Capacity Building

NEP 2020 Programme for

Teachers
SESSION FLOW
SESSIONS TIMINGS DURATION
Introduction and Sharing of Agenda 9.00 am – 9.30 am 30 mins
SESSION 1 : Understanding NEP 2020 9.30 am – 11.00 am 90 mins
Recommendations

TEA BREAK (11.00 AM – 11.30 AM)

SESSION 2: CBSE Initiatives in the light of NEP 11.30 am – 1.00 pm 90 mins
2020
LUNCH BREAK (1.00 PM – 2.00 PM)
SESSION 3: Role of Schools and Teachers in the 2.00 pm – 3.30 pm 90 mins
implementation of NEP 2020

SESSION 4 : Reflections 3.30 pm – 5.00 pm 90 mins

Closure of the Programme 5.00 pm – 5.30 pm 30 mins

o Key Takeaways
o Feedback and Feedforward
Material Required and to be used during the
Training Programme

Material to be
brought by the Stationery Items Handouts
Participants

• Teachers' Dairy • A4 Sheets • Handout 1- Learner

with lesson Plans • Colours/Sketch profile (Session
• School Calendar Pens • Handout 2-
• Annual Curriculum • Pens and Pencils, Mapping CBSE
and Pedagogical • Chart papers Initiatives (Session
Plan • Post it slips 2)
• Report Card of • Handout 3-
different levels Reflection Sheet
(Session 4)
• Handout 4- Extract
from Sample ACPP
(Session 4)
Objectives of the
Programme

01. 02. 03. 04.

Enabling
Creating Creating Establishing participants to
Awareness and awareness reflect upon their
the role of
understanding on about the
Schools and practices in the
the major initiatives taken
Teachers in the light of NEP 2020
recommendations by CBSE in the
of NEP 2020 in implementatio recommendations
light of NEP
the area of School 2020 n of NEP 2020 and the initiatives
Education taken by the
Board Teachers in
the
implementation of
NEP 2020
SESSION I
Understanding NEP 2020
Recommendations
We are living in a
VUCA World
We Create
Quality Professional
PPT Presentation

VUCA World- Things are hard to understand and predict at the moment
Our WORLD is CHANGING faster
than WE are
NEP 2020 marks a significant
paradigm shift in the Indian
education system
NEP 2020
o Develop an education system deeply rooted in Indian ethos which
has the capability to provide high quality education to compete in
the global world.
o The curriculum and pedagogy must develop a sense of respect
towards Fundamental Duties and Constitution of India and have a
deep bond with the country.
o Develop a sense of pride and respect for the country and be
responsible for human rights, sustainable development, global
well being thereby reflecting a truly global citizen.
 1

Access
2

Equity
3

Affordability
NEP 2020

Foundation

Accountability
5

Quality
Respect for Diversity & Emphasize Conceptual
Local Context Understanding
In all curriculum, pedagogy Rather than rote learning
& policy & learning for exams
Equity & Unique
Inclusion
As the cornerstone of all Capabilities
educational decisions Recognizing, identifying
them in each student
Community
Critical thinking &
Participation& facilitation
Encouragement
Creativity
for philanthropic, private & To encourage logical
community participation decision

Use of Technology Continuous Review

Based on sustained
In teaching & learning,
removing language barriers, for
Key Principles research & regular
Divyang students, & in assessment by educational
educational planning & experts
management
Knowing the Major
Recommendations of
National Education
Policy (NEP)2020
Major Focus Areas
in School Education

Shift to Transformin Tracking Redesigning Standard

competency g Student Report Cards Setting and
focused Assessmen progress across to assess Accreditatio
Teaching, ts school years Holistic n
Learning & development
Assessment of each child
Curricular and
Pedagogical
Recommendations
Curriculum & Pedagogy to be transformed to
promote skill based education and minimize rote
based learning
Transforming Curricular & Pedagogical Structure
New Pedagogical
Previous & Curricular
Academic Structure
Structure
Multidisciplinary study that builds on the subject study,

