Proposal Booklet1

Annual Meeting Of the Programme Advisory Committee (PAC) 2022-23 Date: 9th May 2022 Time: 3:00 PM Booklet I (New Proposals 2022-23) STATE COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING Varun Marg, Defence Colony, New Delhi -110024 1



Annual Meeting of the Programme Advisory Committee 2022-23 Date: 9thmay2022 Time: 3.00 p.m. Venue: Conference room, SCERT AGENDA ITEMS 1. Confirmation of Minutes of the Annual PAC 2021-22 held on 13.04.2021 2. Presentation and discussion on reports of activities undertaken in the year 2021-22 by SCERT ● Material Development Projects ● Research Projects and Innovative programmes ● INSET Programmes ● Faculty Development Programmes ● B.Ed and Examination Cell 3.To consider and approve new and revised proposals of programmes / projects to be undertaken during 2022-23 in the following areas:  Material Development Projects  Research Projects and Innovative programmes  INSET Programmes  Faculty Development Programme  B.Ed and Examination Cell  Other Activities 2

Contents S. No. Title Page No. 1. SCERT- A Brief Introduction 4 2. Proposed Programmes for 2022-23 8 3. 50 4. Resource Materials Development-2022-23 109 5. Research Proposals 2022-23 128 Innovative Projects 2022-23 134 7. INSET Trainings proposals 179 8.  INSET Calendar 193 9.  Teacher Development Coordinator(TDC) 197 10.  Mentor Teacher training 201 11.  International Exposure Visits 209 12.  National Exposure Visits 228  Educational Technology Department 238 A.  Cell for School Leadership (CSL) 247  Cell for HumanValues and Transformative Learning(CHVTL) 263  Happiness Curriculum 270 Faculty Development Program 279 B.Ed Proposals,2022-23 290 National Education Policy-2022-23 295 Examination, Affiliation & Admission Branch,2022-23 296 Library,2022-23 SCERT Proposals placed in AWP&B of Samagra Shiksha,2022-23 302 Annexure I 303 Budget estimate for the year ,2022-23 305 307 B. List of PAC Members SCERT C. List of Members attended Annual PAC 2021-22 D. List of Academic staff of SCERT 3

SCERT: A Brief Introduction An overview In pursuance of the recommendations of NPE, 1986 and its Programme of Action, the State Council of Educational Research & Training (SCERT), Delhi was established as an autonomous organization on May 27, 1988, for providing academic resource support in improving the quality of school education in Delhi. After the restructuring, SCERT has 1295 posts and the following Divisions &Departments. 1. Division of Curriculum and Pedagogy (C&P)  Department of Science  Department of Mathematics  Department of Languages  Department of Social Sciences  Department of Art Education  Department of Special Educational Needs (SEN)  Department of Commerce Studies  Department of Health and Physical Education. 2. Division of Work Experience and Vocational Education 3. Division of School Leadership 4. Division of Educational Planning, Research and Assessments (EPRA) 5. Division of Life Skills and Civic Education 6. Division of ICT 7. Programme Management Unit (PMU) 8. Division of Library and Documentation 9. Affiliation, Admission and Examination Division 10. Human Resources Management Division 11. Administration Division 12. B.Ed. Division The work of the State Council of Educational Research and Training( SCERT) and District Institution of Education and Training (DIET) covers the entire spectrum of school education including schools of the Directorate of Education, Education Departments of MCD, NDMC and Cantonment Board. To achieve the aforesaid objective, we contribute to the development of In-service/Pre-service course designs/syllabus, teacher training materials. SCERTalso undertakes the research projects which are aimed at finding solutions to the problems related to school Education. The inputs from the SCERT & DIETs through continuoushave resulted in the professional growth of teachers, teacher educators, educational administrators and other educational functionaries leading to improvement in their effectiveness and efficiency. With the implementation of NEP 2020 in the state, SCERT envisions a broader role in producing and training prospective teachers with the great vision and capacitating the existing teachers through the 4

need-based ICT integrated training programmes in blended mode and thus aims to improve the Performance Grading Index (PGI) of the state at the national level. At this backdrop of the year 2022-23, SCERT has planned a number of programmes along with its 9 DIETs. The proposed programmes such as the capacity building of pre-service Teachers and Teacher Educators, Faculty/Professional Development programmes, exchange programmes, study trips ( National and International), Material Development, Framework/guidelines development, etc. and Specific projects of research. These programme activities lead a ―Change Management Process‖ for the reinvigoration, capacity building and changing of work culture of SCERT and DIETs for developing them into vibrant institutions of excellence. In alignment with NEP 2020, SCERT and DIETs have designed and proposed a strategic plan, focused on areas specific to the capacities required by teachers to implement the NEP 2020, innovative programmes for Continuous Professional Development of teachers and school heads through Cluster Leadership Development Program(CLDP). Now the program is extended to MCD schools through Principal Leadership Development Program(PLDP). With these future plans, SCERT Delhi would also like to highlight some of its achievements when the COVID pandemic has impacted badly. Strictly abiding by the COVID Protocol, SCERT has purchased Online platform for inservice which enabled the faculty to train teachers through online mode. The overarching vision for SCERT in Delhi is to substantially raise the quality of school education and teacher education through increased innovation, effective teaching and application of knowledge. For continuous and sustainable educational reforms in Delhi, SCERT has proposed all the programmes and projects for the year 2022-23 under training, material development, research and other innovative programmes, keeping the Objectives of Nipun Bharat and NEP 2020. This policy enacts numerous changes in India‘s Education policy and proposes to completely overhaul the school education and teaching profession by providing an overarching vision and comprehensive framework for both school and teacher education Many of the activities proposed in Annual PAC 2021-22 were conductedin anonline mode. The challenges of the pandemic, creatednew opportunities for digital learning and many innovative activities were conducted during the year 2021-22. Since the time of the inception of SCERT, Delhi has extended its horizon with trilateral interventions through the Entrepreneurship Mindset Curriculum (EMC), Deshbhakti Curriculum and Happiness Curriculum, with the objectives of nurturing the leadership skill, patriotism along with understanding the role of harmony within the self and outer environment. Moreover, SCERT has set out to transform the structure of In-service teacher training by recognizing the need for a rigorous training program for all teachers based on their need assessments across Government schools in Delhi. In- Service teacher training modules have been specially designed for teachers to develop them as 21st-century Professionals. The intent behind this transformation is to elevate the quality of training while designing content that marks a shift from content to competency- based training. Integrated planning will be instituted amongall these premier bodies to establish functional linkages and reinforce programmes (NPE 1986). As per NEP, 2020 the premiere bodies will play an important role in efficient resourcing in small complexes/ clusters. To ensure this role, SCERT, STEP is launched to ensure the smooth implementation of cluster level training and providing academic expertise and support to the schools directly. This programme ensures contexualized alignment of all the programs which are being carried out with quality assurance in all the schools. Establishment of the Research Cell, Matrerial Development Cell, Assessment Cell and PMU has added the assurance of theover all quality overall. 5

In the digital age, specifically in maintaining the research culture,up-gradation of Libraries is a must. For the past few years, a persistent issue was faced by the librarians of DIETs and SCERT for keeping the vast ready information and material sorted and organized. To adress the issue, Automation of the Library of all DIETs and SCERT is accomplished by the installation of LIBSYS software at SCERT and DIETs. It eases as well as ensures convenience, accuracy in the system of storing content, locating and curating the existing resource material. This initiative assists not only in organizing but also in searching and retrieving the content contained in the collection. It would not be an exaggeration, to state that SCERT Delhi is in full swing of implementing the National Education Policy 2020. NEP 2020 has stipulated that attaining foundational literacy and numeracy for all children must become an immediate national mission.Delebrations to implement NIPUN Bharat Mission in Delhi, State Action Plan has been finalized and numerous colossal tasks have been going on. In the field of ECCE, we have planned to bring convergence with Aanganwadis to promote early childhood care and attain the objectives of FLN. SCERT undertakes the projects of SSA also. Recently Reading campaign initiated by Samagra Shiksha is successfully implemented in Delhi State. It was aligned with Mission Buniyaad and NIPUN BHARAT Project. Annual PAC document 2022-23 PAC document is compiled into two separate booklets Booklet I: New Proposals 2022-23 Booklet II: Status 2021-22 and Reports 2021-22 PAC Agenda Booklet I  The proposals of all the activities for academic session 2022-23 are given.  Annexure I have details of Proposed Budget estimate for 2022-23, List of PAC members, List of members attended Annual PAC 2021-22, List of Academic staff of SCERT. PAC Agenda Booklet II  The status of all activities undertaken and organized during April 2021to March 2022 is given with reports.  In section II, reports of activities conducted in 2021-22 given. 6



