdoms
Culture Motion of the Earth
Landform and Urban and Rural Local Government
and Civilization Realms of the Earth Livelihood and Administration
and Science
Class: 6 | Age Range: 11 – 12 years
MATHEMATICS ENGLISH
Arithmetic Algebra Geometry Statistics Listening Speaking Reading Writing Vocabulary
Role Play Word Extension
Data Handling
Whole Numbers Integers Linear Equation Basic Geometrical Mensuration Data Handling Comprehension Fluency and Accuracy Local and Global Comprehension Creative Text Based Infering
Concepts Meaning
Interview
Group Discussion
Gap Filling
Descriptive
Fractions Decimals Undserstanding Elementary Symmetry Story Listening Public Speaking Situational Talk Text Based Reading
Unseen
Narrative
Explanation Spot the Errors
Passages Extrapolation Puzzles
Shapes Explanatory
Word Grid
Diary Entry
Debate Guided Composition
Role Play Poetry Letter Writing
Ratio and Practical Extempore Factual Story Writing Syntex
Instructions Interview Prose Picture Composition
Proportion Geometry Elocution
Group Discussion Drama
Sequencing
Story Writing
Comic Strip Dictionary Game
Recitation Dialogue Writing
Lesson Planning
• Students think and in 100 words write • Students compares their list with that • They collate their results during class.
PERIOD about what they want to do when they PERIOD of their partner school with possible PERIOD • Students discuss and report on –
1 grow up and why 2 focus on: 4
- What was the most common reason
• Students collate all responses and then - Reasons for choosing this job for liking one’s job?
critically analyse the data and classify - Are there any social stigmas/social - Which type of job required the
them by profession (doctors, engineers, norms/ gender specific roles? longest preparation time?
teachers etc.) and by reasons (help • Students design creative interviews for - What are the common challenges?
others, earn money etc.) people in their neighbourhood from
PERIOD What are the variations?
• They consider the entire range of 3 different professions, asking them: - Did the findings influence their own
professions from manual to the more - What they like most/least about choice of profession in any way?
sought after jobs and compare the their work? Explain.
perceptions attached to each (e.g.
- How long and what did they do to
prestige, pay, career progression,
prepare for earning their livelihood?
perceived status, fame etc.)
Handbook for Embedding International Dimension in the Classroom | Class 6 | 19
Class 6
Central Board of Secondary Education: Life Skills Domain International Dimension Outcomes
Self Appreciate Acknowledge Interdependence /

Empathy Critical Thinking Learn from, with and about
Diversity across Interconnectedness
Awareness Empathy the World
Borders around the World
Problem Solving Creative Thinking Plan Collaboration beyond their Aware of

Learn from, with
Own Country and about Global Issues
the World
Self
Awareness
Decision Making Communication Make Right Choices Engage with Local and Global
for Sustainability issues
Inter-
Coping with Emotion Coping with Stress Predict Consequence, Cause Acknowledge Different Suggest and
personal and Effect Globally Viewpoints of Different Cultures Advocate Solutions Globally
Core skills in practice Preparation and Tips for the Lesson
• Teacher should help students identify professions that serve them but
are often overlooked or not adequately recognized
• School could invite people from various and varied professions
CRITICAL THINKING AND
(firefighters, policemen, armed forces, bus drivers, academicians,
PROBLEM SOLVING
radio jockeys, businessmen, politicians etc). Audio/video recordings,
skype chats could be organized if face to face meetings are not
possible
STUDENT LEADERSHIP AND COMMUNICATION AND
PERSONAL DEVELOPMENT COLLABORATION
PROBLEM SOLVING Assessment
• Did students collaborate and create an exhaustive list of professions?

Could they identify points of similarity and differences between their
list and their partner schools’?
DIGITAL LITERACY
CREATIVITY AND
IMAGINATION • Could students link ideas together such that this exercise helped
them to think critically and then choose the best profession for them
individually in a rational manner?
CITIZENSHIP • Did the students understand the concept of interdependence – i.e.
CITIZENSHIP
that all kinds of professions are needed for smooth functioning of
society anywhere in the world?
• Review: Student’ work, reports, class discussions, interview scripts
20
Lesson Title
Tiffin Box Analysis
Subjects: Science, English
SCIENCE ENGLISH
Components
of Food
Environmental
Physics Chemistry Biology Listening Speaking Reading Writing Vocabulary
Science
Factual
Living
Motiion and Light, Word Extension
Sorting Materials Changes Organisms Components Getting to Garbage In
Measurement of Shadows and Water Comprehension Fluency and Accuracy Local and Global Comprehension Creative Text Based Infering
into Groups Around Us and their of Food know Plants Garbage Out
Distances Reflections Meaning
Sequencing
Surroundings
Food — Where Descriptive

Gap Filling
Electricity Separation of Fibre Air Unseen Explanation Spot the Errors
Fun with Magnets does it Body Movements Story Listening Public Speaking Situational Talk Text Based Reading Narrative
and Circuits Substances to Fabric Around Us Passages Extrapolation Puzzles
Food — Where
come from Explanatory
Word Grid
does it
come from
Diary Entry
Extempore Factual Story Writing Syntex
Elocution Sequencing Comic Strip Dictionary Game
Group Discussion Drama Story Writing
Lesson Planning
• Students take pictures of what is in • The students write out the recipes of represented in the tiffins? Which
PERIOD their tiffin boxes and print them out for PERIOD the top tiffin meals and exchange it ones were more common?
1 the class. 2 with the partner school’s list. - What ingredients/foods were the
• They analyse the contents and label the • The students then repeat the earlier most popular? Why?
food groups and food sources on the exercise and identify food groups in - Is there any co-relation between
photographs. tiffins of other countries and make a the health benefits vis-à-vis the
• They also collect data on quantities by comparative study on health benefits, popularity?
rough estimate. attractiveness, ingredients etc. - How do the findings differ from
• They also exercise personal preference those of their partner schools?
by voting for the 5 best tiffins, thinking • Students discuss the result and write a - Did the findings influence their own
critically and citing logical reasons PERIOD report on – choice of tiffin in any way?
for each. 3 - What were the most common
ingredients in their tiffins?
- Were all the food groups
Class 6

Awareness Diversity across Interconnectedness
the World
Inter-
personal Plan Collaboration beyond their Aware of Appreciate
Own Country Diversity across
Global Issues
Borders
Self
Awareness
Decision Making Make Right Choices Engage with Local and Global
Communication
Inter- Predict Consequence, Cause Acknowledge Different Suggest and

Core Skills in Play Preparation and Tips for the Lesson
• With partner schools, a skype session can be organized where

students from both schools can display and discuss the contents of
their tiffin boxes

• Were the students able to identify food groups correctly? Did they
STUDENT LEADERSHIP AND COMMUNICATION AND understand the difference between healthy and unhealthy tiffins?
PROBLEM SOLVING • Did the students appreciate and enjoy the different ways in which
food groups are represented in meals in other parts of the world?
• Review: Students’ recipes, pictures, students’ analysis of the partner
school tiffins and their own.
CREATIVITY AND
DIGITAL LITERACY
IMAGINATION
CITIZENSHIP
CITIZENSHIP
22
Lesson Title
Currency Clues to
Countries and Cultures
Subjects: Social Science, English
SOCIAL SCIENCE ENGLISH
History Geography Civics Listening Speaking Reading Writing Vocabulary
Kingdoms of
Importance of Mediaval Period Diversity and Word Extension
Explanation
Importance of
Evidence New Ideas Earth in the Solar System Interdependance Comprehension Fluency and Accuracy Local and Global Comprehension Creative Text Based Infering
of Archeology Contact with and Discrimination Meaning
different lands
Evidence Extrapolation
Earliest Societies
New Empires
and Kingdoms of Archeology Landform and Urban and Rural Local Government Unseen
Descriptive
Explanation
Gap Filling
Spot the Errors
Culture Motion of the Earth Story Listening Public Speaking Situational Talk Text Based Reading Narrative
and Civilization Realms of the Earth Livelihood and Administration Passages
Explanatory
Extrapolation Puzzles
and Science Word Grid
Diary Entry
Lesson Planning
• Students brainstorm the importance of • Teacher divides students into groups • They then further research the country
PERIOD archeological evidence in revealing the PERIOD and asks them to research and find and find evidence to either support
1 secrets of the past to historians. 3 out about coins and currency notes of their assumptions or gather new
• The teacher asks students to behave other countries. information about the country.
like archeologists and critically examine • Students creatively present the
evidence in coins and currency notes of information they collect and collate
their country to find out more about it. in a logical and orderly manner, • Students organize a poster exhibition
either as handouts or in a powerpoint PERIOD explaining how they used evidence
• Students list down common themes presentations 4 from coins and currency notes to learn
PERIOD like animals, birds, buildings people etc. • Students make connections between about a country.
2 found on currency and share findings their findings and their prior knowledge
with the entire class. and draw conclusions about the
climate, flora-fauna, people, attire etc.
of the country.
Class 6

the World
Plan Collaboration beyond their Aware of

Own Country Global Issues
Critical Thinking
Acknowledge Different Viewpoints

of Different Cultures
Communication

• Teacher should identify currencies of those countries, from which the

required deductions can be made
• The school can also organize optional visits to numismatic and
CRITICAL THINKING AND CRITICAL THINKING AND
philately exhibitions, wherever possible.
PROBLEM SOLVING PROBLEM SOLVING
Assessment
STUDENT LEADERSHIP AND
PERSONAL DEVELOPMENT
COMMUNICATION AND
COLLABORATION • Did the students demonstrate critical thinking in making connections
between the images on currency of different countries and link them
to the history and geography of the country being studied?
• Did the students see links between archeological deductions and their
own deductions?
• Were they able to knit together their existing ideas with the new
CREATIVITY AND
DIGITAL LITERACY
IMAGINATION information/information thrown up after their research?
• Review: Students’ work, presentations, posters
CREATIVITY AND
CITIZENSHIP IMAGINATION
24
efnboer (HINDI)
ceewKeerkeÀ ueerKeerle
Lesson Title
Deelce keÀLee
Expressions of Emotion
ÞekeCe kee®eve heþve uesKeve
Subjects: Social Science, Hindi, English Deheþerle

ieoîeebMe
keÀkeerlee kee®eve/
oesne Deelce keÀLee keÀek³e/
ieoîe heþve Devvegíso ®eer$e hej DeeOeejerle
keÀneveer uesKeve
Class: 6 | Age Range: 11 – 12 years Deheþerle veeìîe ceb®eve he$e uesKeve

heoîeebMe
Kingdoms of
Importance of
Evidence
of Archeology
Mediaval Period
New Ideas Earth in the Solar System New Empires
Latiitudes, Longitudes
and Maps
Diversity and
Interdependance
and Discrimination
Government
and its Elements
Comprehension Fluency and Accuracy Local and Global Comprehension Creative Text Based
Word Extension
Infering
Meaning
and Kingdoms
Contact with
different lands
Factual
New Empires
Culture Sequencing
and Kingdoms
and Science
Gap Filling
Descriptive
Earliest Societies Landform and Urban and Rural Local Government Unseen Explanation Spot the Errors
Culture Motion of the Earth Story Listening Public Speaking Situational Talk Text Based Reading
Passages
Narrative
Extrapolation Puzzles
and Civilization Realms of the Earth Livelihood and Administration Explanatory
Diary Entry
Lesson Planning
• Student groups are assigned a famous moment of emotional turmoil, personal • Student groups take turns in being the
PERIOD personality from varied fields like sports, or professional setback in his/her ‘agony aunt’ and giving suggestions
1 science, business, politics, films, art, life, and how he/she coped with and from the point of view of a peer,
historical ruler etc. from India as well as overcame this setback. exercising empathy, compassion and
other countries. • Students also write essays starting with understanding.
• They collaborate and research the life “If I were in (name of famous person)’s • The teacher – or preferably the
of the person and then create a picture shoes, I would have done…”. school counsellor - must review the
story about him/her, presenting the facts suggestions before posting back on the
in a logical yet creative manner. • The students start an “Agony Aunt” wall magazine.
PERIOD wall magazine in the class. Students • Students discuss the most common
• The students will use their creativity 3 can anonymously post personal emotional challenges faced by their
PERIOD and imagination to present, through a challenges/stresses that they are going generation and ways to cope with
2 short 3 minute role play, any aspect of through, asking for suggestions on how them.
that person’s life which showcases any to overcome them.
Class 6

the World
Inter- Engage with Local and Global

personal issues
Communication
Communication

• Teacher has to compile a varied group of personalities to bring about

the universality of the emotional stress.
• A trained counsellor will be an asset while doing this activity
PROBLEM SOLVING
Assessment
• Did students understand that there are moments of challenge in

