Training Schedule for Educators at school level

SR NO	TOPIC	DATE	NAME OF TEACHER/RESOURCE PERSON
1	USE OF TECHNOLOGY IN TEACHING	19.09.2025	RAVINDER KUMAR, VP
2	EFFECTIVE CLASS MANAGEMENT	23.09.2025	MS SHWETA, TGT MATHS
3	DEVELOPING POSITIVE WORK ETHICS AND WORK CULTURE	26.09.2025	MS VANDANA, TGT MATHS
4	SPORTS AND ART INTEGRATED TEACHING	15.10.2025	MR NEERAJ, TGT PET; MS CHANDRALEKHA, TGT AE
5	AI TOOLS IN TEACHING	31.10.2025	MS ANU RANI, PGT CS; MR RATAN, PRT
6	COMPETENCY BASED ASSESSMENT	04.11.2025	MS JATINDER KAUR, PGT CHEMISTRY
7	EFFECTIVE TEACHING AND LEARNING PROCESS IN LANGUAGES	11.11.2025	MS REENA, TGT ENGLISH
8	EFFECTIVE TEACHING METHODOLOGY IN SCIENCE	25.11.2025	MS HARWINDER, TGT SCIENCE
9	AI TOOLS/EQUIPMENT FOR EFFECTIVE MATHEMATICS TEACHING	04.12.2025	MS MEENU, PGT MATHS
10	INCULCATION OF MORAL VALUES AMONG STUDENTS	19.12.2025	MS MAHESH, PGT ENGLISH; MS FARZANA, TGT SOST

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6-Week Library Activity Schedule for Students

 Week 1: Library Orientation & Book Basics

• Tour of the library and introduction to library rules

• Understanding parts of a book

• How to read a book effectively

• Start Student Library Log Book entries

• Activity: Make a bookmark

Week 2: Print Media Exploration

• Learn parts of a magazine and a newspaper

• Difference between book vs magazine vs newspaper

• Format for book and magazine reviews

• Activity: Write a book review and create a magazine review collage

Week 3: Storytelling & Creative Writing

• Introduce Suno Kahani – Buni Kahani (listen and create stories)

• Explore Kahani Patr and Bano Patr – Kaho Shastr (Chanakya)

• Activity: Write your own story letter or wisdom note

• Display student work on a story wall

Week 4: Digital Literacy Week

• Introduction to digital resources: e-books, e-magazines, e-newspapers

• Explore types of e-books and digital library tools

• Demo: Eg 4.0 mobile app and OPAC search

• Activity: Compare book vs e-book in a chart

Week 5: Hands-on Publishing Projects

• How to make a book jacket and bind a book

• Create a table calendar with literary quotes

• Activity: Make a class magazine with student articles and poems

Week 6: School News & Digital Showcase

• How to make a school newspaper

• Explore blogs and YouTube for book trailers and storytelling

• Activity: Publish a student blog post or record a book talk video

• Celebrate with a Library Exhibition Day

Educational Visit to Ordnance Cable Factory, Chandigarh-Bagless Days Program

(4) 10 Bagless days : visit to OCF class vii B - YouTube

Date: 17-12-2025

Under the 10 Bagless Days Program, students of Kendriya Vidyalaya, OCF Sector 29, Chandigarh, were taken on an educational tour to the Ordnance Cable Factory (OCF), Industrial Area, Chandigarh. The visit aimed to provide students with practical exposure to the functioning of a defense manufacturing unit.

A total of 40 students from Class VII B participated in the visit. The school principal, Sh. K.S. Pathania, flagged off the bus at 9:00 a.m. The students were warmly received at OCF, which is engaged in manufacturing cable harnesses and other defense products, ranging from raw material processing to finished PRODUCTS.

During the visit, students were given a comprehensive briefing about the organization, its operations, and its products. They also witnessed demonstrations, including how a tank driver can view the surroundings with a 360-degree perspective while seated inside the tank.

The factory authorities extended a cordial welcome to the students and accompanying teachers. Refreshments were arranged, and each student was provided with a writing pad and pen to note important aspects of the visit.

The trip concluded at 12:00 noon, leaving the students enriched with knowledge and delighted by the experience.

FIRE SAFETY CLASS BY FIRE STN IND AREA -1 CHANDIGARH

 BY LFM- RAJINDER PARSAD & 

FM DEVENDER SIVACH

DATE: 18-12-2025

CLASS XI A -B 60 STUDENTS 

How to read a book ?