PROPOSED PROGRAMMES FOR 2022-23 7



Resource MATERIALS DEVELOPMENT 2022-23 8



Summary of Material Development S.NO. TOPIC COORDINATOR BUDGET 1. (a) FLN based Story Books of Numeracy and Dr.RitikaDabas Rs. 20,00,000/- Literacy (TLMs) Dr Meena Sehrawat (b) Content Development Training for Capacity Building Rs 5,00,000/- of SMC 2 Developing resource materials for Dr. Sapna Yadav, Entrepreneurship Mindset Curriculum Dr Rakesh Kumar (A) Developing resource materials to support Gupta entrepreneurial mindset curriculum framework using existing research & Rs. 1,27,750/- theories (B) Development of EMC Design Rs. 76,650/- Curriculum Framework Rs. 2,55,500/- Rs. 2,55,500/- (C) Development of Teacher‘s Manuals for class 9th to 10th for teachers (D) Development of content for class 9th to 10th for Students. Total (2 A + 2 B+ 2 C + 2 D) Rs 7,15,400/- 3 Development of ICT Manual Dr. Sapna Yadav, A. Review of Curriculum of ICT in Dr Rakesh Kumar Education for class 6-8 for session 2023- Gupta Rs. 2,74,400/- 24 Dr. Priyanka B. Sample textbook forteacher‘s of ICT in Bhardwaj Education for class 6-8 for session 2023- Ms. Akriti Agarwal Rs. 20,58,000/- 24 Total(3A+3B) Rs 23,32,400/- 4 Delhi State NEP 2020 Tasks Mr. Sanjay Kumar, Rs. 100,00,000/- Ms Tapshree, Mr Shahnawaj 5 Development of Delhi Curriculum Framework Mr. Sanjay Kumar, Rs 1,00,000/- 2020 Ms Tapshree, Mr Shahnawaj 6 Development of National curriculum Framework Mr. Sanjay Kumar, Rs. 5,00,000/- and Focus Papers in synchronization with Ms Tapshree, Mr NEP2020 Shahnawaj 7 Preparation of training module for teachers on Ms. Kapila Parashar Rs. 3,04,020/- teaching English at upper primary level as per Dr. Ritika Dabas NEP guidelines Dr. Meena Sehrawat Dr. Geeta Ms. Savita Joon Dr.Tapsa 8 Fun with Grammar Practice Workbook -II Shilpa Sud Rs. 6,73,360/- Rajeev Jha 9

9 Development of a Training Module on Portfolio Dr.Anju Pathak, Dr. Rs. 6,18,300/- as tool of Assessment Ajay Chaubey Rs. 1,77,625 Dr. Ashok Kumar Rs. 40,53,900 10 Career guidance and Counselling Handbook for Dr Sharad Secondary school Teachers Dr. Ajay Kumar Rs. 4,53,200/- Choubey, Dr. Md. 11 Module development-Introduction to Zameer, Ms. Kapila Rs.15,72,838/- Educational Research Parashar, Mr. Ibad Rs.13,89,280/- Raza, Ms. Kajal Rs. 10,53,430/- 12 Development of series of Art form based Dr Sangeeta Rs. 24,79,700/- Teachers‘ Handbooks on Art Integrated Choudhary, Rs. 3,00,000/- Learning-II Mr Joginder Kumar Rs 10,69,420/- 13 Dr. V K Pathak Development of Sanskrit Resource Kit. Rs 3,02,92,873/- Ms Shilpa Sud 14 Comic Books on safety and Security of school children in English, Urdu and Punjabi. Dr. Bindu Saxena 15 Handbook on Achieving Sustainable Dr. Bindu Saxena Development Goals through Ecoclubs Ms. Preeti 16 Assessment tools for Special Training Centres Vimal Chand, Dr. 17 Publication of Vikram Kumar (a) ‗Comic book on Active and Passive Voice‘ (b) ‗Comic book on Narration‘ 18 Folk Art- A Hanbook on Art Education (Vol. 2) Total PROPOSAL-1(a) Title of the Proposal Foundational Literacy and Numeracy (FLN) FLN based Story Books of Numeracy and Literacy (TLMs) Brief introduction with justification NIPUN BHARAT Goals are to be achieved as per NEP 2020 in mission mode. Different Stakeholders including parents will play a prominent role in achieving the Goals. Through the development of standard TLMs in the form of FLN story books, the NIPUN Mission would widely reach the masses. Better literacy and numeracy skills would help in improving mthe quality of education. Objectives:  For the enhancement of Reading Skills under Reading Campaign  Reading corners will be established  Develop skills in listening, speaking, reading, writing, viewing, presenting and performing  Foster a lifelong interest in and enjoyment of language and literature 10

Modalities of implementation (workshop/seminar/symposium/ training /meeting, etc.) Content Workshops will be conducted with the experts in the field. Concerned agencies will be hired for development of stories for classes 1 to 3. Literacy and Numeracy based stories will be developed to achieve NIPUN Bharat Goals. The content developed will be used for all the schools of DoE and Local Bodies. Timeline – December, 2022 Key performance indicator (in measurable terms, to review the progress of the project as pertimeline) ● Financial Implication (details of budget required) ▪ Set of 4 story books per grade based on FLN for Grades 1-3 to be developed by SCERT. In total 12 story books to be developed. Class 1 Content Outline – 2 days Content Development – 5 days Content Review – 2 days Content Vetting – 2 days Review After Vetting – 2 days Proof Reading /Editing – 3 days Class 2 Content Outline – 2 days Content Development – 5 days Content Review – 2 days Content Vetting – 2 days Review After Vetting – 2 days Proof Reading /Editing – 3 days Class 3 Content Outline – 2 days Content Development – 5 days 11

Content Review – 2 days Content Vetting – 2 days Review After Vetting – 2 days Proof Reading /Editing – 3 days 14*15*2500= 5,25,000 1*6*2500= 1,50,000 14*15*2500= 5,25,000 1*6*2500 = 1,50,000 Total- 20 lakh for Grades 1-3 Coordinator- Dr.RitikaDabas Sr Lec.SCERT Dr Meena Sehrawat Asst. Prof. (DIET Ghumenhera) PROPOSAL-1(b)  Name of proposal/project Content Development Training for Capacity Building of SMC  Brief introduction with justification Content creation for capacity building of SMC members with respect to parental involvement in child‘s learning.  Objectives To increase the reach of NIPUN BHARAT Mission Goals To improve quality of Education through parental involvement To create awareness among parents regarding Nipun Bharat Goals To enhance parental participation in child‘s holistic Development 12

 Modalities of implementation (workshop/seminar/symposium/ training /meeting etc) Content Workshops will be conducted with the experts in the field. The workshops will be conducted in 3 steps. One day workshop for outline development, five days for content development and two days for review and finalisation of content. (In one Phase) as per the need.  Timeline Dec-2022  Financial Implications: Total cost – Rs 5,00,000/- Coordinator- Dr.RitikaDabas, Sr. Lecturer, SCERT 13