COMMUNICATION AND
COLLABORATION
COMMUNICATION AND every life and that emotional turmoil is real? Did students understand
COLLABORATION
that challenges can be overcome and can be the stepping stones to
success?
• Did students learn to deal with emotional challenges with empathy?
Did they learn to vocalise their emotions clearly and in acceptable
ways?
CREATIVITY AND
DIGITAL LITERACY
IMAGINATION
• Review: Picture story scripts, role play depictions, wall magazine
content, contribution to discussions at the end of the exercise.
CITIZENSHIP
26
Lesson Title
Fighting for a Cause
Subjects: Social Science, English
Diversity and
Kingdoms of
Interdependance
Importance of Mediaval Period Diversity and Word Extension
Evidence New Ideas Earth in the Solar System Interdependance Comprehension Fluency and Accuracy Local and Global Comprehension Creative Text Based Infering
of Archeology Contact with and Discrimination Meaning
and Discrimination
different lands
Letter Writing
New Empires
Picture Composition
Earliest Societies
and Civilization
and Kingdoms
Landform and
Realms of the Earth
Urban and Rural
Livelihood
Local Government
and Administration
Story Listening Public Speaking Story Writing
Situational Talk Text Based Reading
Unseen
Passages
Descriptive
Narrative
Explanatory
Explanation
Extrapolation
Gap Filling
Spot the Errors
Puzzles
Diary Entry
Debate Letter Writing Guided Composition
Role Play Poetry
Lesson Planning
• Teacher narrates/shows clips or • Students research the issues pertaining • Students adopt a local cause and
PERIOD pictures of any recent global or local PERIOD to their chosen marginalized group and PERIOD create a campaign/plan to promote it
1 crisis related to marginalized or 2 have debates on various talking points, 4 within the school.
oppressed people. Eg Syrian refugee exploring the issue though different • With the help of teacher, they approach
crisis, Gorkhaland agitation, farmers of perspectives. the local civic authority to implement
Maharashtra etc. • The letters are posted on blogs and the campaign in the neighbourhood.
• The students also brainstorm in class social media and other students are
and create a list of people whose basic asked to join the campaign and leave
rights have been violated e.g. children comments and suggestions on raising
forced into labour, women, tribes and awareness.
races facing discrimination and social • They then write an open letter to the
marginalization, refugees etc. PERIOD public, appealing to them to join the
3 fight to empower and uplift the quality
of life of the downtrodden.
Class 6

the World
Creative Thinking
Acknowledge Interdependence / Aware of

Problem Solving Creative Thinking Plan Collaboration beyond their
Own Country Interconnectedness Global Issues
around the World
Critical Thinking
Communication
Communication

• Teachers might want to refer to Nobel Laureates Kailash Satyarthi

from India and Malala Yousufzai from Pakistan to show how they
fought for children’s rights under different circumstances. They could
also look at successful global campaigns against tobacco or towards
promoting breastfeeding.
PROBLEM SOLVING
Assessment
PROBLEM SOLVING • Does the list of brainstorming ideas show awareness of diversity of
global issues?
• Are students able to engage in a global discussion to champion
the cause of the downtrodden? Do they remain civil and solution
oriented?
• Are they able to consider multiple perspectives and knit together
CREATIVITY AND
DIGITAL LITERACY
IMAGINATION
their existing ideas with challenging, newer ones?

• Review: Brainstorming list, debate content, letter script, campaign
CITIZENSHIP
CITIZENSHIP
plans & resultant impact and response.
CLASS 7
SUBJECT MAPS
GATEFOLD
CLASS 7
SUBJECT MAPS
GATEFOLD
30
SOCIAL SCIENCE
Lesson Title
Biomes
Interior of the Earth
Global Fashion Show

Tracing Changes through a Delhi Sultanate Media
Environment and the Changes Equality
1000 Years and Mughal Empire and Advertising
on the Earth Surface
Subjects: Science, Social Science, English Rulers and

their Architecture
Tribes, Nomads, and Settled
Communities
The Atmosphere Biomes Gender Markets
Class: 7 | Age Range: 12 – 13 years Religious

Development and Hydrosphere
Human Environment and Equality in Indian
State Government
Interaction Democracy
Regional Culture
SCIENCE ENGLISH
Environmental
Science
Factual
Weather and Climate Water — DebateComprehension Discursive Diary Entry Word Building
From Fibre to
Acids, Bases Nutrition in
Heat Light Nutrition in Plants and Adaptation of A Precious and Fluency and Accuracy Local and Global Comprehension Creative Text Based Dictionary and
and Salts Animals
Extempore Literary Letter Writing

Animals to Climate Resource Interpretation Thesaurus Skills
Fabric Elocution Descriptive Passage

Gap Filling
Listening to Instructions Sentence Completion Use
Electric of Idioms and Phrases
Physical and Reproduction Respiration in Winds, Storms and Listening Activity Descriptive
Motion and Time Current and Soil Discussion Public Speaking Situational Talk Text Based Reading
Unseen
Diary Writing Narrative
Explanation Hangman
Chemical Changes in Plants Organism Cyclones Passages Extrapolation Pictionary
its Effects Completion of Worksheet Persuasive Dumbcharades
Word Search
Crosswords
Letter Writing
Transportation Poetry Article/Report
From Fibre to Forest — Our Instructions Debate Role Play Factual Diary Entry
in Plants and Waste Water Story Prose Comic Strip Jumbled Words
Fabric Life Line Audio Tape Extempore Interview
Drama
Discursive
Story Writing
Letter Writing
and Sentences
Animals Worksheet Elocution Group Discussion Literary Descriptive Passage
Research Poems
Poster Making
Lesson Planning
• Teacher brainstorms with students about • Each student group researches one of keeping in mind sustainability and
PERIOD fibres and fabrics from around the world. PERIOD the different biomes of the earth and availability of improved modern
1 • Students work in collaborative groups 2 the type of clothing and traditional materials.
to collate information about natural and attire of the people living in each of
artificial materials used for clothing. these biomes viz. Arctic, Temperate, • The fashion show created by the class
• They analyse this information, laying Tropical and Equatorial etc. PERIOD is presented to the school who vote
4 for the country/fabric they liked best,
particular emphasis on the impact of
local climate, available resources and • Students are asked to conceptualise a citing reasons.
material on fashion in different parts of PERIOD fashion show which makes connections • The peer review is analysed by the
the world. 3 between the clothing and the students and discussed in class.
innovations, appropriateness and
aesthetics of these around the world.
• They are also asked to present any
innovations/changes they suggest
Appreciate Acknowledge Interdependence /

Self Learn from, with and about
Empathy Critical Thinking Diversity across Interconnectedness
Awareness the World
Creative Thinking Aware of Appreciate

Plan Collaboration beyond their
Own Country Diversity across
Global Issues
Borders
Class 7
Communication
Inter-
personal
• Internet search for traditional attire and local/preferred fabric in

countries across the world
PROBLEM SOLVING CREATIVITY AND Assessment
IMAGINATION
• How observant were the students in noting details of colour, patterns,

COMMUNICATION AND
COLLABORATION
fabrics and typical themes in clothing of different places?
• Did they make connections between the local clothing and local
weather, geographical conditions, availability of resources etc?
• Were they able to analyse current needs, sustainability, available
resources, social norms and create new and improved clothing for
their chosen region?
CREATIVITY AND
DIGITAL LITERACY
IMAGINATION
• Review: Fashion show costumes, dresses, pictures etc., reports and
students’ work.
CITIZENSHIP
CITIZENSHIP
32
SOCIAL SCIENCE
Lesson Title Interior of the Earth
Environment
The Water Saving Handbook
Tracing Changes through a Delhi Sultanate Media
Subjects: Science, Social Science, English Rulers and

their Architecture
Communities
Class: 7 | Age Range: 12 – 13 years Religious

Development and Hydrosphere
State Government
Regional Culture
SCIENCE ENGLISH
Environmental
Science
Water —
Descriptive
Weather and Climate Water —
A Precious
Acids, Bases Nutrition in Comprehension Word Building
Heat Light Nutrition in Plants and Adaptation of A Precious and Fluency and Accuracy Local and Global Comprehension Creative Text Based Dictionary and
and Salts Animals
Animals to Climate Resource Interpretation Thesaurus Skills
Resource Diary Writing

Electric Listening to Instructions
Narrative Gap Filling
Sentence Completion Use
Persuasive
Physical and Reproduction Respiration in Winds, Storms and Listening Activity Descriptive of Idioms and Phrases
Motion and Time Current and Soil Unseen Explanation Hangman
Chemical Changes in Plants Organism Cyclones Discussion Public Speaking Situational Talk Text Based Reading
Passages
Extrapolation Pictionary
its Effects Completion of Worksheet Persuasive Dumbcharades
Word Search
Crosswords
Letter Writing
Transportation Poetry Article/Report
From Fibre to Forest — Our Instructions Debate Role Play Factual Diary Entry
in Plants and Waste Water Story Prose Comic Strip Jumbled Words
Fabric Life Line Audio Tape Extempore Interview Discursive Letter Writing
Animals Worksheet Elocution Group Discussion
Drama
Literary
Story Writing
Descriptive Passage
and Sentences
Research Poems
Poster Making
Lesson Planning
• Students have discussions about water • The students do online surveys • Students create an e-book on
PERIOD and its importance in our lives. They PERIOD (Surveymonkey.com) and gather PERIOD their surveys, research and
1 explore the need to save water and 2 information on how each task is done 3 recommendations and upload it on
various scenarios where there is scarcity in various countries and research how the school website as a save Water
of water. They draw up a list of the ways much water is used by each method. Handbook asking for comments and
in which we can conserve water. Eg. How much water is used while further suggestions from the school
• Students brainstorm and come up with taking shower vs bucket vs a bathtub. community, including parents.
a list of ways in which we use water in • They analyse the data and then think • They also share the link with partner
our everyday lives like cooking, bathing, critically to make connections between schools and on other online forums to
watering the garden/crops, drinking etc usage patterns to create a list of collect maximum suggestions which
recommendations on ways to save can be incorporated into a new edition
water in each of the methods. of the e-book at a later date.

the World

Make Right Choices
for Sustainability
Class 7
Communication

• Many free e-book publication services are available on the internet. If

the school has the budget, teachers could look at buying a premium
subscription to avoid unwanted advertisements.
• Did the students approach the problem logically? Did they have a
COMMUNICATION AND
COLLABORATION
systematic but innovative approach to solving the problems?
PROBLEM SOLVING • Did the students demonstrate understanding of the need to save
water and the ways to do so?
• Review: e-book content, feedback, peer review, research reports,
survey questionnaires and analysis.
CREATIVITY AND
DIGITAL LITERACY
IMAGINATION
CITIZENSHIP
DIGITAL LITERACY
34
Lesson Title
Rules, Rules, Rules
Subjects: English, Social Science
ENGLISH SOCIAL SCIENCE
Listening Speaking Reading Writing Vocabulary History Geography Civics
Listening to Instructions
Listening Activity
Comprehension
and Fluency and AccuracyDiscussion Local and Global Comprehension Creative Text Based
Word Building
Dictionary and
Tracing Changes through a
1000 Years
Delhi Sultanate
and Mughal Empire
State Government
Environment
and the Changes Equality
Media
and Advertising
Completion of
Interpretation Thesaurus Skills on the Earth Surface
Worksheet
Gap Filling
Listening Activity Descriptive of Idioms and Phrases
Unseen Explanation Hangman Rulers and Tribes, Nomads, and Settled
Discussion Public Speaking Situational Talk Text Based Reading
Passages
Extrapolation Pictionary The Atmosphere Biomes Gender Markets
Completion of Worksheet Persuasive Dumbcharades
their Architecture Communities
Word Search
Crosswords
Letter Writing
Poetry Article/Report Religious
Instructions Debate Role Play Factual Diary Entry
Prose Comic Strip Jumbled Words Human Environment and Equality in Indian
Audio Tape Extempore Interview
Drama
Discursive
Story Writing
Letter Writing
and Sentences Development and Hydrosphere State Government
Worksheet Elocution Group Discussion Literary Descriptive Passage Interaction Democracy
Research Poems Regional Culture
Poster Making
Lesson Planning
• Students brainstorm and collate a and types of punishments meted out • Students create their own class rules,
PERIOD list of rules in their own homes. They for breaking the rules in different PERIOD school rules around various duties,
1 may include things like meal timings, countries. 4 seating, conduct in the playground,
household responsibility, TV and prevention of bullying etc.
computer time etc. • Students also explore rules in public • These are shared and comments
• They also receive a similar list from the PERIOD places such as the airport, polling and suggestions are sought from
partner school 3 booths, super market, using mobile partner schools, online international
• They critically analyse and compare phones in public places etc. and make communities etc. with the aim of
their findings to arrive at global patterns critical evaluations. arriving at a set of democratically
regarding rules. • They also assess the rules set by chosen rules and codes of conduct.
the country and the modalities of
• They debate the relevance of the rules upholding those rules as well as the
PERIOD
from different perspectives. role of the judiciary, legislature and
2 police through debates and discussions
• They also critically compare standards
Appreciate Acknowledge Interdependence /

Self Learn from, with and about
Empathy Critical Thinking Diversity across Interconnectedness
Awareness the World
Plan Collaboration beyond

their Own Country
Problem Solving Creative Thinking Global Issues
Own Country
Class 7
Critical Thinking
Make Right Choices Engage with Local and Global
Decision Making Communication for Sustainability issues
Self Suggest and Advocate

Awareness Solutions Globally

Coping with Emotion Coping with Stress and Effect Globally Viewpoints of Different Cultures Advocate Solutions Globally
personal
Core Skills in practice Preparation and Tips for the Lesson
• Ready handouts/information about rules in different countries