Watch on YouTube

How to Read a Book - Wikipedia

"How to Read a Book" by Mortimer Adler offers a comprehensive guide to reading effectively, emphasizing different levels of reading and critical thinking skills.

Overview of the Book

Originally published in 1940 and revised in 1972, "How to Read a Book" is designed to help readers engage with texts more deeply and critically. 

Adler, along with co-author Charles Van Doren, outlines a systematic approach to reading  

that can be applied to various genres, including fiction, non-fiction, poetry, and more. 

Key Concepts

1. Four Levels of Reading: Adler identifies four levels of reading, each requiring different skills and approaches:

Elementary Reading: Basic comprehension of the text.

• Inspectional Reading: Skimming the text to get the gist and structure, allowing readers to understand the main ideas quickly.
  
• Analytical Reading: A deeper engagement with the text, where readers analyze the arguments and structure of the book.
  
• Syntopical Reading: Comparing and contrasting multiple texts on the same subject to gain a broader understanding. 

2. Active Reading: Adler emphasizes the importance of being an active participant in the reading process. This involves asking questions, making notes, and reflecting on the material to enhance understanding and retention. 
3. Critical Thinking: The book encourages readers to critique the material, assessing the author's arguments and the validity of the claims made. This critical approach helps in developing a more nuanced understanding of the text.                                      4. Practical Application
   • Reading Techniques: Adler provides practical techniques for reading different types of books, including how to approach complex texts and extract meaningful insights. He suggests that readers should not only focus on what the author says but also on why they say it and how it relates to other works. 
   • Recommended Reading List: The book includes a list of significant works across various genres, encouraging readers to apply the techniques learned to these texts for a richer reading experience. 

   Conclusion

   To effectively read "How to Read a Book," approach it with the mindset of an active learner. Engage with the material, practice the techniques outlined, and apply them to your reading habits. This will not only enhance your comprehension but also enrich your overall reading experience. 
4. 1. Reading age

      12 years and up
   2. Print length

      426 pages
   3. Language

      English
   4. Dimensions

      13.49 x 2.84 x 20.96 cm
   5. Publication date

      15 August 1972

SCIENCE INDIA : The Science Magazine

Bharat Vaibhav .The Book

 

What is E-waste?

 Objectives of the Course: This module has been prepared to create outreach and enhance advocacy with students and teachers across schools in India on the health and environmental impacts of e-waste. There are hazardous elements in e-waste. e-waste also contains materials which are important as far as their circular economy potential is concerned. Resource efficiency can be enhanced if e-waste is properly collected and channelized for recycling so that materials can flow back into the production process.

The Overall Learning Objectives of the course is to create awareness and enhance outreach

and advocacy on the subject of electronic and electrical waste in students of standards 7-9.

By the end of the course students will be able to:

• Define Electronic Waste

• List down the hazardous and non-hazardous substances in E-waste

• Explain the environmental and health impacts of E-waste

• Explain the need for E-waste Rules 2016

• Illustrate with examples the concepts of sustainable consumption and lifestyles of health

and sustainability

• Apply the concepts of sustainable consumption and lifestyles of health and sustainability

to develop their personal action plans

• Create a plan to set up an E-waste collection points in their homes, schools and

neighborhoods

Of the topics that will be covered in the course, the students will be able to;

• Explain the unique features of Mother Earth as an ecosystem

• Identify linkages between waste generation and health & environmental hazards

• Explain different types of waste with examples

• Assess the growth of information technology and generation of E-waste • Learn about the

role of young people in reducing E-waste

• Define E-waste

• Understand the global and the national data on E-waste

• Identify the various categories of E-waste

• List the constituents of E-waste

• List down the hazardous and non-hazardous substances in E-waste

•Explain the environmental and health impacts of E-waste

• Explain the E-waste management scenarios

• Explain the tenets of the E-waste rules 2016

• Summarize resource utilization

• State the various Sustainable Development Goals (SDGs)

• Explain sustainable consumption and LOHAS

• Identify the ways one can practice sustainable consumption and LOHAS in one’s life

Students can take up this non-credit course as a learning experience on one of the most

important aspects of waste generation across the world today. E-waste growth across the

world is estimated at close to 30% which makes it a very important sector for the future as

far as livelihoods, its management and its environmental and health significance is

concerned. The objectives of the course help to create a holistic learning experience for

students so that they evince interest in this sector and become ambassadors for the change

that needs to come as far as disposal behavior of consumers and generators is concerned.