PROPOSAL-2(A) Name of the Proposal/ Project: Developing resource materials to support entrepreneurial mindset curriculum framework using existing research & theories. Objectives:  To provide the justification &evidences in support of entrepreneurship curriculum. Brief Introduction with Justification: The Entrepreneurship Mindset Curriculum was started as a pilot in 2019 with the aim of instilling an entrepreneurial mindset among students and enabling them to take their innovations to the next stage. The nation‘s vision of transforming job-seekers into job creators was, thus, given a practical and realistic structure. EMC started to bring about - inculcating entrepreneurial abilities and nudging students to experience firsthand, to dream, try, materialize, fall, but never fail. The existing curriculum for the grades 9th to 12th stands robustly created on these foundational and entrepreneurial abilities of communication, collaboration, critical thinking, creative thinking, taking risks, bouncing back from failure and planning and executing. Now, the need of the hour increasingly becomes to gather the rigorous evidences from existing research & impact studies to support the validity of EMC Curriculum. We need to establish the fact that the skills that Entrepreneurship mindset curriculum framework advocates to develop are the key contributor in developing mindset. This research backed justification and validation will give the strength to entrepreneurship mindset curriculum to stand frim and spread nationally/internationally. This project will be an attempt to supporting the existing Entrepreneurship Mindset Curriculum with a robust curriculum framework for the abilities it aims to tap and the learning principles which form its basis. Modalities of Implementation (workshop/ seminar/ symposium/ training/ meeting etc): Review of literature & curriculum committee: Putting in place a committee which brings together expertise from both the on ground experience of previous implementation and the research backed evidences. Execution: ● Tools and framework will be created to review the research. ● Topic will be distributed among committee members. ● Work on topics will be discussed bi monthly. ● Document/ paper will get reviewed continuously. ● Final review and presentation of ‗created resource‘. 14

Timeline: April 2022 - August 2022 Key Performance Indicator (in measurable terms to review the progress of the project as per timeline): ● Literature review and curriculum committee get formed ● Number of research gets read and discussed bi monthly. ● Number of document/paper got written, skill wise. Financial Implication (details of budget required): Tentative Budget required for 5 days workshop = 10 RPs@ 2300 per person + 15 @ 170 per person = Rs. 1,27,750/- (Approximately) COORDINATOR- Dr. Sapna Yadav Assistant Professor Dr Rakesh Kumar Gupta 15

Proposal -2(B) Name of the Proposal: Development Curriculum Framework Objectives:  To understand the potential of a curriculum formed from the integration of the principles of Entrepreneurship Mindset Curriculum (EMC) and Design Curriculum (from IB) by-  Creating an annual curriculum on the framework and guidelines provided by EMC and IB Contextualising the curriculum for the students of Grade 9th and 10th in these 20 schools  Contextualising the curriculum for the students of Grade 9th and 10th in these 20 schools. Brief Introduction with Justification: The Delhi Board of School Education (DBSE), in 2021, launched collaboration with International Baccalaureate as knowledge partners, to adopt its global curriculum framework and also develop a new assessment model for the schools in Delhi. IB follows a continuous assessment mode with a focus on holistic development of children as per global practices along with academic learning having a global approach. The curriculum framework provided by IB builds critical thinking skills and nurtures curiosity of students. One of the subjects under IB is Design which is curated with the objective of designing a product as an end of an intensive problem identification and problem-solving process (The Design Thinking Cycle). The principles of critical thinking, creativity and collaborative problem solving here, stand synonymous with the core ideology of an existing program running in Delhi Government schools - the Entrepreneurship Mindset Curriculum. The EMC, launched in 2019 has been momentous in introducing and inculcating entrepreneurial mindset and skills in students of grades 9th to 12th. Thus, DBSE saw this amalgamation of EMC and Design as a potential core subject for the students of Delhi to experience. To test out this hypothesis, a yearlong pilot is being curated to record the impact that this integrated curriculum of EMC and Design has the potential of creating on students. The collaboration will be tested out in 20 Schools of Specialised Excellence offering specialised education in four domains - Science, Technology, Engineering and Mathematics (STEM), Humanities, Performing and Visual Arts, and High-End 21st Century Skills. Proposal - Modalities of Implementation (workshop/ seminar/ symposium/ training/ meeting etc): Stakeholders involved: A project management between SCERT, DBSE, IB subject experts and the 30 Schools of Specialised Excellence, with key involvement from their Heads of Schools and computer teachers for implementation. Timeline: April 2022 - July 2022 Key Performance Indicator (in measurable terms to review the progress of the project as per timeline): The data collected from teachers and students before and after the program will be compared to understand if the curriculum and the regular intervention of capacity building was able to create the desired impact for both the teacher and the student community or not. 16

Specifically, metrics that could be used to understand progress of the program are: A. Teacher Outcomes ● Extent of knowledge of facilitation skills ● Mastery of facilitation skills, when delivering the sessions in classroom B. Student Outcomes ● Shift in skills and mindsets that are learning outcomes for the curriculum (eg: collaboration, creative thinking, communication) ● Score on tasks/assessments for knowledge related aspects of the curriculum C. Project Implementation ● Extent to which the curriculum is being delivered in all classrooms D. Student Engagement ● Student attendance ● Extent of task completion ● Extent of in-class participation Financial Implication (details of budget required): Tentative Budget required for Workshop =10 Rps for 3 days @ 2300 + 15 X @170 = Rs. 76,650/- (Approximately) COORDINATOR Dr. Sapna Yadav, Dr Rakesh Kumar Gupta 17

Proposal-2(C) Name of the Proposal: Development of Teacher‘s Manuals for class 9th to 10th for teachers Objectives: • To construct the content that addresses the aims of EM Design. • To provide aid to teachers for effective implementation of EM design. Brief Introduction with Justification: IB follows a continuous assessment mode with a focus on holistic development of children as per global practices along with academic learning having a global approach. The curriculum framework provided by IB builds critical thinking skills and nurtures curiosity of students. One of the subjects under IB is Design which is curated with the objective of designing a product as an end of an intensive problem identification and problem-solving process (The Design Thinking Cycle). New curriculum is been introduced so there is need to develop content for the same for teachers for effective implementation. Modalities of Implementation (workshop/ seminar/ symposium/ training/ meeting etc): Stakeholders involved: A project management between SCERT, DBSE, IB subject experts and the 30 Schools of Specialised Excellence, with key involvement from their Heads of Schools and computer teachers for implementation. Timeline: July 2022 - Feb 2023 ONE DAY 2 DAYS WORKSHOP WORKSHOP FOR FEEDBACK FOR CONTENT DEVLOPMENT PILOT OBSERVATION IN 30 SCHOOLS OF DoE Key Performance Indicator (in measurable terms to review the progress of the project as per timeline): The content will be divided into numbers of units which will be decided on the basis of curriculum and pilot project Financial Implication (details of budget required): Tentative Budget requiredWorkshop = 10 Rps for 10 days @ 2300 + 15 X @ 170 = Rs. 2,55,500/- (Approximately) (The workshop will be scattered over the year) COORDINATOR- Dr. Sapna Yadav, Dr Rakesh Kumar Gupta 18

Proposal -2(D) Name of the Proposal: Development of content for class 9th to 10th for Students. Objectives: ● To construct the content that addresses the aims of EM Design. ● To provide resource material to students for effective learning. Brief Introduction with Justification: \\ IB follows a continuous assessment mode with a focus on holistic development of children as per global practices along with academic learning having a global approach. The curriculum framework provided by IB builds critical thinking skills and nurtures curiosity of students. One of the subjects under IB is Design which is curated with the objective of designing a product as an end of an intensive problem identification and problem solving process (The Design Thinking Cycle). New curriculum is been introduced so there is need to develop content for the same for students for effective implementation. \\ Modalities of Implementation (workshop/ seminar/ symposium/ training/ meeting etc): Stakeholders involved: A project management between SCERT, DBSE, IB subject experts and the 30 Schools of Specialised Excellence, with key involvement from their Heads of Schools and computer teachers for implementation. Timeline: July2022 - Feb 2023 ONE DAY 2 DAYS WORKSHOP WORKSHOP FOR FOR FEEDBACK CONTENT DEVLOPME PILOT NT OBSERVATI ON IN 30 SCHOOLS OF DoE Key Performance Indicator (in measurable terms to review the progress of the project as per timeline): The content will be divided into numbers of units which will be decided on the basis of curriculum and pilot project Financial Implication (details of budget required): Tentative Budget required forWorkshop = 10 Rps for 10 days @ 2300 + 15 X @ 170 = Rs. 2,55,500/- (Approximately) (The workshop will be scattered over the year) COORDINATOR- Dr. Sapna Yadav Dr Rakesh Kumar Gupta 19