• Partner school participation/online surveys in international
communities
PROBLEM SOLVING
Assessment
• Were the students able to make deep connections between obeying

COMMUNICATION AND
COLLABORATION
rules and enjoying freedom safely?
PROBLEM SOLVING
• Were they able to co-relate rules with the purpose with which they
were framed by considering different perspectives? Were they able
to realise that the need to live within rules and regulations is an
international phenomenon?
CREATIVITY AND
• Were they able to correlate the importance of rules within family and
DIGITAL LITERACY
IMAGINATION
close community with the process of rules and governance by the
national government?
• Review: Students’ reports, survey questionnaires and evaluation of
CITIZENSHIP
CITIZENSHIP their results, presentations, debates
36
SCIENCE
Lesson Title Physics Chemistry Biology

Environmental
Science
Critical Look at Acids, Bases Nutrition in

Advertisements
Heat Light Nutrition in Plants and Adaptation of A Precious
and Salts Animals
Animals to Climate Resource
Nutrition in
Subjects: Science, Social Science, English Animals
Electric
Physical and Reproduction Respiration in Winds, Storms and
Motion and Time Current and Soil
Chemical Changes in Plants Organism Cyclones
its Effects
Class: 7 | Age Range: 12 – 13 years From Fibre to

Fabric
Transportation
in Plants and
Forest — Our
Life Line
Waste Water Story
Animals
Comprehension
1000 Years
Delhi Sultanate
and Mughal Empire
Media Environment
and the Changes Equality
Media
and Advertising
Comprehension
and Fluency and Accuracy and
Local and Global Comprehension Creative Text Based
Word Building
Dictionary and
and Advertising
on the Earth Surface Interpretation Thesaurus Skills
Interpretation
Gap Filling
Rulers and Tribes, Nomads, and Settled Unseen Explanation Hangman
The Atmosphere Biomes Gender Markets Discussion Public Speaking Situational Talk Text Based Reading Diary Writing Narrative Pictionary
their Architecture Communities Completion of Worksheet
Passages
Persuasive
Extrapolation
Dumbcharades
Word Search
Crosswords
Letter Writing
Religious Poetry Article/Report
Human Environment and Equality in Indian Prose Comic Strip Jumbled Words
Development and Hydrosphere State Government Audio Tape Extempore Interview
Drama
Discursive
Story Writing
Letter Writing
and Sentences
Interaction Democracy Worksheet Elocution Group Discussion Literary Descriptive Passage
Regional Culture Research Poems
Poster Making
Lesson Planning
• Students brainstorm the importance • Students go through advertisements in • Students work in groups and
PERIOD of advertisements as sources of PERIOD various print media, television, internet PERIOD collaborate to create an advertisement,
1 information and as a marketing tool. 2 etc and identify claims that appear 3 for any media, inviting tourists from
• They research the rules regarding illogical, unfair or inappropriate to around the world to a country of their
mandatory information on them, particularly those on fairness, choice, correlating it to the advertising
advertisements for tobacco products, weight loss, women’s role/portrayal etc standards they have discussed so far.
alcohol, investments etc and examine from around the world.
these statutories from multiple • Students debate the relevance and • Students display their advertisements
perspectives. appropriateness of such claims, discuss PERIOD for the rest of the school to see and
how to assess evidence and reach a 4 discuss at their appropriate levels.
• Students explore each other’s thoughts
on the authenticity of the claims in the consensus about their authenticity and
advertisements. how to approach consumer forums to
fight against misinformation.

the World
Learn from, with and about

Communication the World
Problem Solving Creative Thinking Plan Collaboration beyond their Aware of
Class 7
Communication
Problem Solving

• To give an international dimension, review advertisements from across

the world. Reports/discussions on advertising norms, controversial
topics and products can be reviewed too.
PROBLEM SOLVING
PROBLEM SOLVING
Assessment
• How well were students able to understand the importance of

COMMUNICATION AND
COLLABORATION
thinking critically about claims made by organisations selling various
products?
• Do they have a strategy to test the truth? Have they become better
equipped to question facts rationally?
• Review: Students’ reports and submission of research facts,
conceptualization and execution in creating the advertisement
CREATIVITY AND
DIGITAL LITERACY
IMAGINATION
COMMUNICATION AND
COLLABORATION
CITIZENSHIP
38
Lesson Title
Patriotism is Universal
Subjects: Hindi, Social Science
efnboer (HINDI) SOCIAL SCIENCE
ceewKeerkeÀ ueerKeerle History Geography Civics
ÞekeCe Devvegíkee®eve
so heþve uesKeve
1000 Years
Delhi Sultanate
and Mughal Empire
Environment
Religious
and the Changes
Equality
Media
and Advertising
Development and
Deheþerle DeelcekeÀLeelecekeÀ keÀek³e/ ®eer$e hej DeeOeejerle Rulers and
Regional Culture
mecee®eej Jee®eve Devvegíso their Architecture Communities
ieoîeebMe JejCeve ieoîe heþve keÀneveer uesKeve
Religious
Deheþerle Human Environment and Equality in Indian
keÀJeerlee Jee®eve/oesne veeìîe ceb®eve he$e uesKeve Development and Hydrosphere
State Government
heoîeebMe Regional Culture
Lesson Planning
• Students, individually, think of words in • The students research various patriotic • The students write essays on “what
PERIOD Hindi to describe their own country. PERIOD songs and poems from countries PERIOD patriotism means to me” and publish
1 • In pairs and groups, they now review 2 around the word and translate them 3 them on the class website or display
each other’s lists, debate and arrive at a into Hindi. them the chartboards.
consensus for a common list, choosing • They then create similar word clouds, • Students vote on the ones they like
words which are positive descriptors of and do an analysis of which words show best based on a pre-determined rubric
their country. up the maximum number of times. decided by the students themselves.
• They use online tools like wordle.net • They then make connections between
to create a word cloud with their list of similarities in the themes of patriotism
words. between various countries.

the World
Problem Solving Critical Thinking

Creative Thinking Plan Collaboration beyond their Aware of
Class 7
Appreciate
Diversity across
Borders
Self
Awareness
Communication

• Wordle.net is a great site for creating word clouds in various

languages, including many Indian ones. A collection of patriotic songs
and poems can be found on the internet.
PROBLEM SOLVING CREATIVITY AND
IMAGINATION
Assessment

COMMUNICATION AND
COLLABORATION
• Have students understood and appreciated the universality of the
theme of patriotism in different countries? Did they understand the
rationalization of loving one’s own country and respecting other
nations at the same time?
• Could they build upon the existing concepts of patriotism and create
a new but logical reasoning about the relevance of national identity in
DIGITAL LITERACY
CREATIVITY AND
IMAGINATION
their lives?
• Review: word clouds, presentation, submissions
CITIZENSHIP
CITIZENSHIP
CLASS 8
SUBJECT MAPS
GATEFOLD
CLASS 8
SUBJECT MAPS
GATEFOLD
42
ENGLISH
Lesson Title Public Speaking

Listening Speaking Reading Writing Vocabulary
Traditional Games Word
From Around the World

Comprehension
Local and Global Extension
and Fluency and Accuracy Creative Text Based
Comprehension Infering
Interpretation
Meaning
Situational Talk
Subjects: English, Social Science, Hindi Pre Listening
While Listening
Post Listening
Public
Speaking
Situational Talk
Text Based
Reading
Unseen
Passages
Descriptive
Narrative
Guided
Composition
Explanation
Extrapolation
Gap Filling,
Editing Omission

Debate Letter writing
Role Play
Declamation Poetry Article Diary Entry
Instructions Interview Spin a yarn
Extempore Prose Factual Report Informal Letter
Audio Tape Group Jumbled
Elocution Drama Literary e-mail Notice/Message
Worksheet Discussion Sentences
JAM Research Story Writing Passage
Street Play
Spin a yarn Precise Writing
SOCIAL SCIENCE efnboer (HINDI)
History Geography Civics ceewKeerkeÀ ueerKeerle
Religious
General Natural
Indian
Constitution and Organs of the Yee<eCe
Indian Society Revolt of 1857
Development
Resources Resources Fundamental rights Government ÞekeCe kee®eve heþve uesKeve
and Duties
and
Education during Regional
National Culture
Human Made Human Role of Police Deheþerle keÀek³e/
British Rule Movements Resource Resource
Social Justice
and courts
Yee<eCe DeeMeg Yee<eCe veeìîe ceb®eve Devvegíso mJejef®ele keÀneveer
ieoîeebMe ieoîe heþve
Religious Marginalized Deheþerle

Development and and forms of Jeeo efJeJeeo mee#eelekeÀej He$euesKeve ef®e$ee JejCeve
Regional Culture Government heoîeebMe
keÀJeerlee Jee®eve/
Hejer®ej®ee
oesne
Lesson Planning
• Students divide themselves into groups • They also hold short demonstration • They also have discussions on and
PERIOD and choose a country. matches amongst themselves. explore possible reasons why some
1 • They research a traditional game from • While one set of students are playing, games/sports have gained more
each of these countries and create a the other students of the group take popularity than others.
rule book for the game. turns to give bi-lingual commentary
on it. • In groups, students brainstorm design
PERIOD different and innovative indoor and
• The groups take turns to teach other the
PERIOD games using the rule book as a guide. • Students post pictures/videos of these 4 outdoor games, with a detailed ruled
2 They have to talk about the country PERIOD matches and rule books on online book. This can be a competition wjere
of origin, the history of the game, 3 forums with their partner schools and students present/demonstrate the
the people who play the game and review comments. imaginary game and the winner is
equipment required, if any. chosen through voting.
Acknowledge
Self Appreciate
Empathy Critical Thinking Learn from, with and Interdependence /
Awareness Diversity across
about the World Interconnectedness
Borders
around the World
Appreciate
Diversity across
Aware of
Problem Solving Creative Thinking Plan Collaboration beyond
their Own Country Global IssuesBorders
Self
Critical Thinking
Awareness
Decision Making Communication Make Right Choices Engage with Local and
for Sustainability Global issues
Inter- Acknowledge Different Suggest and

Coping with Emotion Coping with Stress Predict Consequence,
personal Viewpoints of Different Advocate Solutions
Cause and Effect Globally
Cultures Globally
Class 8
Core skills in practice Preparation and Tips for the Lesson
• Students can get information about the different games either from
the Internet or from their partner schools
Assessment
PROBLEM SOLVING
• Did the students enjoy playing games from different countries? Could
COMMUNICATION AND
COLLABORATION they draw parallels between those games and games from their own
COMMUNICATION AND
COLLABORATION
country?
• Were they able to articulate the purpose of games and sports and
why they are played all over the world in every community?
• Could the students collaborate amongst themselves and create new
and innovative games?
CREATIVITY AND
• Review: Students’ research, performances in recreating the games,
DIGITAL LITERACY
IMAGINATION
rule books
CITIZENSHIP
CITIZENSHIP
44
SCIENCE
Global Experiment
on Light Pollution
Force and Coal and Flames and Food Cell and its
Friction Reproduction
Pressure Petrol Burning Production Structure
Star and
Solar System
Subjects: Science, Social Science, Mathematics Light
Star and
Solar System
Fibres
Metals and
Non Metals
Conservation Adolescence Microbes
Class: 8 | Age Range: 13 – 14 years Some

Sound
Chemical
Effect of
Pollution
Phenomenon Air/ Water
Electricity
MATHEMATICS
Business
SOCIAL SCIENCE
Arithmetic Algebra Geometry Statistics
Mathematics
Linear Equations Visualising Solid Comparing History Geography Civics

Rational No's Data Handling
in One Variables Shapes Quantities
Data Handling
Squares& Square
Algebraic
Expressions and
Undserstanding Direct And Inverse
Linear Graphs Indian Society Revolt of 1857
General Natural General Organs of the
Indian
Constitution and
Roots Quadrilaterals Proportions
Identities Resources Resources
Resources Government
Fundamental rights
and Duties
Mensuration Factorisation Practical Geometry