DIKSHA Learning Platform 

Content Outline

The content of the course has been divided into 6 blocks. These blocks have a video and a

pdf presentation through which the entire content is presented. The outline of the course is

stated below:

Unit 1.1

Introduction to the course

Unit 1.2

Need for the course on E-waste

Unit 2.1

What is E-waste?

Unit 2.2

What are the constituents of E-waste?

Unit 3.1

What are the hazardous substances in E- waste?

Unit 3.2

What is the impact of E-waste on health and environment ?

Unit 4.1

What is the need of E-waste Rules?

Unit 4.2

What are the E-waste Rules ?

Unit 5.1

Resource Utilization and Sustainable Development Goals (SDGs)

Unit 5.2

LOHAS ( Life Styles of Health and Sustainability)

DIKSHA Learning Platform

DIKSHA Learning Platform

Useful Links:

•Resources for Continuous Learning 

Canva Magic Write – https://www.canva.com/magic-write/

• Microsoft Copilot – https://copilot.microsoft.com/

• Notion AI – https://www.notion.so/product/ai

• Elicit.org – https://elicit.org

• Gradescope – https://www.gradescope.com

• Dialogflow – https://dialogflow.cloud.google.com

• LangChain – https://www.langchain.com

• Scratch – https://scratch.mit.edu

Future Skills for Teacher Educators

• Creativity & Problem-Solving

• Digital Collaboration

• AI Literacy

• Ethical Awareness

AI Applications, Productivity & Future Skills

https://youtu.be/9jXdYX3bjlY

NCF 2020's- GOALS

🌐 Language Education

The goal of language education in NCF 2020 is to develop multilingual proficiency by encouraging students to learn at least three languages, with emphasis on the mother tongue/regional language in early years. It aims to build strong communication skills, cultural appreciation, and critical thinking through literature, creative writing, and oral traditions. Language learning is seen not just as a tool for communication but as a means to nurture identity, empathy, and national integration.

🔢 Mathematics

Mathematics education focuses on conceptual understanding, logical reasoning, and problem-solving skills rather than rote memorization. The framework emphasizes experiential learning, connecting math to real-life situations like budgeting, measurements, and data analysis. The goal is to make math enjoyable, reduce fear, and foster creativity, preparing students for higher studies and practical applications in technology and everyday life.

🔬 Science

Science education under NCF 2020 aims to cultivate scientific temper, curiosity, and inquiry-based learning. Students are encouraged to experiment, observe, and question phenomena around them. The framework stresses hands-on activities, environmental awareness, and ethical responsibility in using scientific knowledge. The ultimate goal is to prepare learners to apply science for sustainable development and innovation.

🏛️ Social Science

Social science goals emphasize understanding society, history, geography, and civics to nurture responsible citizenship. Students are guided to critically analyze social structures, cultural diversity, and historical events. The framework promotes values of democracy, equality, and justice, while also encouraging awareness of global issues like climate change and human rights. The aim is to build socially conscious individuals who can contribute positively to society.

🎨 Arts Education

Arts education seeks to foster creativity, aesthetic appreciation, and emotional expression through music, dance, theatre, and visual arts. NCF 2020 highlights the importance of integrating arts into mainstream learning to enhance imagination, cultural heritage, and holistic development. Arts are seen as a medium to build confidence, empathy, and innovation, making them essential for balanced growth.

🏃 Physical Education & Well-being

The goal of physical education is to ensure fitness, health, and emotional well-being. It emphasizes sports, yoga, and mindfulness practices to promote discipline, teamwork, and resilience. NCF 2020 integrates physical education with mental health awareness, aiming to create balanced individuals who value both physical strength and emotional stability.

💻 ICT & Vocational Education

ICT and vocational education aim to equip students with digital literacy, technical skills, and career readiness. The framework stresses hands-on training, coding, and exposure to emerging technologies. Vocational education is integrated from middle school onwards to prepare learners for diverse career paths, entrepreneurship, and lifelong learning, aligning education with real-world demands

NCF 2020's English:  goals for middle school focus on developing holistic communication skills (listening, speaking, reading, writing) in multiple languages, fostering critical thinking via literature, connecting language to Indian culture/knowledge, and using competency-based learning for real-world application, all within the broader NEP vision for integrated, joyful learning that prepares students for 21st-century demands, moving beyond rote learning to genuine understanding and expression.