PROPOSAL- 3(A) Name of the Proposal/Project: Review of Curriculum of ICT in Education for class 6-8 for session 2023-24 Introduction with Justification: Over the last decade, India has transformed itself into an ‗information intensive society‘ and there is a growing requirement to embrace the usage of technology in the field of education. ICT distinguish themselves from other technologies by their rapid evolution, defeating attempts to define a curriculum which can serve the schools for a while. Guided by the National Policy on ICT in Education the curriculum for students is designed to promote creativity, problem solving and introduces students to the world of information and communication technologies with the specific purpose of widening their horizons and better informing them of choices in their career pursuits. A separate ICT in Education courses recommended and implemented for class 6-8 and it attempts to equip students with an ability to negotiate a range of devices, tools, application, information and resources. Now the New Education Policy2020 has come up with the interventions „extensive use of technology in teaching and learning, removing language barriers, increasing access as well as education planning and management‟ that could be integrated in Digital Education at school level. Keeping up with the changes requires constant upgradation and at times unavoidable replacements of curricula. In reference to the New Education Policy, 2020, there is a need to review the existing curriculum of ICT in Education of class 6 to 8. And further implement the requisite changes in the new text books of ICT in Education for class 6-8. Objectives: • To restructure the curriculum according to the needs, interest and ability of the learners. • To eliminate the unnecessary units, teaching methods and contents. • To introduced latest and update methods of teaching and content, new knowledge and practices, • To correlate between the students theory courses and learning practices. • To select learning experiences based on objectives rather than based on the needs of the society. Modalities of Implementation: The curriculum review process is guided by the belief that the process will be teacher-led, evidence informed, focuses on improving students learning, encompasses a subject level perspective, and an on-going effort to continuously improve the subject. Time line&Financial Implications: S. No. Activities Details of the Activities Time Amount (Rs.) 1 74,400/- Review of 5 days workshop for reviewing April- the existing curriculum of ICT May, curriculum of ICT in Education in reference to the 2022 New Education Policy for class in Education for 6-8. ( 6 RPs for 5 days) class 6-8 for session 2023-24 2 Printing of New June – 2,00,000/- Curriculum of ICT July, in Education for 2022 20

Class 6-8 2,74,400/- (Approximately ) Tentative Total Budget Key Performance Indicators: In the context of curriculum review, KPIs indicate how well the reviewed curriculum addressed the objectives. Here are few KPIs for reviewing the existing curriculum of ICT in Education for class 6-8 for the session 2023-24. 1. Reviewed curriculum should cater the individual needs of all learners of grade 6-8. 2. It should be well designed and structured. 3. It should address the existing as well as the futuristic needs of the society. 4. It should be age appropriate. 5. It should promote active learning. 6. It should be feasible for the teachers and learners to accomplish. 7. It should prepare learners for technological driven world. COORDINATOR- Dr. Sapna Yadav, Dr Rakesh Kumar Gupta Dr. Priyanka Bhardwaj Ms. Akriti Agarwal 21

PROPOSAL-3(B) Name of the Proposal/Project: Sample textbook of teacher‘s of ICT in Education for class 6-8 for session 2023-24 Introduction with Justification: National Policy on ICT in Education articulated the vision for ICT in Education in terms building the skills of computing, creating and collaborating through safe, ethical, legal means of using ICT. With reference to New Education Policy the curriculum of ICT in Education for class 6-8 will be reviewed keeping in mind the various possibilities of creative expression possible through ICT applications and platforms available today and also seeks to build a mind-set that will explore such applications on an ongoing basis. Keeping up with the changes requires constant upgradation and at times unavoidable replacements of textbooks. There is a need to review the existing text books of ICT in Education of class 6 to 8 in reference to reviewed curricula, and further implement the requisite changes in the new text books of ICT in Education for class 6-8. Objectives: ● To construct the content that addresses the aims of a curriculum. ● To fulfil the need of the learner & Society. ● To help teachers to implement the curriculum as well as to support their own knowledge. ● To achieve the goal of New Education Policy. ● To correlate between the students theory courses and learning practices. Modalities of Implementation: Any text book should lead the child to interact with the environment, peers, other people, etc. rather than be self-contained. It should functions as a guide to construct understanding through active engagement with text, ideas, things, environment and people rather than ‗transferring knowledge as a finished product‘. Time line& Financial Implications: S Activities Details of the Activities Time Amount . (Rs.) N o. 1 D1e.velopment of Sample 1. 10 days workshop for the July – 1,48,800/- textbook of teacher‘s of development of text book of ICT in August , ICT in Education for Class Education for class 6. 2022 6. (6Rps for 10 days) 2. 5 days vetting workshop for the 37,200/- content of text book of ICT in September, Education for class 6. 2022 (3 RPs for 5 days) 2 D2e.velopment of Sample 1. 10 days workshop for the July – 1,48,800/- textbook of teacher‘s of development of text book of ICT in August , ICT in Education for Class Education for class 7. 2022 7. (6Rps for 10 days) 2. 5 days vetting workshop for the 37,200/- content of text book of ICT in September, Education for class 7. 2022 22

(3 RPs for 5 days) 3 D3e.velopment of Sample 1. 10 days workshop for the July – 1,48,800/- textbook of teacher‘s of development of text book of ICT in August , 2022 ICT in Education for Class Education for class 8. 8. (6Rps for 10 days) 2. 5 days vetting workshop for the 37,200/- September, content of text book of ICT in 2022 Education for class 8. 4 Printing of New Sample (3 RPs for 5 days) November, 15,00,000/ textbook of teacher‘s of 1. 1800 manuals for class 6th 2022 - ICT in Education for Class 2. 1800 manuals for class 7th 3. 1800 manuals for class 8th 6-8 for all TGTs of govt. Schools of DoE Tentative Total Budget 20,58,000/ (Approxi mately) Key Performance Indicators: In reference to the objectives of Teacher‘s Manual development for ICT in Education for class 6-8, KPIs indicate how effective a text book is. Here are few KPIs for assessing the effectiveness of Sample textbook of teacher‘s of ICT in Education for class 6-8 for the session 2023-24. 1. Learner friendly. 2. Language should be simple and understandable. 3. Quality of printing should be good. 4. Content should be relevant with the chapters. 5. Relevant examples and illustration. 6. Served with the purpose of subject matter as well as the aims and objectives of teaching. 7. Well designed and structured. 8. Flexibility. 9. Focus in achieving the goals of a curriculum. COORDINATOR- Dr. Sapna Yadav, Dr Rakesh Kumar Gupta Dr. Priyanka Bhardwaj Ms. Akriti Agarwal 23

PROPOSAL-4 Name of the Proposal: Delhi State NEP 2020 Tasks. 1. As per NEP2020 tasks tracker developed by MoE, 134 tasks are to be completed by 2025, from which 57 tasks were taken on priority which are to be initiated or completed by 2022- 2023 session. 2. All other tasks for session 2022- 2023 will be carried out with the same spirit in 2022-2023. 3. The budget for the 2022-2023 task may be taken in PAC-2022-2023.Almost 80 tasksfor Delhi state are to be initiated in 2022-2023, so around 100 lakh of budget will be required to carry out these tasks. NB.:- The budget of these tasks may be booked under training/ workshop/ material development depending upon the nature and progress of the task. Proposed Budget for NEP tasks:- 100 Lakhs STATE COORDINATOR- Mr. Sanjay Kumar, Ms Tapshree, Mr Shahnawaj TASK COORDINATOR- Respective Faculty Members assigned with each task 24