Education during National Human Made Human Role of Police
Social Justice
British Rule Movements Resource Resource and courts
Exponents
and Powers
Religious Marginalized
Development and and forms of
Regional Culture Government
Playing
with Numbers
Lesson Planning
• Students visit a planetarium or watch a • Students find out how to measure • Students creatively present their data
PERIOD show on stars and constellations in the PERIOD light pollution using the number of PERIOD at a seminar to other students and
1 school AV room. 3 stars visible clearly in the Orion and 4 upload their reports for comments.
participate in the Globe-at-Night • Students also exchange their findings
• They brainstorm a list of stars and project – a global scientific experiment. within their local and global cluster
PERIOD constellations from previous knowledge. • Students also measure visibility and schools, collate and analyse the data
2 • Students ask questions to fill in gaps in record their findings on the Loss of the and draw inferences on levels of
their knowledge. They collaborate with Night phone app/computer programme pollution in the region and the possible
other students and the teacher to gather at different times of the year in their causes.
all the answers. own region • They also create a number of personal
• Students brainstorm how stars are used and/or social action plans they can
for navigation and learn how to locate undertake to reduce light pollution and
the Pole Star and the Orion. share on online forums.
Acknowledge
Self Appreciate
Borders
around the World
Critical Thinking
Problem Solving Creative Thinking Plan Collaboration beyond Aware of
their Own Country Global Issues
Aware of
Global Issues
Communication
Cultures Globally
Class 8
Core skills in Practice Preparation and Tips for the Lesson
• There are many ongoing global experiments happening and teachers

can choose different ones to do. Global experiments give sense of the
way in which science experiments can involve a whole lot of people
across the world.
PROBLEM SOLVING
• Teacher should consider students’ access to smartphones/
computers. If not, alternate arrangements need to be made by the
school.
• Did the students improve/enhance their ICT skills through the global
scientific experiment? Were the students able to device ways to
publicise their action plans through social/digital media?
• Did the students participate and collaborate internationally to prepare
CREATIVITY AND
DIGITAL LITERACY
IMAGINATION
their report?
• Did they create social intervention/action plans to reduce pollution as
CITIZENSHIP
a group?
DIGITAL LITERACY • Review: Student’ work, reports, seminars, Action plans
46
Lesson Title
A Social Situation
Subjects: English, Science
ENGLISH SCIENCE
Listening Speaking Reading Writing Vocabulary Physics Chemistry Biology
Comprehension Situational Talk Word
Adolescence
Local and Global Extension Force and Coal and Flames and Food Cell and its
and Fluency and Accuracy Creative Text Based Friction Reproduction
Comprehension Infering Pressure Petrol Burning Production Structure
Role Play Interpretation
Meaning
Interview
Group
Descriptive
Pre Listening
Public Text Based Unseen Narrative Explanation Gap Filling, Star and Metals and
While Listening Situational Talk Light Fibres Conservation Adolescence Microbes
Speaking Reading Passages Guided Extrapolation Editing Omission Solar System Non Metals
Discussion
Post Listening
Composition
Street Play Debate

Role Play
Letter writing
Declamation Poetry Article Diary Entry Chemical
Instructions
Extempore
Interview
Prose Factual Report Informal Letter
Spin a yarn Some Pollution
Audio Tape Group Jumbled Sound Effect of
Elocution Drama Literary e-mail Notice/Message Phenomenon Air/ Water
Worksheet Discussion Sentences Electricity
Street Play
Lesson Planning
• Students brainstorm a list of awkward • They create scripts about these • Students receive similar lists and
PERIOD social situations. These may either be PERIOD situations, upload them on discussion PERIOD scripts from partner schools.
1 situations they have already faced or are 2 spaces for sharing with partner schools 3 • Students critically examine these lists
likely to face in life, e.g. bereavement, and getting their responses. of awkward moments analyse the
discussing an embarrassing condition • Students do role plays of the situations similarities and differences.
with the doctor, spilling food/drink on a and how to handle them. • They collate the data to come up
stranger etc. with the top 5 awkward moments for
• The students work in groups to discuss students of their age group and create
why these moments are considered humourous posters maybe using digital
awkward and try to come up with tools like Piktochart, Picstory etc.
empathetic and socially and culturally • The posters are put up for display in
acceptable solutions to handle them. the school and also shared with the
partner school.
Acknowledge
Self Appreciate
Borders
around the World

Learn from, with and

Empathy about the World
Critical Thinking
Cultures Globally
Class 8
• Establish a class code of conduct at the beginning of the lesson so

that all students are comfortable with sharing their experiences and
thoughts without fear of being ridiculed in any way
• Video clips of some awkward/embarrassing moments from films may
PROBLEM SOLVING
be shown at the beginning of the class to set the tone and make
COMMUNICATION AND students feel at ease with the topic
COLLABORATION
Assessment
• Did the students display self-confidence in sharing awkward/

embarrassing moments?
• Were they supportive of each other? Did they understand by the end
of the lesson that everyone has such moments and the need to create
a strategy to deal with them confidently and gracefully?
CREATIVITY AND
DIGITAL LITERACY
IMAGINATION
• Review: Quality of articulation and communication, self-expression

through the project work
CITIZENSHIP
CITIZENSHIP
48
Lesson Title
A Different Viewpoint
Religious
Comprehension Role Play Word Indian
and Fluency and Accuracy
Local and Global
Creative Text Based
Extension
Indian Society Development
Revolt of 1857
General
and
Natural Constitution and Organs of the
Interview
Comprehension Infering Resources Resources Fundamental rights Government
Interpretation
Regional Culture
Meaning and Duties
Group
Pre Listening
While Listening
Public
Situational Talk
Text Based Discussion
Unseen
Descriptive
Narrative Explanation Gap Filling, Education during National Human Made Human
Social Justice
Role of Police
Speaking Reading Passages Guided Extrapolation Editing Omission British Rule Movements Resource Resource and courts
Post Listening
Street PlayComposition

Role Play
Declamation Poetry Article Diary Entry Religious Marginalized
Extempore Prose Factual Report Informal Letter Development and and forms of
Worksheet Discussion Sentences Regional Culture Government
Street Play
Lesson Planning
• Students explore the need to seek visiting their country. They take • Students critically analyse the result of
PERIOD different viewpoints about oneself and special care with the language of the PERIOD their survey and consider the different
1 ask people from other countries about questions, keeping in mind cultural 3 perspectives about their country. They
their impression of India. variations etc. discuss the things that surprised them,
• At the same time, they should also what they would do differently as a
engage with foreigners asking them • Teachers accompany students to result of the feedback from around
about their lives and their country. PERIOD a location or invite visitors to the the world and how they felt while
• The students brainstorm a list of 2 school or set up skype sessions conducting this experiment.
questions that they would like to ask for the interviews. Students get the
them. opportunity to ask questions and
• The students vote for the top 5 compile answers.
questions they want to ask foreigners
Acknowledge
Self Appreciate
Borders
Communication around the World

Self Plan Collaboration

Awareness beyond their Own
Decision Making Communication Make Right Choices Country Engage with Local and

Cultures Globally
Class 8
• The teacher identifies a tourist site, an international hostel, hotel

and takes prior permission from relevant authorities to conduct this
experiment. Else skype or other social media, or even online surveys
(surveymonkey.com, formstack.com etc) may be used to conduct the
interviews.
PROBLEM SOLVING
COMMUNICATION AND
COLLABORATION Assessment
• Were they able to frame questions effectively? Did the respond to the
answers positively?
• Were they able to critically review the findings from the interviews and
find common themes?
• Review: Students’ reports, interviw scripts and analysis presentation.
CREATIVITY AND
DIGITAL LITERACY
IMAGINATION
CITIZENSHIP
CITIZENSHIP
50
SCIENCE
Animal Myths and Conservation
Conservation
Subjects: Science, English, Social Science Light

Star and
Solar System
Fibres
Metals and
Non Metals
Conservation Adolescence Microbes
Class: 8 | Age Range: 13 – 14 years Some

Sound
Chemical
Effect of
Pollution
Electricity
Local
Comprehension
and
and Fluency
Global and Accuracy
Local and Global
Creative Text Based
Word
Extension
General Natural
Indian
Constitution and Organs of the
Resources Fundamental rights Government
Comprehension
Comprehension Infering Resources
Interpretation and Duties
Meaning
Descriptive
Pre Listening Education during National Human Made Human Role of Police
Public Text Based Unseen Narrative Explanation Gap Filling, Social Justice
While Listening Situational Talk
Post Listening
Speaking Reading Passages Guided Extrapolation Editing Omission British Rule Movements Resource Resource and courts
Composition

Instructions
Audio Tape
Declamation
Extempore
Role Play
Interview
Group
Poetry
Prose Factual
Article
Report
Diary Entry
Informal Letter
Spin a yarn
Jumbled
Religious
Development and
Natural Marginalized
and forms of
Worksheet
Elocution
JAM
Spin a yarn
Discussion
Street Play
Drama
Research
Literary e-mail
Story Writing
Precise Writing
Notice/Message
Passage
Sentences Regional Culture Resources Government
Lesson Planning
• Students work in collaborative groups • Students brainstorm on known ways of endangered animals as pets, trade for
PERIOD to conduct a research on the internet PERIOD combatting poaching and suggest their medicine etc.
1 and create an infographic on myths 2 own ideas to spread awareness and
about the use of animal parts in curing combat this evil. • Students design a campaign to create
diseases, warding off evil, rain making • They use their research and previous PERIOD public awareness in their area of
etc. knowledge to create scripts for short 3 conservation.
• They then logically co-relate these role plays • They research charity sites and get an
demands to the supply from poaching • They do a role play in teams of 5, idea on fund raising and seeking public
and the effect on ecosystems. playing roles of a poacher, forest support.
official, middle man, trader and end • They post their advertisements and
user. Each group to take up different write about their campaign on a blog
cases like trade in artifacts, trade in and invite responses.
Acknowledge
Self Appreciate
Borders

Suggest and
Empathy Advocate Solutions
Decision Making Communication Make Right Choices Globally Engage with Local and

Cultures Globally
Class 8
• A lot of information is available on the internet. In case internet

facilities are not available then libraries should be able to provide
relevant information.
• Try to take a case study of endangered wildlife/conservation story
PROBLEM SOLVING PROBLEM SOLVING from each continent.
Assessment
• Did the students understand the importance of a scientific approach

to myth busting? Were they able to communicate this effectively?
• Did the students collaborate well on the tasks and demonstrate
creativity, empathy and persuasive communication to get the
message across?
CREATIVITY AND
DIGITAL LITERACY
IMAGINATION
• Review: Students’ reports, response to awareness campaign, role play
performances.
COMMUNICATION AND
CITIZENSHIP COLLABORATION
CLASS 9
SUBJECT MAPS
GATEFOLD
CLASS 9
SUBJECT MAPS
GATEFOLD
54
Lesson Title
Exploring Aspirations
History Political Science Geography ECONOMICS

Democracy in the
French Revolution India The Story of Palampur
Contemporary World
Word
Comprehension
Descriptive
Comprehension Infering Russian Revolution / What is Democracy
Interpretation Size and Location People as Resource
Meaning Rise of Nazism Why Democracy
Narrative
Forest Society and Colonialism/
Pre Listening Explanator Text Based Unseen
Descriptive
Narrative Explanation
Gap Filling Pastoralists in Modern World/ Poverty as
Constitutional Design
Physical Features
and Drainage
Poverty as
a Challenge
While Listening Public Speaking Situational Talk Editing Peasants and Farmers
Post Listening Persuasive Reading Passages Explanator
Persuasive
Extrapolation
Omission
a Challenge
The Story of Cricket /
Electoral Politics Climate Food Security
Clothing : A Social History
Debate Role Play Letter writing
Poetry Diary Entry
Instructions Declamation Radio Show Factual Article
Prose Informal Letter Syntex
Audio Tape Extempore Interview Discursive Report
Worksheet Elocution Group
Drama
Literary e-mail
Descriptive Transformation Natural Vegetation
Research Passage Working of Institutions
JAM Discussion Story Writing and Wildlife
Democratic Rights Population
Lesson Planning
• Students individually think about what • Students work in pairs and groups to • Students work towards understanding
PERIOD personal success means to them. PERIOD critically analyse the write-ups and PERIOD and making connections between
1 • They write a 300 word paragraph 2 categorise them according to the 3 making career plans based on their
beginning with ‘I will know I am ones dependent on fame and power, particular strengths and setting out
successful when…” and then they on wealth and material success, on goals to achieve on the way to success.
exchange this with their partner school acquisition of knowledge and influence, • The class shares their findings with
students. or on being able to help others and each other. Then they hold a seminar
contribute to the greater good etc. on these findings and present it to
peers within the school.
Acknowledge
Self Appreciate
Borders
around the World
Plan Collaboration
Problem Solving Creative Thinking Aware of
beyond their
Global Issues
Own Country
Plan Collaboration
Self beyond their
Critical Thinking
Awareness Own Country

Cultures Globally
• Maslow’s Hierarchy of Needs might be a good tool to share to help

students understand success.
Assessment
• How well did the students articulate their aspirations and could they
make connections between materialistic requirements and a higher
Class 9
COMMUNICATION AND
COLLABORATION
purpose?
• Did they learn about new careers and are they confident and upbeat
about achieving this?
• Review: Paragraph writing, descriptions given by students.
CREATIVITY AND
DIGITAL LITERACY
IMAGINATION
CITIZENSHIP
56
ENGLISH

Debate
Lesson Title Declamation
Colonialism and Cricket

Word
Comprehension
Fluency and Accuracy Extempore
and Creative Text Based
Interpretation
Elocution Meaning
JAM
Subjects: Science, Social Science, English Pre Listening
While Listening Public Speaking Situational Talk
Text Based
Reading
Unseen
Passages
Descriptive
Narrative
Explanator
Explanation
Extrapolation
Gap Filling
Editing
Post Listening Omission
Persuasive
Class: 9 | Age Range: 14 – 15 years Instructions

Debate
Declamation
Role Play
Radio Show
Poetry
Factual
Letter writing
Article
Diary Entry
Drama Descriptive Transformation
Worksheet Elocution Group Literary e-mail
Research Passage
JAM Discussion Story Writing
Motion SCIENCE SOCIAL SCIENCE
Physics Chemistry Biology History Political Science Geography ECONOMICS
French Revolution The Story

