Classes 1 to 5

It is increasingly being felt that rote learning and traditional ways of testing and evaluating a child must give way to a more holistic and flexible system of learning. In recognition of this fact, the CBSE has removed the class 10 Board Exams, and introduced Continuous and Comprehensive Evaluation (CCE) for children of classes 9 and 10.

Under this system of evaluation, it is believed that a child’s progress should not be evaluated only on the basis of rigid question-answer type exams held at the end of a term or end of the year. Assessment should involve continuous monitoring of the progress of the child through multiple non-formal methods such as assignments, projects, surveys, experiments and quizzes. Teachers should recognise that no two children have the same abilities.
Instead of comparing them, efforts should be made to build on each child’s strengths and abilities.
As per the CBSE’s guidelines for CCE:

  • Teachers should use a variety of tools (oral, written, projects, presentations) so that all students, of different abilities and learning styles, can exhibit their understanding.
  • Always share the assessment criteria with the students so that they know exactly what is expected of them.
  • Allow peer and self assessment to enable students to get a better understanding of the expectations.
  • Always give an opportunity to the student to improve on a particular area/skill and a chance to display that improvement. The Getting Ahead series of books fulfill these criteria admirably. With the help of abundant activities and features like Mind Openers, the books seek to ensure the all-round development of the child. These features are also tools that will help teachers continuously evaluate different aspects of a child’s progress. For example:
  • Mind Openers: Mind Openers at the beginning of chapters ask leading questions that encourage children to think and discuss. Learning becomes interactive and therefore more effective.
    1. GASS 2: pages 5, 10,19,49, 52, 60, 65, 77;
    2. GASS 3 : pages 41, 52, 59, 64, 69, 74, 100, 104,
    3. GASS 4 : pages 57, 62, 67, 81, 85, 100,
    4. GASS 5 : pages 51, 63, 75

Children can be evaluated on the basis of how spontaneously they respond, how innovative their ideas are, and their ability to express their thoughts clearly.

  • Activities that encourage HOTS: It is seen that a child learns better when taught through activities. Activities based on the subject being taught encourage the development of higher order thinking skills (HOTS) in the child.
    1. GASS 2 pages 4, 9, 14, 18, 22, 26, 32, 42, 48, 56;
    2. GASS 3 pages 6, 12, 21, 26, 33, 94, 103, 107;
    3. GASS 4 pages 30, 33, 39, 61,70,75, 88, 94, 105;
    4. GASS 5 pages 15, 20, 25, 30, 43, 49, 56, 62, 67, 73, 85,

Children can be evaluated on the basis of basic understanding, practical skills, leadership, communication skills, presentation skill, etc.

  • Teaches values and life skills:
    1. GASS 2 : Chap 13 Finding directions, Chap 14 Concept of time, Chap 16: Road safety, Chap 19: Learning from others
    2. GASS 3 : Chap 11 People who help us,
    3. GASS 4 : Chap 22 Our rights and duties, Chap 24 Respecting our national symbols

Children can be evaluated on the basis of basic understanding of the values and skills, and how they display this understanding in their daily interactions with you in class.

  • Rhyme time: The rhymes present at the end of all the chapters in GASS 1, 2 and 3 make learning more fun for the children. Encourage them to say the rhymes aloud and to enact them. Children can be evaluated on the basis of presentation skill, i.e., diction, clarity and acting skills.