PROPOSAL-5 Name of the Proposal: Development of content for Delhi Curriculum Framework 2020. 1. As per educational reform initiated by Delhi government, Delhi Curriculum Framework 2020 was developed by SCERT and a draft report was submitted. 2. The subject‘s syllabus and subject content as per recommendations of Delhi Curriculum Framework 2020 is in progress by Core academic unit and nursery and primary branch of DoE and by DBSE. 3. The related syllabus and content may need to be vetted by SCERT. Budget requirements for these tasks may be fulfilled from miscellaneous head. Financial Implication:- Rs 1,00,000/- COORDINATOR- Dr. Sanjay Kumar Ms Tapshree, Mr Shahnawaj PROPOSAL-6 Name of the Proposal: Development of National curriculum Framework and Focus Papers in synchronization with NEP2020 Delhi State is in the process of development of Three State Curriculum Frameworks (SCFs) on Early Childhood Care Education(ECCE), School Education (SE), Teacher Education (TE) and Adult Education (AE) and 25 Focus group papers on identified themes as per NEP 2020 recommendations as is initiated by MoE and Frameworks and Position Papers on various themes. The budget for the development of the same may be approved in PAC 2022-2023. Approximate budget: 5 lakh COORDINATOR- Dr. Sanjay Kumar Ms Tapshree, Mr Shahnawaj 25

PROPOSAL-7 Name of the Proposal: Preparation of training module for teachers on teaching English at upper primary level as per NEP guidelines Level: Elementary Modalities of Implementation i) Objectives To prepare training module for teachers of upper primary classes on innovative pedagogical approaches with special focus on communicative approach of teaching English ii) Strategies a. Identification of innovative strategies, methods and literature related to teaching English through innovative pedagogical approaches at upper primary level b. Preparing teacher-training module on teaching English language through innovative pedagogical approaches iii) Justification NEP 2020 suggests that ‗adequate reading materials like books, journals, etc., and other teaching-learning materials will be made available‘ and ‗capacities of teachers in the teaching of science, mathematics, language, and social studies will be developed including orientation to new pedagogical practices.‘ English is taught as a second language in the schools of the Directorate of Education. In some schools, it is a medium of instruction. Various approaches and methods are used by teachers to develop the skills of listening, speaking, reading and writing. Larsen-Freeman (2000) stated that the goal of most language methods is to teach learners to communicate in the target language. (which is English in the schools of the Directorate of Education). NCF 2005 also advocates the goal of English Language teaching to be the development of communicative competence to carry out different functions in real life contexts. But the development of communicative skills gets neglected when methods such as the grammar- translation are used to teach English as a second language. In this context, it becomes important that teachers are oriented on innovative pedagogical approaches of teaching English so that all the four skills viz. listening, speaking, reading and writing can be developed in an integrated manner in their teaching processes, for which teacher-training module needs to be developed for training of teachers. iv) Financial Implications S. No. Details of the activities (As per the existing Amount norm of workshop/training etc.) 46,000 Brainstorming for a. Honorarium: 3,600 identification of innovative 2days*2300*10RPs 500 23,000 pedagogical approaches and b. Lunch: 27,00 the mode of training 2*180*10 500 c. contingency 6,900 Development of the training a. Honorarium: 540 module content – phase 1 3days*2300*5RPs b. Lunch: 3*180*5 c. contingency Vetting of the content a. Honorarium: developed in phase 1 1day*2300*3RPs b. Lunch: 26

Development of the training 1*180*3 500 module content -phase 2 c. contingency 23,000 a. Honorarium: Vetting of the content 2,700 developed in phase 2 3days*2300*5RPs b. Lunch: 500 Piloting of the training 6,900 module training 3*180*5 Editing of the c. contingency 540 module content a. Honorarium: 500 Proof-reading of the training 1day*2300*3RPs module content b. Lunch: 20,700 1*180*3 1,620 c. contingency 500 nil 20,700 a. Honorarium: 1,620 3days*2300*3RPs 500 b. Lunch: 1,40,000 1,40,000 3*180*3 c. contingency a. Honorarium: 3days*2300*3RPs b. Lunch: 3*180*3 c. contingency Printing of the material Total Budget 3,04,020/- v) Expected Outcomes a. A training module on teaching English through innovative pedagogical approaches with focus on communicative approach is prepared vi) Key Performance Indicators (in measurable terms) a. Strategies, methods and literature related to communicative approach of teaching are identified. b. Teacher-training module is prepared. c. Piloting of the teacher-training module is done. d. Editing of the training content is done. e. Teacher-training module is printed. vii) Monitoring of KPIs 27

Steps Material development Training of teachers on teaching English through communicative approach Apr May Jun Jul Au Se Oc No De Ja Fe Marc il e y g p t v c n b h Developme ✔ ✔ ✔ ✔ nt of training module Vetting of ✔ the material Piloting of ✔ the training module Editing of ✔ the training module Printing of ✔ the training module Team members 1. Ms. Kapila Parashar 2. Dr. Ritika Dabas 3. Dr. Meena Sehrawat 4. Dr. Geeta 5. Ms. Savita Joon 6. Dr.Tapsa 28

PROPOSAL-8 Name of Proposal /Project: Fun with Grammar Practice Workbook -II Target Group: Students of MCD Schools‘ Level: Primary Brief introduction with justification: ● No book for grammar practice exists for primary students of MCD schools. Grammar workbook is very important for students of MCD schools as they do not have much exposure to the English language. Grammar improves the communication skills of the students. This book envisions to teach grammar in a fun filled integrated manner. This book will cater to the needs and interests of teachers and students of MCD schools. It will help to enrich the reading, writing, listening and speaking skills of primary students. This book aims to make the teaching and learning process enjoyable for the learners. Rules of Grammar will not be taught in isolation. In-fact students would be given ample opportunities to discover rules on their own. Puzzles, Riddles, Word Grids, Games, Crosswords, Dialogues, Cartoons etc. will be integral part of the workbook. Objectives: To acquire Grammar skills To practice the concepts of English Grammar To provide opportunities to use language in real life situation. To practice language with comprehension To develop vocabulary Modalities of implementation: Offline workshop Timeline: Content writing - Month of April-May-June Editing and proof Reading - Month of July -Aug- Sep Vetting - Month of October Printing - Month Nov -December Key Performance Indicator: ● Knowledge of Grammar will be enhanced ● Reading and writing skills of students will be enhanced Financial implication S. Workshop No. of Participants RATE/EXPENDITURE No 1. Workshop for 1 day for 5 experts Honorarium a) Identification of 1*5*2300 = Rs. 11,500 the Topics Refreshment 7*1*180 = Rs.1260 Contingency =Rs 500 Stationary = Rs 5*40 = Rs 200/- TOTAL Rs 13,460/- 5 days for5 experts Honorarium=5*5*2300 = Rs.57,500/- b) For discussion on Refreshment writing material of 7*5*180 = Rs.6300/- 29

First draft 5 days for 5 experts Contingency =Rs 800 5 days for 5 experts Stationary = Rs 5*40 = Rs 200/- C) Finalization of 3 days for 4 experts TOTAL Rs 64,800/- Content Honorarium=5*5*2300 = Rs. 57500/- Refreshment 2. Workshop for 7*5*180 = Rs. 6300/- creating images for Contingency =Rs 800/- Workbook Stationary = Rs 5*40 = Rs 200/- TOTAL Rs 64,800/- Workshop for TOTAL Rs 1,43,060/- Editing Honorarium=5*5*2300 = Rs. 57500/- And Proof Reading Refreshment =7*5*180 = Rs. 6300/- Contingency =Rs 800/- Stationary = Rs 5*40 = Rs 200/- TOTAL Rs 64,800/- Honorarium= 3*4 * 2300 = Rs 27,600 Refreshment 3*6*180 = Rs 3240/- Contingency =Rs 500/- Stationary = Rs 3*40 = Rs 120 Total = Rs 31,460/- 3. Vetting workshop 3 days for 3 experts Honorarium =3*3 * 2300 = Rs 20,700/- Refreshment =3*5*180= Rs 2700/- Total Rs 23,400 4. Designing of the 2 days for 2 experts Honorarium =2*2 * 2300 = Rs 9,200 cover page and back Refreshment =2*4*180 = Rs 1440/- page Total= Rs 10,640/- 5. Printing For all MCD Rs 4,00,000 November- students of class 5 Rs 6,73,360/- December TOTAL Program Co-ordinator: Ms. Shilpa Sud Mr. Rajeev Jha PROPOSAL-9 Name of the Proposal: Development of a Training Module on Portfolio as tool of Assessment Level: Secondary Modalities of implementation: Objectives 30