Democracy in theof
Contemporary World
India The Story of Palampur
Motion Gravitation
Matter and
Surroundings
Atoms and
Molecules
Natural
Resources
Fundamental
Unit of Life
Diversity of
Organisms
Cricket / Clothing:
Russian Revolution /
A Social History
What is Democracy
Force and Laws
Size and Location People as Resource
Rise of Nazism Why Democracy
Force and of Motion

Is Matter
Structure
Improvement
Why Do We
Physical Features Poverty as
Laws of Sound Around us of Food Tissues Pastoralists in Modern World/ Constitutional Design
of Atom Fall Ill? and Drainage a Challenge
Motion Pure Resources Peasants and Farmers
The Story of
Cricket / Clothing : Electoral Politics Climate Food Security
A Social History
Work and
Energy
Natural Vegetation
Working of Institutions
and Wildlife
Lesson Planning
• Students brainstorm and try to co-relate period and compare and draw parallels that will increase safety, help judges in
PERIOD the history of cricket and its links to a on how cricket was used as a political decision making or heighten interest in
1 colonial past. tool in the movie Lagaan. the game.
• They critically examine the concept of
using sport as a political tool for change, • Students also compare the evolution • Students organize a debate with their
using talking points. PERIOD of cricket vis-à-vis the evolution of PERIOD partner schools (via skype) on whether
• The students work in groups to research 2 technology and the physics of cricket, 3 sports should be used to convey
one cricketing nation each and the viz measurement of speed of the ball, political messages.
history of cricket vis-à-vis its social prediction of the path of the ball, sound
history, and present it to the rest of the to detect touch of a bat etc.
class. • Students work with partner schools to
• Students debate on the impact of the create gadgets, processes or methods
ban on South Africa during the apartheid
Acknowledge
Self Appreciate
Borders
around the World
Aware of
Global Issues
Plan Collaboration
beyond their
Global Issues
Own Country
Critical Thinking
Engage with Local

Inter- and Global issues
Acknowledge Different Suggest and
Cultures Globally
• Teachers may show movie clips on apartheid and ban of South Africa
from sports
• Screening movies like Lagaan
CRITICAL THINKING AND • Advancement of technology like Hawk Eye, Hot Spot etc. may be
PROBLEM SOLVING
discussed
• Debates on the Indo-Pak relations and the role of cricket
Class 9
COLLABORATION
Assessment
PROBLEM SOLVING
• Were the students able to research and analyse the facts correctly?
Could they link cricket with colonialism and the resultant social
impact?
DIGITAL LITERACY
CREATIVITY AND • Were students able to list down latest technologies in use and come
IMAGINATION
up with innovations?
• Were they able to appreciate global issues and critically explore the
CITIZENSHIP
concept of conflict resolution?
CITIZENSHIP
• Review: Presentations, list of innovative ideas, debate points.
58
Lesson Title
Relay Story Writing

Democracy in the
Contemporary World
Word
Comprehension
Interpretation Creative Comprehension Infering
Meaning
Rise of Nazism
What is Democracy
Why Democracy
Pre Listening
Descriptive
Gap Filling
Pastoralists in Modern World/
Population
Constitutional Design
Text Based Unseen Narrative Explanation and Drainage a Challenge
While Listening Public Speaking Situational Talk Editing Peasants and Farmers
Reading Passages Explanator Extrapolation
Persuasive
Poetry Diary Entry
Worksheet Elocution Group
Drama
Literary e-mail
Descriptive Transformation Natural Vegetation
Research Passage Working of Institutions
JAM Discussion Story Writing and Wildlife
Lesson Planning
• In collaboration with the partner school during their reseach. They then pass it • The last part of the story is completed
PERIOD teacher, the teacher pre-determines the on to their partner school. PERIOD by the students who had started the
1 setting and key characters of a story set 3 story initially.
in two countries. • The partner school students then
• The students of both the partner PERIOD reciprocate by writing the next part of • Once the story is finished, the students
countries research each other’s 2 the story setting the context in their PERIOD edit it and share it on the internet with
countries, including geography, people, partner country, again using their 4 each other. They can give comments,
food, current affairs, traditions and research to be factually correct and suggestions on alternate endings and
customs, history etc. relevant. This is then sent back to their decide on the best version. Students
• The students of one country (eg India) partner school for the last stage of the can also illustrate the story drawing
begin the lesson by writing the first part relay. from their research.
of the story set in their partner country
(eg Germany), using facts gathered
Acknowledge
Self Appreciate
Borders
Creative Thinking around the World
Plan Collaboration
beyond their
Global Issues
Own Country
Plan Collaboration
beyond their
Own Country
Inter-
personal
Cultures Globally
• The story should be started simultaneously in both schools. Pre-

determined guidelines and framework may be required to keep it on
track.
COMMUNICATION AND
PROBLEM SOLVING
COLLABORATION
Assessment
• What was the depth of the research on the partner country and how
Class 9
COMMUNICATION AND
COLLABORATION
creatively could they weave in the details into the story?
• Were they successful in communicating their ideas to each other and
collaborating beyond the classroom to create something new?
• What did the students learn about the new country that they hadn’t
known before? Did it introduce them to new places and characters?
CREATIVITY AND
• Review: Stories by students, illustrations and other submissions,
DIGITAL LITERACY
IMAGINATION
comments from partner school students.
CITIZENSHIP
CREATIVITY AND
IMAGINATION
60
SCIENCE
Lesson Title
Physics Chemistry Biology
A Picture is Worth Work and

Energy
Matter and
Surroundings
a Thousand Words
Matter and Atoms and Natural Fundamental Diversity of
Motion Gravitation
Surroundings Molecules Resources Unit of Life Organisms
Subjects: Social Science, Science, English Force and

Laws of Sound
Is Matter
Around us
Structure
of Atom
Improvement
of Food Tissues
Why Do We
Fall Ill?
Motion Pure Resources
Class: 9 | Age Range: 14 – 15 years Work and

Energy

Democracy in the
Public Speaking
French Revolution
India Contemporary World
India The Story of Palampur
Word
Comprehension
Rise of Nazism
What is Democracy
Why Democracy
and
Interpretation
Fluency and Accuracy
Situational
Comprehension TalkText Based
Creative
Infering
Meaning

Physical Features Poverty as Descriptive
Pastoralists in Modern World/ Constitutional Design Pre Listening Gap Filling
and Drainage a Challenge Text Based Unseen Narrative Explanation
Peasants and Farmers While Listening Public Speaking Situational Talk Editing
Persuasive
Poetry Diary Entry
Natural Vegetation Worksheet Elocution Group
Drama
Literary e-mail
Descriptive Transformation
Working of Institutions Research Passage
and Wildlife JAM Discussion Story Writing
Lesson Planning
• Each student brings a photograph of any • Students explain the rationale behind • Students research the history of
PERIOD universal event that takes places in many PERIOD their calculated assumptions, and PERIOD photography and map the innovations
1 countries of the world like a festival, 2 answer any questions from their class 3 in the field on a world map.
election campaign, a disaster scene, a mates. • The students also work on researching
market place etc. • The student who contributed the the chemical and physical principles
• The others students make assumptions picture then has the opportunity to that make photography possible and
by making connections between their clarify if the assumptions made were how it changes with the intensity of
previous knowledge and from the clues true or not. He also explains the light and motion.
in the picture and write a story about it. reasons for choosing the particular • They may also explore famous
The pictures should be from different picture. photographers from around the world.
parts of the world.
Acknowledge
Self Appreciate
Borders
around the World
Critical Thinking
Plan Collaboration
beyond their
Global Issues
Own Country
Engage with Local
and Global issues
Communication
Cultures Globally
• Choose pictures of key events like the Chernobyl disaster, tsunami in

Japan, Indian elections, disappearance of the MH370 etc so that their
general knowledge as well as critical thinking improve.
• Encourage students to look for details, not just the subject in focus.
PROBLEM SOLVING
Assessment
Class 9
COMMUNICATION AND
COLLABORATION
• Did the students improve their powers of observation and making
PROBLEM SOLVING connections and thereby their critical thinking?
• Were they able to communicate clearly the reason behind choosing
the particular photograph?
• Review: Reports and presentations, stories on the pictures, photo
CREATIVITY AND
gallery and explanations created by the students.
DIGITAL LITERACY
IMAGINATION
CITIZENSHIP
62
SCIENCE
Lesson Title
Coming to School Safely Motion Gravitation Work
Matter and
and
Surroundings
Atoms and
Molecules
Natural
Resources
Fundamental
Unit of Life
Diversity of
Organisms
Energy
Subjects: Mathematics, Physics, English Force and

Laws of Sound
Is Matter
Around us
Structure
of Atom
Improvement
of Food Tissues
Why Do We
Fall Ill?
Class: 9 | Age Range: 14 – 15 years Work and

Energy
MATHEMATICS ENGLISH
Number Statistics and

Geometry Algebra Mensuration Listening Speaking Reading Writing Vocabulary
System Probability
Public Speaking
Word
Measures Comprehension
Rational Euclid's Lines and Area of Local and Global Extension
Numbers Geometry Angles Polynomials
STATISTICS
Triangles
of Central
Tendency
and
Interpretation
Fluency and Accuracy
Situational
Comprehension TalkText Based
Creative
Infering
Meaning
Statistics
AND and
Irrational
Circles
Probability
QuadrilateralsPROBABILITY
Co - ordinate
Surface Area
and Volume of
Graphical
Representation
Pre Listening
Text Based Unseen
Descriptive
Gap Filling
Editing
Numbers Geometry Post Listening
Omission
2D and 3D Shapes of Data Persuasive

Operations Poetry Diary Entry
Probability Instructions Declamation Radio Show Factual Article
on Real Triangles Constructions Linear Equations Audio Tape Extempore Interview
Prose
Discursive Report
Informal Letter Syntex
in Two Variables Theory Worksheet Elocution Group
Drama
Literary e-mail
Descriptive Transformation
Numbers Research Passage
Lesson Planning
• Students conduct surveys (face-to- • Students collate and then critically • Students exchange the results of
PERIOD face/anonymous/online) on how PERIOD assess the data and draw conclusions PERIOD their survey with the partner school.
1 their classmates commute between 2 on energy efficiency, safety 3 They make comparisons and prepare
their homes and school. Points to consciousness of the students, cost a report on similarities and/or
be considered may include mode of effectiveness etc. differences between them.
transport, safety norms followed and to • They display the results of the survey • They also create a safe and eco-
what extent, costs incurred, time taken and seek suggestions on for improving friendly travel campaign for their
etc. the commute on the considered school. They research ways to garner
parameters. support for their campaign from
parents and schoolmates, and review
the efficacy of the campaign from time
to time.
Acknowledge
Self Appreciate
Borders
around the World
Plan Collaboration
beyond their
Global Issues
Own Country
Critical Thinking
Suggest and
Advocate Solutions
Decision Making Communication Make Right Choices Globally Engage with Local and
Problem Solving

Cultures Globally
• Data may be collected in various ways, as long as it is authentic.

Data which has been gathered personally by the students and then
analyzing it, such that concrete patterns emerge, give students a
great sense of achievement.
Assessment
Class 9
COMMUNICATION AND
COLLABORATION
• Did the students learn to gather, interpret and present data properly?
• Were they able to offer innovative solutions drawing from good
practice seen globally?
• Were they able to translate this experiment into a call for action and a
change in attitude towards safe and sustainable commute to school?
CREATIVITY AND
• Review: Data collection and presentation of findings by students, safe
DIGITAL LITERACY
IMAGINATION
and sustainable campaign ideas and materials created.
CITIZENSHIP
CLASS 10
SUBJECT MAPS
GATEFOLD
CLASS 10
SUBJECT MAPS
GATEFOLD
66
Lesson Title
World News Round Up
History Civics Geography ECONOMICS

Nationalism in Europe Power Sharing Resources and Development Development
Word Nationalist Movement