1. To identify the framework for creation of content that develops understanding of Portfolios as a tool of Assessment for learning, of learning and as learning 2. To develop tasks that will encourage teachers to develop Portfolios of their learners 3. To create assessment trajectories with the help of Portfolios. 4. To develop opportunities and spaces for the teachers to analyze the Portfolios as a Process to identify learning indicators Strategy 11 Need Analysis regarding the understanding, implementation and interpretation of Portfolios by teachers 12 Development of framework of Portfolios with a Participatory Approach (experts, teachers, learners, community) 13 Vetting of the framework by the experts. 14 Development of tasks based on the framework. 15 Content creation Justification Assessment for learning has garnered much needed limelight in recent times as strongly suggested in NEP 2020 and introduced in School based assessment by CBSE from 2019-20. “The creation of portfolios is suggested to broaden the scope of learning and achievediverse curriculum outcomes by examining a range of evidence of studentperformances being assessed.” (NEP 2020) It is not only an end but also a means to achieving the learning outcomes. In order to reap maximum advantage of the assessment tools, it has been acknowledged as an inseparable component of the learning process which must be prepared and managed by the teachers efficiently. The Portfolios are a comparatively newer methods employed to support student learning and behaviour. This project shall study the use of Portfolio by Maths teachers in IX and X and its effectiveness for Assessment as learning. Financial implication S.No. Activity/Expenditure Timeline Budget 1 April-July, 2,76,600/- 5 days Need Analysis workshop of teachers, learners and community 2022 2 ● Hon. and Conv. to 10 experts @2300 = 10×2300×5 = 17,100/- 1,15,000/- August- ● Refreshment/Lunch @ 160 to 202 persons for 5 days ( 5 September cycles) = 202×160×5 = 1,61,600 /- 2022 5 days‘ workshop for finalization and vetting of framework ● Hon. and Conv. to 5 experts @2300 = 5×2300×5 = 11,500/- ● Refreshment/Lunch @ 160 to 7 persons for 5 days = 7×160×5 = 5,600 /- 3 5 days‘ workshop for development of tasks based on the framework October- 1,24,600/- ● Hon. and Conv. to 10 RPs @2300 = 10×2300×5 = 1,15,000 /- November ● Refreshment/Lunch @ 160 to 12 persons for 5 days = 2022 12×160×5 = 9,600/- 4 Content Creation December- Nil 2022 to 31

January 2023 5 Typing and Printing of 250 copies February 2023 1,50,000 /- 6 Stationary and Contingency 50,000 Total 6,18,300/- Expected Outcomes This material will help in developing the effective implementation and interpretation of Portfolios as a tool of Assessment in Delhi Schools Key Performance Indicators (KPI) in measurable terms 1. Development of framework for content that assist the stakeholders in understanding the process of developing and interpreting Portfolios. 2. Content material development in line with the framework mentioned above. Monitoring of KPIs S.N. Activity Timeline 1 Need Analysis Workshop of all stakeholders April-July, 2022 2 Workshop for finalization and vetting of framework 3 Workshop for development of tasks based on the framework August- September 2022 4 Content Creation October-November 2022 5 Typing and Printing December-2022 to January 2023 February 2023 Coordinators: Dr. Ajay Choubey Ms Anju Pathak 32

PROPOSAL-10 Title of the proposal: Career guidance and counselling Handbook for Secondary school Teachers. Key Objectives : ● Study the process of career guidance and counselling for Secondary school Teachers. ● Develop the career guidance and counselling Handbook for Secondary school Teachers Rationale of the project: The teacher plays a vital role in career guidance and guides the students to set realistic expectations by helping them map their interest with the right career path. There is not much information available for teachers as how to provide guidance and counselling in respect to career. Most of the books and information available talk about career pathways. They serve as a catalogue for career but none of them serves as to how go about with the process of career guidance and career counselling in respect to the selection of particular career pathways, understanding one‘s ability and how to match with the student‘s potential and external factors in setting up the goals. Above all, points are missing in most of data available, and if available, they are not marked with today‘s scenario. Thus, it becomes even more important to acquaint the teachers with the process of career guidance, career counselling and a teaching module that can guide them to guide their students as how to proceed with career selection, matching with their ability, step to achieve career goal, remove the fear regarding careers, personality building, motive towards career path and boosting confidence in students for bright future ahead. Expected outcomes ● Career counselling helps the students understand the career opportunities and option available. ● Career counselling helps in analysing the student‘s strength and weakness, drive towards finding a career path. ● Career counselling helps in reducing career dilemmas and misconceptions regarding their personal abilities and capacities. ● Career counselling helps students in decision making and creating career pathways. ● Career counselling helps in personality building, motive towards career path and boosting confidence in student. ● Career counselling helps in tackling neck to neck competition. ● This handbook will help to improve the focus towards finding a purpose in life and working towards personal upliftment and becoming successful citizen. Estimated budget plan with time line (As per norms and specified budget head) S.N. Workshop No. of Quantity Rate Amount /proposed Participants month 1. 2-days 5 RP Honorarium/Conveyance Rs. Rs. 23000 Workshop for (External), 2300x5x2 Need 5internal days Assessment of faculties Refreshment & Lunch To Rs 180x Rs.3600 career guidance 10x 2days + and counseling Contingency tax Rs 500 in light of NEP- Stationery Rs. 400 2020 Rs 40x 10 33

TLM Rs 40x 10 Rs 400 Mobile Expense Rs 25X2 Rs. 50 Rs. 27,950 Total 2. 5-days 5RPs External Honorarium/Conveyance Rs. Rs. 57,500 2300x5x5 Workshop for and 5 internal Refreshment & Lunch To days Rs. 9000 Rs 180x material faculties Contingency (if required) 10x 5days Rs 500 Stationery --- Rs.300 development TLM Rs 30x 10 Rs 300 Mobile Expense Rs 30x 10 Rs.125 25X5 Rs.67,725 Rs. 9200 Total Rs.1800 3. 2-days vetting 2 RP Honorarium/Conveyance Rs. 2300x2x2 Rs. 500 Workshop for (External), days Rs. 200 Rs. 200 material 3internal Rs. 50 11,950 developed. faculties. Refreshment & Lunch To Rs 180x 5x 2days + tax App. Contingency(if required) 70,000 Stationery Rs 40x 5 (SCERT TLM Rs 40x 5 Norms) Mobile Expense Rs 25X2 Total 100 copies for the publication- Total- Proposed budget Rs. 1,77,625 Total Rupees One Lac Seventy Seven Thousand Six Hundred twenty Five Only. ● Need assessment,course design workshops etc detail as per SCERT norms Coordinators: Dr. Ashok Kumar Dr Sharad 34

PROPOSAL-11 Title of the Proposal: Module Development –Introduction to Educational Research Introduction Education is an integral part of the society to expand the frontiers knowledge; educational research should become a priority. Educational research plays an important role in overall development of pedagogy, policy formulation and other learning programs. According to J. W. Best defines educational research as that ―activity that is directed towards the development of a science of behaviour in educational situations. The ultimate aim of such a science is to provide knowledge that will permit the educator to achieve his goals through the most effective methods‖. SCERT intends to cultivate constructive educational research culture among DIET and SCERT research practitioners. On behalf of SCERT, State Research Forum emerged as nodal support team from institutional research agendas in DIET, SCERT and other Educational Institute to encourage practitioners to produce high quality research work. Objectives: ● To enhance capacity of Research Practitioners in SCERT and DIET to identify the key research methodologies for interventions and strategies that would help in providing high quality research work. ● To provide guidance on key principles and procedures of Research work. ● To develop skills for effectively writing research proposals that include long-term and short term goals, key interventions that will positively impacts outcomes of research. ● To develop knowledge on software tools that would help in data interpretation for high quality research work Training Module 1. What is Education Research 2. Philosophical Foundation of Educational Research 3. Research Design a. How to develop effective research design in Education b. How to find research Idea in Everyday Practice 4. Developing Research Proposals 5. Literature Review and conceptual or theoretical frames 6. Sampling and tools of data Collection a. Validation and reliability of Tools 7. Qualitative Research 8. Quantitative Research 9. When and how to consider Mix Method 10. When and How to work with Satisfaction and Statistics 11. Writing and getting published 12. Applied and Action Research Timeline: 35

April May June July Aug Sept Oct Nov Dec Jan Feb March √ √ √ √ √ √ √√√√√ √ Key performance indicator: 1. Good quality research projects with great impact. 2. Strong strategic linkages with other institutions. 3. High quality research publications. Financial Implication: The programme will be done in two stages: 1) Workshop for education research development (13 research modules will be developed under the direction of various experts) , and 2) Workshop for capacity building. Thus, the total expenditure will be: S No. Particulars Amount 1 Workshop for education research development 25,07,900 2 Workshop for capacity building 15,46,000 TOTAL 40,53,900 Follow Up Plan The workshop will include a pre and post assessment survey, including the evaluation of the workshop delivery in the latter. This way, State Research Forum can measure the effect the workshop had on participants, both through perception-based and knowledge-based questions. As part of the follow-up plan, participants will be followed up on through a post 1-month assessment. Moreover, workshop facilitators will need to fill in a report form, to track operational details of the workshop and preserve the institutional memory. State Research Forum will also ensure to keep contact with the participants after the conclusion, through a mentoring system (preferably 1:4 ratio of mentor: mentees) and the establishment of a consistent communication channel to offer support and guidance, as well as a platform for participants to exchange outcomes and experiences. Team Members Dr. Ajay Kumar Choubey Dr. Md. Zameer Ms. Kapila Parashar Mr. Ibad Raza Ms. Kajal 36

PROPOSAL-12 Name of the Proposal: Development of series of Art form-based Teachers‘ Handbooks on Art Integrated Learning-II Level: Primary Modalities of Implementation Objectives: 1. To review the related literature. 2. To develop teachers‘ handbooks based on different art forms for classes I-V. 3. To develop some videos based on exemplar lessons from the Teachers Handbooks and upload them on e-platform. 4. To publish the developed resource material for the use of teachers and teacher trainees. 5. To disseminate the resource material in primary sections of schools and elementary teacher training institutes. Strategy: Conduct of material development (textual and video) workshops for development of AIL based teachers‘ handbooks at primary level. Justification ● Art Integrated Learning pedagogy has been proved to be useful at primary level. ● Appreciate the usefulness and effectiveness of use of different art forms to learn different curricular concepts. ● To encourage teachers to practice AIL based learning for students at primary level. ● To enable D. El. Ed trainees to understand the significance of AIL as a means of teaching- learning at primary level. 1. Financial Implication No. Of Budget Rs. S.No Activities participants 1. Four RPs @ Rs 2300X 3workshops X 5days Threeworkshops of five days each for 2300 per person per X 4 Persons= Rs. 1,38,000/- 2. material development involving four day 3. resource persons including artist --- 800 x3=2400/- Contingency @ Rs. 800/- per 4 workshop for five workshops 04 RPs 180X04x05X3= 5 Lunch charges @ Rs. 180/- per for three workshops 10,800/- 6 person for three workshops of five for five days days Developed material 2,000/- Typesetting, print outs, photocopy etc of the draft material --- 3,00,000/- Printing of material developed 4,53,200/- Total 37

2. Expected Outcomes Teachers Handbooks based on AIL pedagogy will be developed. 3. Key Performance Indicators Teachers Handbooks based on different art forms will be developed. Videos based on exemplar lessons will be developed. Teachers handbook will be disseminated in primary schools and teacher training institutes. 4. Monitoring of KPI April-June: Review of Literature July- November: Material Development Workshops including textual and videos December-January: Editing and Vetting Workshops February 2023: Publication of the Teachers‘ Handbooks Coordinator:Dr Sangeeta Choudhary Mr Joginder Kumar 38

PROPOSAL-13 Title - Development of Sanskrit Resource Kit. Activity – Material Development Level – Elementary Modalities of Implementation Objectives 1. To provide equipment/tool to make teachers effective Sanskrit communicators. 2. To assist Sanskrit Teachers through Sanskrit Teaching-Process-Analysis Approach 3. To develop a simplified and elegant assistant tool for Sanskrit Resource Kit. 4. To develop Sanskrit Resource Kit effective Sanskrit communication among students. 5. To disseminate Sanskrit Resource Kit for Sanskrit teachers from class 6th to 8th (elementary level). Strategy  Content development will be organized through workshop Mode (Offline/Online) followed by dissemination of work with educational stakeholders.  Vetting and editing will be done through experts.  Developed Sanskrit Resource Kit will be disseminated to all Sanskrit Teachers of DoE and aided schools. Justification At present, though many efforts are being made by the teachers for Sanskrit teaching and the students' interest in Sanskrit is very worrying. To develop interest and motivation to the students and to analyse the teaching process of Sanskrit textbook from class 6 to class 8. The development of Sanskrit Teacher's Manual proves to be extremely indispensable with the aim of providing teachers support in teaching by classifying them as elegant. Due to lack of Sanskrit Resource Kit having Flash card, Printed Charts, small handbooks, toys, puzzles, stickers Pictorial Dictionary, Poem and story handbooks, content with pen drive, and its manual in Sanskrit teaching from class 6th to 8th, it is expedient to develop the same. Financial implication S.No. Workshop Target Rate Amount /Proposed month group & No. Of Participants 1 7 days workshop for 6 Honorarium/Conveyance (Rs.2300 Rs. 64400/- preparation of Sanskrit (4 External + x 4 RP x 7 days) Resource KitFor 2 Internal) Elementary Classes in 3 Lunch & Tea (Rs.189 x 6 persons x Rs. 7938/- (Three) phases 7 days) 1 day workshop Phase I (for Developing Outline Contingency Rs 500/- for the Sanskrit Resource Kit) Stationery Rs. 00 5 days workshop in Phase II for Mobile Expense Rs.00 Developing Sanskrit 39

Resource Kit) TLM Rs.00 1 day workshop in Phase III for Publication / Printing/ Cost (Manual Rs 15,00,000/- finalization of Sanskrit for class 6th to 8th) Resource Kit) Sanskrit Resource Kit- 1500/- Month- May & July‟ 2022 Grand Total Rs.15,72,838/- Expected Outcomes  Teachers of Elementary level will be equipped with Sanskrit Resource Kit to create environment of communicative Sanskrit.  Teachers of Elementary level will communicate effectively in Sanskrit.  Enhancing Speaking skills of Sanskrit among students. Key Performance Indicators Accurate key figures and overview of Sanskrit Resource Kit on the theme ―Development of Sanskrit Resource Kit.‖ 1. Sanskrit Resource Kit will be developed for Sanskrit Teachers. 2. Dissemination of the Sanskrit Resource Kit. Monitoring of KPIs: Year 2022-2023 Coordinator Dr. V K Pathak, Assistant Professor SCERT, Delhi 40

PROPOSAL-14 Name of proposal/ project : Comic Books on safety and Security of school children in English ,Urdu and Punjabi. Target Group: Students class 1-12 Level: Foundational, Preparatory, Elementary and Secondary Brief introduction with justification: Comic books on safety and security of school children were created in Hindi language in the year 2021- 22 under Samagra Shiksha program Head. In total 5 Comic books were created in Hindi language. Now it is proposed to translate the comic books into other languages – English, Urduand Punjabi. NEP 2020 lays focus on Multilinguism. It is well understood that young children learn and grasp nontrivial concepts more quickly in their home language/mother tongue. Not much material /comics are available in these languages. It‘s an innovate way to teach about social issues. Interesting stories of these comics will add value to the lives of children and provide them a yardstick to measure their actions. The comic books will bring awareness related to social issues. Objectives:  To acquire reading skills  To have knowledge of basic awareness issues  To provide opportunities to use language in real situation  To provide interesting content in mother tongue. Modalities of implementation: Offline workshop Timeline Translations - - Month of April-May-June  Editing and Proof Reading - Month of Aug- Sep  Printing - Month October-November Key Performance Indicator :  To bring awareness about the issues related to safety and security of children.  To enhance the reading skills of students. Financial implication No. of Participants RATE/EXPENDITURE S.No Workshop 1. Workshop for 5 days for 5 experts+ 1 Honorarium Translation in English subject coordinator 5*5*2300 = Rs. 57,500 Language Refreshment 7*5*180 = Rs. 6,300 Contingency =Rs 800 Stationary = Rs 7*40 = Rs 280/- TOTAL Rs 64,880 Workshop for 5 days for 5 experts+ 1 Honorarium Translation in Urdu subject coordinator 5*5*2300 = Rs. 57,500 Language Refreshment 7*5*180 = Rs. 6,300 Contingency =Rs 800 Stationary = Rs 7*40 = Rs 280/- TOTAL Rs 64,880 41