Comprehension Federalism Forest and wildlife Resources Sectors of Economy
Local and Global Extension in Indo-China
Interpretation
Meaning
Nationalism in India
Lifelines of
Democracy and Diversity Water Resources Money and Credit
National Economy
Descriptive The Making of a Global World Gender, Religion and Caste Agriculture Globalization
Pre Listening Gap Filling
Text Based Unseen Narrative Explanation
While Listening Public Speaking Situational Talk Editing
Persuasive
Popular Struggles and Minerals and Energy
Local and Global Age of Industrialization
Movement Resources
Consumer Awareness
Comprehension
Instructions
Debate
Declamation
Role Play
Radio Show
Poetry
Prose
Factual
Letter writing
Article
Diary Entry
Informal Letter Syntex
Work, Life and Leisure Political Parties Manufacturing Industries
Research Passage
JAM Discussion Story Writing Print Culture and Lifelines of
Outcomes of Democracy
the Modern World National Economy
Novels,Society
Challenges to Democracy
and History
Lesson Planning
• Students divide themselves into groups • At the end of the month, the teacher • Students carefully observe 5 different
PERIOD and select one continent each. PERIOD covers up the notice board and has a PERIOD news channels from different parts
1 • They follow the news from that continent 2 class quiz to recall the events around 3 of the world and try to find patterns
over the week, collate the important the world. in content and style of reporting, if
ones and review it over the weekend. • Students critically analyse the news any. Noticeable differences are also
• They update their continent’s display coverage and have discussions and commented upon.
boards with important and interesting debates on talking points relating to • The students create their own news
news from that continent. positive & negative news, responsible channel in the school, and report
vs yellow journalism, the demand the events of the school – on the PA
for sensational news etc. They also system during assembly/recess, or
vocalise their thoughts and feelings on the school webpage or as a wall
after following the news. magazine.
• They also participate in debates on the
importance of media vs the invasion of
privacy by the media.
Acknowledge
Self Appreciate
Borders
around the World
Critical Thinking
Plan Collaboration
beyond their
Global Issues
Own Country
Acknowledge
Interdependence /
Interconnectedness
around the World
Inter-
personal
Cultures Globally
• To keep the news collection and presentation uniform, it might be

helpful to give a word limit, and a few sub heads like sports, politics,
natural phenomena, people, trivia etc.
• Students could also be asked to develop the quiz and put in online via
PROBLEM SOLVING
Gamemaker.
Assessment
PROBLEM SOLVING • Did the students develop in interest in events around the world, and
understand the interconnectedness between nations?
• Did they find patterns in events and its coverage across countries?
• Did they debate and appreciate the importance of having different
CREATIVITY AND
viewpoints?
DIGITAL LITERACY
IMAGINATION
• Review: Diplay boards, content of the news presented, presentation
skills, knowledge retention and creation of a quiz by the students.
CITIZENSHIP
Class 10
CITIZENSHIP
68
ENGLISH
Letter writing
Poetry
Lesson Title Prose
Comprehension
ArticleWord
Text Report
International Book Festival

and Fluency and Accuracy Creative Based
Drama
Interpretation
e-mail
Meaning
Research
Story Writing
Subjects: English, Hindi, Social Science
Descriptive
Persuasive

Poetry Diary Entry
Research Passage

ÞekeCe kee®eve heþve uesKeve Nationalist Movement

in Indo-China
Federalism Democracy
Forest and wildlife Resources
Sectors of Economy
Democracy
and Diversity
Nationalism in India Water Resources Money and Credit
Deheþerle keÀek³e/ and Diversity
Yee<eCe DeeMeg Yee<eCe veeìîe ceb®eve Devvegíso
The Making of a Global World Gender, Religion and Caste Agriculture Globalization
Deheþerle Popular Struggles and Minerals and Energy

Jeeo efJeJeeo mee#eelekeÀej He$euesKeve Age of Industrialization Consumer Awareness
heoîeebMe Movement Resources
veeìîe
keÀJeerleeceb ®eve
Jee®eve/
Hejer®ej®ee mJejef®ele keÀJeerlee
oesne Print Culture and Lifelines of

Novels,Society
and History
Lesson Planning
• Students read about literature and • They hold debates and discussions on • The students plan and organize an
PERIOD popular stories from around the world. PERIOD various topics all focusing on common PERIOD International Book day in which they
1 • They identify the different genres to 2 themes, contexts and social issues 3 present this research to the entire
study such as drama, poetry, prose, addressed across languages and school.
cartoons etc. borders through literature, and also • Various other events which can be held
• In pairs, students collaborate and review how the culture and socio-political on that day, or as lead-in activities, may
any one author of their choice and any environment of a country can be be book cover design competitions,
one work from his/her collection. They assessed through literature. quick quiz after a visit to the exhibition
have to present this to their classmates. and short skits to encourage fellow
students to try new literature.
Acknowledge
Self Appreciate
Borders
Creative Thinking around the World
Plan Collaboration
beyond their
Global Issues
Own Country
Appreciate
Diversity across
Borders
Communication

Cultures Globally
• Teachers have to give clear instructions limiting the areas to be

researched and reviewed by the students, along with guidelines on
the nature of submissions required.
COMMUNICATION AND
COLLABORATION • Did the students display critical thinking skills in collecting, assessing
COMMUNICATION AND
COLLABORATION
and presenting their research findings?
• Were they able to collaborate with their peers and successfully
complete the task at hand? Were they able to interact with their peers
and generate interest in the area of literature or country which they
were presenting?
• Were they able to understand and appreciate the diversity and the
richness in literature from different countries?
CREATIVITY AND
DIGITAL LITERACY
IMAGINATION
• Review: Research material, students submissions, preparatory work

and the exhibition.
CITIZENSHIP
Class 10
CITIZENSHIP
70
ENGLISH
Letter writing
Lesson Title Comprehension
Article Word
Fluency and AccuracyReport
Banking and Money

and Creative Text Based
Interpretation
e-mail
Meaning
Story Writing
Subjects: Mathematics, English, Social Science
Descriptive
Persuasive

Poetry Diary Entry
Research Passage
MATHEMATICS SOCIAL SCIENCE

Coordinate Number
Algebra Geometry Trigonometry Mensuration Statistics Probability
Geometry Systems
Nationalist Movement
Graphical
Federalism Forest and wildlife Resources Sectors of Economy
Distance Area Measures in Indo-China
Linear Real Central
Polynomials Triangles Circles And Section Introduction Related of Central
Representation
Equations Numbers Tendencies
Formula to Circles Tendency Democracy
and Diversity
Surface The Making of a Global World Gender, Religion and Caste Agriculture Globalization
Quadratic Arithmetic Area Graphical
Equation Progressions Constructions Application and Representation
Volume Popular Struggles and Minerals and Energy
Age of Industrialization Consumer Awareness
Movement Resources

Area of
Triangle
Money and Credit
Print Culture and Lifelines of
Novels,Society
and History
Lesson Planning
• Students research and present findings student also defends his report when • They have debates and discussions
PERIOD about the role of banks and the other students ask him/her questions PERIOD on where they might like to earn and
1 importance of money in our lives. about his/her study. 4 where they would prefer to spend
• They then conduct surveys/find out to maximize their purchasing power.
about the most popular banks or • Students research and present what Talking points discussions on topics
nationalized banks from 3 countries of PERIOD they can buy with 100 units of any such as ‘If there was a single currency
each continent of the world. 3 currency and compare this purchasing in the world’, ‘if there was NO money in
power with that in other countries and the world’, ‘is barter the way forward’
• Students learn about interest rates in currencies to create a global picture of etc.
PERIOD different countries of the world and the the value of money.
2 varying strengths of the currencies of
the world.
• Students prepare and present a report
on this which is peer reviewed. The
Acknowledge
Self Appreciate
Borders
around the World
Plan Collaboration
beyond their
Global Issues
Own Country
Critical Thinking
Learn from, with and
about the World
Problem Solving

Cultures Globally
• The students need to understand the difference between currency

conversion rate and purchasing power parity. The activity also gives
them an insight into what makes a country rich or poor.
• Did the students understand and make connections between the

COMMUNICATION AND
COLLABORATION
uniformity of banking procedures around the world?
PROBLEM SOLVING • Did they understand how banks earn money and how banks are
important to world trade, especially through export and import?
• Review: Student reports, 100 units currency spending plans.
CREATIVITY AND
DIGITAL LITERACY
IMAGINATION
CITIZENSHIP
Class 10
CITIZENSHIP
72
ENGLISH
Word
Lesson Title Comprehension Extension Word
My Words and your Tune

Infering
Interpretation
Meaning
Meaning
Subjects: English, Hindi, Social Science
Descriptive
Persuasive

Poetry Diary Entry
Research Passage

ÞekeCe kee®eve heþve uesKeve Nationalist Movement

in Indo-China
Deheþerle keÀek³e/ Nationalism in India

Democracy
and Diversity Popular Struggles
Water Resources Money and Credit
ieoîeebMe ieoîe heþve and Movement
Deheþerle
mJejef®ele keÀJeerlee The Making of a Global World Gender, Religion and Caste Agriculture Globalization
Jeeo efJeJeeo mee#eelekeÀej He$euesKeve Popular Struggles Minerals and Energy

heoîeebMe and Movement Resources

oesne Print Culture and Lifelines of
Novels,Society
and History
Lesson Planning
• Students collect folk songs from different • Students study the translation and • Students collaborate in order to
PERIOD countries of the world and translate PERIOD make comments on the common PERIOD organize an international music festival
1 them into Hindi, English or any other 2 theme in the folk songs from different 3 for the school and invite all parents as
vernacular language as applicable. Their countries. well.
creativity challenges lies in keeping the • They study evidence, and make • Apart from creative performances of
meaning intact and not lose the main connections about between the subject the folk songs, they also present their
essence during translation. of the songs and what it tells us about analyses and explain the commonality
humanity. of themes in folk music worldwide.
Acknowledge
Self Appreciate
Creative Thinking Borders
around the World
Plan Collaboration
beyond their
Global Issues
Own Country
Engage with Local

and Global issues
Communication Inter- Acknowledge Different Suggest and

Cultures Globally
• The songs can be recorded and uploaded on Youtube to share with

parents. Links can be given on the school web page too.
CRITICAL THINKING AND • Efforts can be made to share the songs with schools in the countries
CREATIVITY AND
PROBLEM SOLVING
IMAGINATION
from which the folk songs were taken, which will start an enriching
dialogue with them.
PERSONAL DEVELOPMENT COLLABORATION Assessment
• Were the students able to appreciate folk music and its close links to
the common man? Could they understand the essence of the subject
of these songs?
• Were they able to understand the universality of themes and issues
CREATIVITY AND
DIGITAL LITERACY
IMAGINATION which affect the common man in every part of the world?
• Review: Selection of songs, number and themes, quality of
translations, and creativity in keeping the translated song in the
CITIZENSHIP
original tune.
CITIZENSHIP
Class 10
74
Lesson Title
International Peace Day

Public Speaking
Comprehension Situational Talk

Local and Global
Word
Extension
in Indo-China
Interpretation
Meaning Democracy
and Diversity
Popular Struggles
Pre Listening
Text Based Unseen
Descriptive
Gap Filling
Editing
The Making of a Global World Gender, Religion and Caste and Movement
Agriculture Globalization
Persuasive
Popular Struggles Minerals and Energy
and Movement Resources

Poetry Diary Entry Work, Life and Leisure Political Parties Manufacturing Industries
Research Passage
JAM Discussion Story Writing Print Culture and Lifelines of
Novels,Society
and History
Lesson Planning
• Teacher informs students, at least a • The students create a world conflict • Students celebrate World Peace
PERIOD week in advance, that 21st September PERIOD map to understand the places where PERIOD Day with the whole school through
1 has been declared as World Peace Day 2 major conflicts are taking place. 3 various activities like speeches during
by the United Nations. • They analyse this data and demarcate it assembly, displays on speech, famous
• Students brainstorm ideas to celebrate into various kinds of conflict – political, people who have contributed to or
World Peace Day in the school. internal, racial, for wealth, against worked to garner support for world
• The students take a collective decision terrorism, multi country domination etc. peace and by sending peace messages
on what they want to do on that day and • They debate and have group discussion to people living in conflict zones.
how they plan to execute it. on topics related to these conflicts in
• They organize themselves into groups order to look at world issues through
and divide the task into smaller, multiple perspectives, to suggest ways
manageable portions. to resolve such conflict and to critically
analyse the deep and underlying
causes behind such conflict.
Acknowledge
Self Appreciate
Empathy Learn from, with and Interdependence /
Borders
Plan Collaboration
beyond their
Global Issues
Own Country
Suggest and
Empathy Advocate Solutions
Communication Make Right Choices
Globally
Engage with Local and

Cultures Globally
• There are many traditional ways in which peace is celebrated around

the world. Releasing white doves or making origami cranes (Japan)
are a couple of these. Encourage students to find out about these and
follow these traditions.
PROBLEM SOLVING
COMMUNICATION AND
Assessment
COLLABORATION
COMMUNICATION AND
COLLABORATION
• Did the students realise that conflict, anywhere in the world, is bound
to affect us either directly or indirectly?
• Were they able to understand the top causes for war and conflict in
the modern world? Did they offer realistic solutions towards conflict
resolution?
• Were they able to organize the event by themselves in a democratic
CREATIVITY AND
DIGITAL LITERACY
IMAGINATION manner with students each playing specific parts to put up a seamless
event?
• Review: Ideas for celebration and execution of these ideas, peace
CITIZENSHIP
messages by students, conflict map depiction, peace campaign plans.
Class 10
CITIZENSHIP
Using Rubrics Effectively
One of the greatest challenges of teaching life For effective use of rubric
skills is that they are often difficult to measure
in a learner. One of the ways to make the skill for assessment the following
assessment process systematic, meaningful and three points are essential
impactful is to use rubrics to evaluate learners’ The lesson activity design must allow all
progress. learners to amply demonstrate the skill being
A rubric is a simple table that shows assessed
progression of the skills being developed from The teacher must be very clear about
“beginner” level to “proficient” level. It can the outward indicator of the skills such as
have anything between three to five levels contributing to discussion, helping others,
usually depending on how finely you want to talking a lot or being disruptive, unmindful or
distinguish between the different levels of the engaged
learning on the development journey. There The teacher must record the observation
is no one correct rubric. The ones in this while it happens or shortly afterwards to
handbook were developed during the content avoid missing out or forgetting details.
development workshop and are mostly generic.
The purpose of the rubrics should not be to
Teachers are free to modify these, change them
just label young learners but to have a fruitful
or develop new ones altogether. Sometimes
conversation with them about where they stand
teachers may want to give a numerical index
at the moment and how they plan to move
to the rating and give students numerical
ahead. Sharing your observation using the
scores too.
rubric table constructively will give students
motivation to improve themselves and go
forward confidently on their learning journey.
TEAM WORK COLLABORATION AND INTERPERSONAL SKILLS
Learning Activities
where students able to
Beginner Intermediate Advanced Proficient demonstrate these skills
Does not contribute or share Contributes ideas and opinions Contributes and shares ideas Shares good and appropriate
any ideas or opinion. when prompted. without prompting but needs ideas willingly and accepts
support and encouragement group’s decision to use or
sometimes. discard the ideas given.
No attempt to create Able to work in team only Able to work in a team if all Able to work together with
consensus but either when supported and members are like minded other pupils of different
dominates or withdraws and encouraged proactively to do and the task is clear and age, skill and ability and
disengages. so. uncomplicated. complements their own inputs
to match others.
Group tasks such as play
Does not volunteer to take Has to be cajoled into Takes responsibility and Takes responsibility of production. Collaborative
responsibility or if given does accepting responsibility and completes the task until the the team’s failures and creative tasks, joint
not carry out tasks assigned. has to be followed up. end to the best of his ability. achievements and empathises presentations.
with other members.
Does not listen to other Listens to suggestions and Actively listens and respects Respects other people’s
peoples suggestions or ideas. ideas but is reluctant to other people’s ideas and contribution and gives
acknowlege or use it. uses them in the effective them their due credit in the
completion of the assignment. achievement of the tasks
assigned.In case an idea is not
used they take care to explain
this to the contributor and
thank them for the inputs.
EMPATHY
Learning Activities
where students able to
Beginner Intermediate Advanced Proficient demonstrate these skills
Is oblivious to other’s needs. Expresses feelings and Expresses compassion and Can feel empathetic and
Unable to recognise other emotions only when faced emotions appropriately express compassion with
people’s stress or unhappiness directly with distressing not only when faced with those near and far and can
or remains unmoved and situations or persons in distressing situation of others offer appropriate comfort
uncaring even in the face of distress but cannot feel but also able to understand through written and spoken
direct contact with people for people or person at a and feel compassion when words.
in distress or distressing distance. hearing or reading about such
situations. situations in distant places.
Campaigns for global issues,

Self survival is the main stay Is reluctant in reaching out Demonstration of courtesy Over and above usual volunteering and social
and is completely inward to others but expresses and consideration during courteous and helpful service work outside schools,
focussed and unmindful of willingness to do so. Is play and in public spaces behaviours the student does such as working with people
common courtesy and helpful unmindful of regular courteous when unsupervised. Offers not shy away from reaching with special needs, senior
behaviour. behaviour and needs to be help spontaneously under out to those in distress even citizens and underprivileged
prompted to greet, offer normal circumstances and is in challenging circumstances. youth working with Red Cross
assistance and show good mindful of hurting or causing Takes initiative to support or Society for Prevention of
manners. discomfort to others. those in distress and makes cruelty towards animals or
sacrifices to help others. animal shelters.
Working within school such as
supporting younger children,
helping students who need
support with studies or being
Acts charitably sometimes for Shows adequate care and Feels committed to caring for ushers at school functions.
some people. Supports causes concern. Is committed to others and shows this through
only when it does not involve at least one or two causes consistent charitable action.
serious commitment of time or either for the betterment of Shows consistent commitment
effort. people or animals. Contributes towards helping others in
significanat time and effort local community as well as
to the cause and shows taking up wider global causes
persistence in charitable investing significant time and
action. effort towards it with great
impact.
PROBLEM SOLVING
Learning Activities where
students able to demonstrate
Beginner Intermediate Advanced Proficient these skills
Unable to articulate the Able to recognise and Is able to articulate the Is able to analyse the problem
problem and link the cause to articulate the problem to a problem and express it situation and identify the
the effect. degree and suggest a few appropriately linking the cause and effect relationships
causes for it but offers very cause and the effect. Is able for the problem and offer
sketchy solutions only. to develop solutions that are one or more creative and
appropriate and achieveable. appropriate solutions which
are well thought, thorough, and
detailed.
Broods over the situation Able to identify resources and Seeks to actively solve the Is able to carry through fully
often blaming others and the seek appropriate assistance problem and is able to show with the designed action for
circumstances. Refuses to take but unable to follow through some perseverence in following solving the problem engaging
action to solve problem. with the action required to through with action to solve the in a cycle of action, review of Surveys and Research Projects
solve the problem. problem. the result of action and then that involve gathering and
planning new approach in analysing data, creating
multiple iteration until solution models,
is reached. situational problems, case
study analysis. Mathematical
Puzzles and Logic problems.
Does not consult or interact Talks to few other people or Consults a limited range of Is able to research and draw
with others to identify and researches few typical sources sources, peers and experts and upon examples of similar
nullify the problem. for information to solve the is systematic in analysing the situations, good practices and
problem.However, is largely information to provide solution. ideas for solutions from many
intuitive and offers solution Intituitive solutions are cross different sources through
without evidence. checked to some degree. consultation and research.
DECISION MAKING
Is unable to take any decision Is able to decide on a course of Is able to decide a course of Is able to decide on a course
whatsoever. action diffidently but does not action confidently and is able of action with confidence and
explain coherently why they to provide a coherent narrative is able to demonstrate why
took the decision. on how they came to that that course of action is better
decision. than other choices with clear
weighing up of pros and cons.
Is unable to create criteria Is able to create an incomplete Is able to apply tools and Is skilled and fluent and using
to distinguish between the list of some alternative techniques to weigh up the decision making tools and
alternatives and cannot apply solutions and offer elementary alternative solutions on offer techniques such as SWOT
these effectively. list of criteria for weighing up against a more complete set of analysis, pros and cons table, Planning trips and visits,
the suitablity of the alternative criteria created and decide on etc., uses them effectively to distributing roles and
solutions. a course of action. rank multiple solutions against responsibilities within
set criteria and offer a decision classroom, organising stalls
which is well thought through. at school fetes, fund raising
for charitable work, Electing
Students Council
Has no strategy to evaluate Has difficulty in evaluating what Understands the criteria for Is able to ensure that decisions
the decision and cannot define went well and what needed success and can weigh up the suggested are meeting higher
success or impact of the improvement against a set of decision taken against these standards such as being
decision. criteria agreed. and offer modification to the ethical, just and sustainable
decision for better impact. besides being impactful and
meeting all success criteria.
CRITICAL THINKING
Gathers random data and Is able to gather data but Is able to gather and interpret Is able to gather data and
evidence which are often not not able to interpret them most of the data and evidence evidence around the problem
linked to the problem. Unable adequately nor able to take around the problem or situation or situation in details and
to understand the overall into account all of the context and understand the context of classify these properly.
context of the problem and of the situation or problem the problem in some detail. Understand the context of the
describe these. being analysed. problem situation well and able
to describe these in details.
Unable to apply the data Is able to use only limited data Usually able to offer a probable Fluent critical thinker who
collected and knowledge of and knowledge to offer solution solution or explanation taking solves problems and analyses
the context of the problem to or explanations. The context into account most of the situation deductively or
offer a solution or explanation is ignored or not taken into evidence and data. Able to inductively very quickly. Is able Surveys and Research Projects
for a situation or problem. Not account sufficiently. Capable offer solutions by deduction to clearly explain the logic and that involve gathering and
capable of deduction. Cannot of deduction and reaches and in a few attempts. The describe the solution offered analysing data, situational
detect falsehood in logic. solutions sometimes but after solutions are thought through in details and detect falsehood problems, case study analysis.
many attempts and largely by logically but not able to in logic most of the times. Can Mathematical Puzzles and Logic
chance. Can sometimes detect describe the logic adequately. always detect falsehood in problems.
falsehood in logic. Can detect falsehood in logic logic.
most of the times.
Does not attempt to test Expresses doubt and questions Proactively challenges, sets Always tests theory or
hypothesis or explanantion assumptions and offers some norms and assumptions and hypothesis suggested
offered. Accepts solution and logic to challenge status quo offers a few ways to test and challenges norms
explanation without challenging but does not follow through. these. Goes through with and assumptions through
it. some experimentation to rigourously designed tests
test different view points and that are sound and well
opinions but the design of thought through. Explains
experiment may not always the alternative solutions and
be well thought through or argues the case clearly and
logically completely sound. logically.
CREATIVITY
Usually unable to give a new Able to sometimes create Always able to put together Is quick to generate multiple
idea or even apply old ideas to new and innovative solutions ideas when asked to design a ideas for a project or a
new situations. bringing together elements project or a problem. problem.
in unusual but effective
combinations.
Mostly repeats and copies work Mostly copies or sticks to Usually always attempts to give Mostly offers innovative and
done by others. No attempt the usual interpretation and an original interpretation or unusual interpretation and
is made to offer creative or solutions but occasionally solution which is different and presentation of ideas and
unusual interpretation nor to makes modifications and unusual but mostly attempts to solutions. Creative in make
change and modify. changes the routine. be creative from a known and unusual associations that come
tried and tested parameter. together meaningfully and has Performing Visual Arts projects,
impact. creative writing and designing
new products or dresses.
Work is usually discordant and Work is sometimes harmonious Work presented usually has Highly evolved sense of
routine, repetitive and lacks but routine, follows pattern and few elements of pleasant and aesthetics and is able to
aesthetic sense. set routine most of the time. harmonious presentation that is generate creative ideas fluently
aesthetically pleasing. most of the time. Has great
variety in presentation and is
always varied and engaging.
COPING WITH STRESS AND EMOTION
Even small disturbance in Student usually copes with Student is able to cope with Student is able to cope with
schedule, minor annoyance minor annoyances with minor setback and incidents. major setback and incidents
causes stress and has low resilence and can distinguish Is able to understand the rationally and manage stress.
resilence. between medium to extreme implications and react Usually able to identify stress
stress situation but cannot appropriately. Does not get factors early and manage these
manage these well. stressed by minor incidents. proactively.
Stress expressed through Student usually does not show Student is able to cope with Able to manage high degrees
anger, violence, or withdrawl. anger, violence, or withdrawl moderate stress situations, of stress and tension with
Vocalisation of emotion not in minor issues but likely to losses and incidents without calmness and function normally
appropriate. behave negatively when faced negative behaviour. Only rarely under most circustances
with moderate or major stress loses temper or shows negative without showing negative
situations. behaviour under stressful behaviour.
situations. Usually functions
normally. Sports tournaments, inter-
class or school competitions,
No positive coping technique Student is able to identify Student is able to use breathing Well versed in managing stress games and yoga classes,
adopted leading to behaviourial stress situation and sometimes techniques, rationalisation, and capable of handling all School Council elections, public
and health issues even under manage them through stress yoga and exercise to manage situations through a variety performances and speaking.
support and supervsion. management techniques. stress most of the time but of techniques even without
Mostly needs support and occasionally needs to be supervision or support.
supervision. reminded and supported.
Student is not able to recognise Student is able to understand Student is good at recognising Student is good at recognising
emotions of other people other’s feeling and able to offer other people’s emotions signs of distress and elation
correctly or react to them comfort or react appropriately and offers support and in others and responds
appropriately. in some cases. encouragement as appropriate with genuine enthusiasm
most of the time. or empathy. Recognises
inappropriate or dangerous
signs of emotional distress
and seeks to help or gets help
from others such as teachers,
parents etc as needed.
SELF AWARENESS
Negative unreal self image Moderately negative or Has a positive self image and Positive body image but
affecting behaviour and unreal self image and that only occasionally displays lack has real understanding of
confidence. Does not engage needs constant feedback and of confidence. Usually dresses own shortcoming and works
positively with peers. supervision. Makes an effort and behaves appropriately actively to improve them.
to improve and engages with and engages with peers Engages positively with peers
peers with diffidence when confidently. May sometimes and dresses and conducts
encouraged. react defensively to feedback appropriately on all occasions.
but usually is aware of own
shortcoming and works
towards improvement.
No interest in one’s own Is interested in one’s immediate Is well versed with one’s Aware and confident of own
community and culture and community and culture and own culture and community culture and heritage. Does
unaware of one’s place in it. can speak confidently about it and appreciative of regional not react defensively to
but not able to link to and fully diversity within the country. criticism. Speaks correctly and
appreciate national diversity Able to speak confidently about confidently with authority about Reflective tasks exploring one’s
and one place in the nation. one’s own culture, community one’s own regional and national aims, ambition, emotion and
and link it to the national culture and community. Able to reaction to situations.Diary
identity. appreciate the global cultural writing, painting, poetry and
diversity and find one’s place compositions.
within it.
Is introspective to some degree Is fairly introspective, takes Is open and proactively