5 days for 5 experts+ 1 Honorarium subject coordinator 5*5*2300 = Rs. 57,500 Refreshment Workshop for 7*5*180 = Rs. 6,300 Translation in Punjabi Contingency =Rs 800 Language Stationary = Rs 7*40 = Rs 280/- TOTAL Rs 64,880 TOTAL Rs 1,94,640 2. Workshop for Editing 5 days for 5 experts+ 1 Honorarium And Proof Reading subject coordinator 5*5*2300 = Rs. 57500/- English Language Refreshment 7*5*180 = Rs. 6300/- Contingency =Rs 800/- Stationary = Rs 7*40 = Rs 280/- Workshop for Editing TOTAL Rs 64,880/- And Proof Reading Urdu Language 5 days for 5 experts+ 1 Honorarium subject coordinator 5*5*2300 = Rs. 57500/- Refreshment 7*5*180 = Rs. 6300/- Contingency =Rs 800/- Workshop for Editing Stationary = Rs 7*40 = Rs 280/- And Proof Reading Honorarium Punjabi Language 5*5*2300 = Rs. 57500/- 5 days for 5 experts+ 1 Refreshment subject coordinator 7*5*180 = Rs. 6300/- Contingency =Rs 800/- Stationary = Rs 7*40 = Rs 280/- TOTAL Rs 64,880/- Total :Rs 1,94,640 5. Printing Rs 10,00,000 November-December TOTAL Rs 13,89,280 Co-ordinator : Ms Shilpa Sud Asst. Prof. 42

PROPOSAL-15 Title: Handbook on Achieving Sustainable Development Goals through Ecoclubs Background: As stated in National Education policy 2020, ‗The global education development agenda reflected in the Goal 4 (SDG4) of the 2030 Agenda for sustainable Development , adopted by India in 2015- seeks to ―ensure inclusive and equitable quality education and promote lifelong learning opportunities for all‖ by 2030. Such a lofty goal will require the entire education system to be reconfigured to support and foster learning, so that all of the critical targets and goals (SDGs) of the 2030 Agenda for Sustainable Development can be achieved.‘ The Policy focuses on creating a new system that is aligned with the inspirational goals of 21st century education, including SDG4. The Ecoclubs in the school play an important role in conservation of environment. Now, there needs to be a paradigm shift in the role of ecoclubs as they need to work on the sustainable development goals with a view to take step forward to achieve the goals. For this purpose, a handbook is required for the Ecoclub in-charges which can redefine their roles and responsibilities and guide them in moving a step forward for the achievement of sustainable development goals. Objectives:  To orient the Ecoclub in-charges about Sustainable Development Goals  To make them aware about their roles and responsibilities  To provide suggestive activities which can be done through ecoclubs Educational implications: The SDG framework is a useful and accessible starting point for developing a global approach and embedding global ethos into any school or organization. The SDGs are helpful tool for enhancing existing curriculum and engaging the school community and other stakeholders in developing a new relationship between the local and the global aspects of environment. Financial Implications Workshop Target group Rate Amount /proposed &No. Of month Participants 1 Twenty days EcoclubIncharges Honorarium/Conveyance @₹2300/- X 10 RPX ₹115,000/- workshop for 5 days Development 12 participants Refreshment & Lunch to @₹160/- X 12part.X 5 ₹9,600/- of the Book (4 days ₹240/- Workshops Two Time Tea to 12 participants @₹10/- X 12 of Five days ₹800/- duration) part. X 5 days X 2 time ₹480/- Contingency Stationery @₹40/- X 12 part. Month- July- Mobile Expense @25/- ₹125/- September, 2022 Amount for one Workshop ₹126,245/- Amount for 4 Workshops= ₹ 126,245/- X 4 ₹5,04,980/- ₹1,00,000/- Printing related activities 43

Total proposed budget Honorarium/Conveyance @₹2300/- X 6 RPX 2 ₹6,04,980/- days ₹27,600/- 2 Five days 8 participants Refreshment & Lunch To@₹160/- X 8 part.X 2 workshop for days ₹2560/- Review and Two Time Tea to @₹10/- X 8 part. X 2 days X Editing of 2 time ₹320/- the Book Month- Nov, Contingency ₹800/- 2022 Stationery @₹40/- X 8 part. ₹320/- ₹125/- Mobile Expense @25/- ₹31,725/- Total proposed budget 3 Five days 5 participants Honorarium/Conveyance @₹2300/- X 3 RPX 2 ₹13,800/- workshop for days Vetting of Refreshment & Lunch To@₹160/- X 5 part.X 2 ₹1600/- the Book days Two Time Tea to @₹10/- X 5 part. X 2 days X ₹200/- Month- Dec, 2 time 2022 ₹800/- Contingency ₹200/- Total proposed budget Stationery @₹40/- X 5 part. ₹125/- Grand Total = ₹4,00,000/- Mobile Expense @25/- ₹416,725/- ₹10,53,430/- Publication / Printing Cost Head of Expenditure: Material Development Coordinator: Dr. Bindu Saxena Asst. Prof. 44

PROPOSAL-16 Title: Assessment tools for Special Training Centres Background: Assessment is an integral part of teaching-learning process. The assessment tools were prepared for special training centres in all the subjects. At the primary level, the tools were prepared in integrated manner while at upper-primary level, the tools were prepared for subjects such as science, hindi, English, mathematics, social studies. There is a need to relook the assessment tools in the light of the updated books of special training centres. Objectives:  To align the assessment tools with the updated books prepared for Special Training Centres  To provide the assessment tools to the teachers Educational implications: The assessment tools will be helpful for the teachers as the teachers will be able to assess the students by using these tools. The teachers can also develop similar tools which can be administered to the students for their assessment. Financial Implications Workshop Target Rate Amount /proposed group &No. month Of 1 Ten Participants STC Honorarium/Conveyance @₹2300/- X 10 RPX 5 ₹115,000/- Workshops Teachers days of Five days Refreshment & Lunch to @₹160/- X 12part.X 5 ₹9,600/- duration each days Month- 12 Two Time Tea to 12 participants @₹10/- X 12 ₹240/- April-May, participants part. X 5 days X 2 time 2022 per Contingency ₹800/- Workshop Stationery @₹40/- X 12 part. ₹480/- ₹125/- Mobile Expense @25/- Amount for one Workshop ₹126,245/- Amount for 10 Workshops= ₹ 126,245/- X 10 ₹12,62,450/- ₹1,00,000/- Printing related activities 2 Ten 8 Honorarium/Conveyance @₹2300/- X 6 RPX 2 ₹27,600/- ₹2560/- Workshops participants days ₹320/- Refreshment & Lunch To@₹160/- X 8 part.X 2 for Five days days each for Two Time Tea to @₹10/- X 8 part. X 2 days X 2 Review, 45

Editing and time ₹800/- Vetting of Contingency ₹320/- the Tools Stationery @₹40/- X 8 part. ₹125/- Mobile Expense @25/- Month- June, ₹31,725/- 2022 Amount for one Workshop ₹3,17,250/- Amount for 10 Workshops ₹8,00,000/- 3. Publication / Printing Cost ₹24,79,700/- Grand Total = Head of Expenditure: Material Development Coordinator- Dr. Bindu Saxena Assistant Professor 46