and usually takes feedback feedback constructively and seeks feedback. Works on
reluctantly acting upon only willingly acts on them to areas of improvement with
few of them to improve oneself improve oneself. Is not usually perseverence. Is not defensive
in any area. defensive or overly sensitive. but balanced in reacting to
More or less open to new ideas difficult social or cultural
and thinking. situation. Can appreciate
different perspective and
viewpoint.
COMMUNICATION
Speaks one language and is Speaks one language Fluent speaker of one language Fluent multilingual speaker
only good at using it within competently but has but can speak more than one with ability to respond to the
one’s own cultural context. elementary knowledge of more language. Usually able to adapt listeners’ cultural context and
Unable to adapt to new than one language. Reluctant language to cultural context of modulate the language likewise.
situations and listeners from to learn a new language. the speaker and can pick up Able to pick up new languages
other context. a few words of new language and attempt to communicate
but is hesitant to use it unless with it without hesitation.
compelled.
Does not use any Makes some attempt to Is good at using different tools Uses a range of communication
communication tools besides use tools such as pictures, of communication such as techniques which are chosen
language. photographs and graphs to pictures, mime, infographics, appropriately with the audience
enhance communication but photographs, etc., and uses and purpose in mind. The use
often cannot decide on the them effectively most of of the tools and techniques are Reports, presentations,
right tool for the right purpose. the time. Is usually good at impactful and effective. debates, discussions, role
choosing the right tool for the plays, elocution, posters,
purpose of communication. leaflets, campaign banners,
advertisements, etc.
The content of the Content of communication Content of communication is Content of communication is

communication is not is usually appropriate and adequately researched and well researched and organised.
appropriate and meaningless to demonstrates minimal degree appropriately organised and It is presented neatly and in an
the audience. of thought and organisation. clearly presented in neat aesthetically pleasing way that
format. is easy to understand.
86
Notes
Notes
88
Notes
www.britishcouncil.in
CLASS 6
SUBJECT MAPS
CLASS 6
SUBJECT MAPS
CLASS
6
SOCIAL SCIENCE
Kingdoms of
Importance of Mediaval Period Diversity and
Latiitudes, Longitudes and Government
Evidence New Ideas Earth in the Solar System Interdependance
Maps and its Elements
of Archeology Contact with and Discrimination
different lands
New Empires
and Kingdoms
Earliest Societies Landform and Urban and Rural Local Government
and Civilization Realms of the Earth Livelihood and Administration
and Science
Handbook for Embedding International Dimension in the Classroom
CLASS 6
SUBJECT MAPS
CLASS
6
MATHEMATICS
Whole Numbers Integers Linear Equation Basic Geometrical Mensuration Data Handling
Concepts
Fractions Decimals Undserstanding Elementary Symmetry

Shapes
Ratio and Practical

Proportion Geometry
CLASS 6
SUBJECT MAPS
CLASS
6
ENGLISH
Word Extension
Comprehension Fluency and Accuracy Local and Global Comprehension Creative Text Based Infering
Meaning
Gap Filling
Descriptive
Unseen Explanation Spot the Errors
Story Listening Public Speaking Situational Talk Text Based Reading Narrative
Passages Extrapolation Puzzles
Explanatory
Word Grid
Diary Entry
CLASS 6
SUBJECT MAPS
CLASS 6
SUBJECT MAPS
CLASS 7
SUBJECT MAPS
CLASS 7
SUBJECT MAPS
CLASS
7
SOCIAL SCIENCE
Tracing Changes through a Delhi Sultanate Interior of the Earth Media

Rulers and Tribes, Nomads, and Settled

their Architecture Communities
Religious
Development and Hydrosphere State Government
Regional Culture
CLASS 7
SUBJECT MAPS
CLASS
7
SCIENCE
Environmental
Science

Acids, Bases and Nutrition in
Heat Light Nutrition in Plants and Adaptation of A Precious
Salts Animals
Animals to Climate Resource
Electric
Physical and Reproduction Respiration in Winds, Storms and
Motion and Time Current and Soil
Chemical Changes in Plants Organism Cyclones
its Effects
From Fibre to Transportation in Forest — Our Life

Waste Water Story
Fabric Plants and Animals Line
CLASS 7
SUBJECT MAPS
CLASS
7
ENGLISH
Comprehension Word Building

and Fluency and Accuracy Local and Global Comprehension Creative Text Based Dictionary and
Interpretation Thesaurus Skills
Gap Filling
Unseen Explanation Hangman
Discussion Public Speaking Situational Talk Text Based Reading Diary Writing Narrative Pictionary
Passages Extrapolation
Completion of Worksheet Persuasive Dumbcharades
Word Search
Crosswords
Letter Writing
Poetry Article/Report
Prose Comic Strip Jumbled Words
Audio Tape Extempore Interview Discursive Letter Writing
Drama Story Writing and Sentences
Worksheet Elocution Group Discussion Literary Descriptive Passage
Research Poems
Poster Making
CLASS 7
SUBJECT MAPS
CLASS
7
efnboer (HINDI)
Deheþerle DeelcekeÀLeelecekeÀ keÀek³e/ ®eer$e hej DeeOeejerle

ieoîeebMe JejCeve mecee®eej Jee®eve ieoîe heþve Devvegíso keÀneveer uesKeve
Deheþerle keÀJeerlee Jee®eve/oesne veeìîe ceb®eve he$e uesKeve

heoîeebMe
CLASS 7
SUBJECT MAPS
CLASS 8
SUBJECT MAPS
CLASS 8
SUBJECT MAPS
CLASS
8
ENGLISH
Word
Comprehension
Interpretation
Meaning
Descriptive
Pre Listening
Public Text Based Unseen Narrative Explanation Gap Filling,
While Listening Situational Talk
Speaking Reading Passages Guided Extrapolation Editing Omission
Post Listening
Composition

Role Play
Declamation Poetry Article Diary Entry
Extempore Prose Factual Report Informal Letter
Worksheet Discussion Sentences
Street Play
CLASS 8
SUBJECT MAPS
CLASS
8
efnboer (HINDI)
Deheþerle keÀek³e/
Yee<eCe DeeMeg Yee<eCe veeìîe ceb®eve Devvegíso mJejef®ele keÀneveer
Deheþerle
Jeeo efJeJeeo mee#eelekeÀej He$euesKeve ef®e$ee JejCeve
heoîeebMe
Hejer®ej®ee
oesne
CLASS 8
SUBJECT MAPS
CLASS
8
SOCIAL SCIENCE
Indian
General Natural Constitution and Organs of the
Resources Resources Fundamental rights Government
and Duties
Education during National Human Made Human Role of Police

Social Justice
British Rule Movements Resource Resource and courts
Religious Marginalized
Development and and forms of
Regional Culture Government
CLASS 8
SUBJECT MAPS
CLASS
8
SCIENCE
Star and Metals and

Light Fibres Conservation Adolescence Microbes
Solar System Non Metals
Chemical
Some Pollution
Sound Effect of
Electricity
CLASS 8
SUBJECT MAPS
CLASS
8
MATHEMATICS
Business
Mathematics
Rational No's
Linear Equations
in One Variables Shapes
8
CLASS Solid
Visualising Comparing
Quantities
Data Handling
SUBJECT MAPS
Algebraic
Squares& Square Undserstanding Direct And Inverse
Expressions and Linear Graphs
Roots Quadrilaterals Proportions
Identities
Mensuration Factorisation Practical Geometry
Exponents
and Powers
Playing
with Numbers
CLASS 9
SUBJECT MAPS
CLASS 9
SUBJECT MAPS
CLASS
9
ENGLISH
Word
Comprehension
Interpretation
Meaning
Descriptive
Persuasive

Poetry Diary Entry
Research Passage
CLASS 9
SUBJECT MAPS
CLASS
9
SOCIAL SCIENCE
Democracy in the
Contemporary World
Russian Revolution / What is Democracy

Rise of Nazism Why Democracy

Pastoralists in Modern World/ Constitutional Design
and Drainage a Challenge
Peasants and Farmers

Natural Vegetation
Working of Institutions
and Wildlife

CLASS 9
SUBJECT MAPS
CLASS
9
MATHEMATICS
Number Statistics and

Geometry Algebra Mensuration
System Probability
Measures
Rational Euclid's Lines and Area of
Polynomials of Central
Numbers Geometry Angles Triangles
Tendency
Surface Area Graphical

Irrational Co - ordinate
Circles Quadrilaterals and Volume of Representation
Numbers Geometry 2D and 3D Shapes of Data
Operations
Linear Equations Probability
on Real Triangles Constructions
in Two Variables Theory
Numbers
CLASS 9
SUBJECT MAPS
CLASS
9
SCIENCE
Matter and Atoms and Natural Fundamental Diversity of

Motion Gravitation
Surroundings Molecules Resources Unit of Life Organisms
Force and Is Matter Improvement

Structure Why Do We
Laws of Sound Around us of Food Tissues
of Atom Fall Ill?
Work and
Energy
CLASS 9
SUBJECT MAPS
CLASS 10
SUBJECT MAPS
CLASS 10
SUBJECT MAPS
CLASS
10
ENGLISH
Word
Comprehension
Interpretation
Meaning
Descriptive
Persuasive

Poetry Diary Entry
Research Passage
CLASS 10
SUBJECT MAPS
CLASS
10
SOCIAL SCIENCE
in Indo-China
Nationalism in India Democracy and Diversity Water Resources Money and Credit
The Making of a Global World Gender, Religion and Caste Agriculture Globalization
Popular Struggles and Minerals and Energy

Movement Resources
Print Culture and Lifelines of

Novels,Society
and History
CLASS 10
SUBJECT MAPS
CLASS
10
MATHEMATICS
Coordinate Number
Algebra Geometry Trigonometry Mensuration Statistics Probability
Geometry Systems
Distance Area Measures

Linear Real Central
Polynomials Triangles Circles And Section Introduction Related of Central
Equations Numbers Tendencies
Formula to Circles Tendency
Surface
Quadratic Arithmetic Area Graphical
Equation Progressions Constructions Application and Representation
Volume
Area of
Triangle
CLASS 10
SUBJECT MAPS
CLASS
10
efnboer (HINDI)
Deheþerle keÀek³e/
Deheþerle
Jeeo efJeJeeo mee#eelekeÀej He$euesKeve
heoîeebMe
oesne
CLASS 10
SUBJECT MAPS

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Handbook for Embedding

International Dimension and

Handbook for Embedding Class 6: Subject Maps 14

in the Classroom Class 7: Subject Maps 26

Class 6 to Class 10 Class 8: Subject Maps 38

Class 9: Subject Maps 50

Class 10: Subject Maps 62

Using Rubrics Effectively 74

The International School Award is an immensely popular

This Handbook for Embedding International Dimension in the

A large number of schools, head teachers, and teachers

Using the Handbook

Introduction The world we live in today is very different from

1. UNESCO Sustainable Development Goal 4 for 2030

Overall Contributors to the Focus Group Discussion

Rittika Chanda Parruck Varsha Gautam DAV Public School

Editing and Designing Aparna Nanda Sapphire International School, Noida

List of participants in Content Development Workshop at Chennai

S.No Name School City S.No Name School City

The CBSE Life Skills Curriculum

outcomes which we have called the co-scholastic areas as opposed to the

The Connecting Classrooms core skills programme also focuses on

advocacy and conflict resolution in order to make our students become

A school is held accountable to regulatory authorities, governors, parents

Plan Collaboration Aware of

around the World

Urban and Rural

Class: 6 | Age Range: 11 – 12 years

Arithmetic Algebra Geometry Statistics Listening Speaking Reading Writing Vocabulary

Role Play Word Extension

Self Appreciate Acknowledge Interdependence /

Problem Solving Creative Thinking Plan Collaboration beyond their Aware of

Core skills in practice Preparation and Tips for the Lesson

• Did students collaborate and create an exhaustive list of professions?

Food — Where Descriptive

Self Appreciate Acknowledge Interdependence /

Inter- Predict Consequence, Cause Acknowledge Different Suggest and

Core Skills in Play Preparation and Tips for the Lesson

• With partner schools, a skype session can be organized where

CRITICAL THINKING AND

SOCIAL SCIENCE ENGLISH

History Geography Civics Listening Speaking Reading Writing Vocabulary

Self Appreciate Acknowledge Interdependence /

Plan Collaboration beyond their Aware of

Acknowledge Different Viewpoints

Inter- Predict Consequence, Cause Acknowledge Different Suggest and

Core Skills in Play Preparation and Tips for the Lesson

• Teacher should identify currencies of those countries, from which the

Subjects: Social Science, Hindi, English Deheþerle

Class: 6 | Age Range: 11 – 12 years Deheþerle veeìîe ceb®eve he$e uesKeve

SOCIAL SCIENCE ENGLISH

History Geography Civics Listening Speaking Reading Writing Vocabulary

Self Appreciate Acknowledge Interdependence /

Inter- Engage with Local and Global

Inter- Predict Consequence, Cause Acknowledge Different Suggest and

Core Skills in Play Preparation and Tips for the Lesson

• Teacher has to compile a varied group of personalities to bring about

• Did students understand that there are moments of challenge in

SOCIAL SCIENCE ENGLISH

History Geography Civics Listening Speaking Reading Writing Vocabulary

Self Appreciate Acknowledge Interdependence /

Acknowledge Interdependence / Aware of

Inter- Predict Consequence, Cause Acknowledge Different Suggest and