Secondary Middle
but with greater depth/critical thinking/ flexibility/choice
4
of subjects, that also leads to developing life aspirations
2 (Class 9 to 12)
(Ages 16- (Ages 14-18)
18) Introduction of subject teachers for learning & discussion
of more abstract concepts in each subject; Experiential
3 learning within each subject, & explorations of relations
(Class 6 to 8) among different subjects
(Ages 11-14)

Preparat
10

ory
(Ages 6-16) 3
Flexible, multilevel, play/activity-based learning
(Class 3 to 5)
(Ages 8-11)

Foundation
2 years
(Class 1 & 2) Building on the play, discovery, and activity-based
al

(Ages 6-8) pedagogy

----------------
3 years
(Aganwadi/pre-
primary/
Balvatika)
Salient Features of different Stages

FOUNDATIONAL PREPARATORY MIDDLE STAGE SECONDARY

STAGE STAGE STAGE

• Gradual transition • Subject-oriented • Four years of

• Play/activity-based
from play-based pedagogical and multidisciplinary
learning
learning to more curricular study
• Pedagogy of Early
formal classroom methodology • Greater depth,
Childhood Care and
learning • Subject teachers greater critical
Education • Interactive teaching- for thinking, greater
• Focus on good
learning learning/discussio attention to life
behaviour, courtesy, • Introduction of n of the more aspirations
ethics, personal & •
subjects, including, abstract concepts Greater flexibility and
public
physical education, in each subject student choice
hygiene/cleanliness •
art, languages, across the Exposure to more
• Focus on teamwork
science & sciences, subjects and enable
and cooperation
mathematics mathematics, arts, greater flexibility
• Emphasis on reading, social sciences, • More frequent
writing, speaking and humanities assessment of
 Universal Access to Early Childhood Care &
Education
The highest priority of school education will be “Universal
Higher order learning
acquisition of Foundational Learning skills by Grade 3”
Better Learning
Outcomes
CHILDREN WHO FALL BEHIND, GET LEFT BEHIND
Grade 3 is the inflection point by which children are Foundational
expected to “learn to read” so that they can “read to Skills
learn” after that.

The Education system aims to achieve Foundational Literacy and Numeracy by 2025,
where, by Grade 3 every child can..

Read with Do Basic Have basic life

Write Mathematical
Comprehension skills
Introduction
of National
Curriculum
Framework for
Foundational
Stage 2022 Your Picture Here

Guidelines for Schools available in the initial pages

of the CBSE Curriculum Documents available at
https://cbseacademic.nic.in/curriculum_2024.html
 No SILOS
among Emphasis on
subjects/learnin Digital literacy
g
Competency
focused
Art/sports
Integration Bagless days in Education
with academic calendar (Moving away from
subjects rote learning)

Promotion Focus on LOs,

Development of of multi- Competencies
scientific temper lingual and Subject
teaching integration
 Let’s REFLECT
o Browse through your School Calendar/Annual
Curriculum and Pedagogical Planner.
o Identify the activities/tasks that reflect the above
discussed recommendations.
o Share within your group.
o If comfortable, share with the larger group.
(Teachers to be in Level wise and Subject wise
groups)
5 minutes for the task
 Pedagogy
Interactive teaching with
reduced dependency on
textbook learning; Questions
from students wiII be promoted
Focus on critical thinking,
discussion and analysis­
based teaching and learning Arts, sports, and story-
methods for holistic telling integrated
education pedagogy and
technology enabled
pedagogy
Focus on
experiential, Promoting peer
inquiry and tutoring as
discovery based voluntary and
teaching learning joyful activity
methods under the
supervision of
teachers
 Let’s REFLECT
o Browse through the Teachers’ Diary/Lesson Plans.
o Identify the activities/tasks/questions that reflect
the above discussed pedagogical
recommendations.
o Share within your group.
o If comfortable, share with the larger group.
(Teachers to be in Level wise and Subject wise
groups)
5 minutes for the task
Name some of the 21st Century Skills and
why they are important to be inculcated
among the learners
(Use Post It Slips)
 Encouraging 21st century
Scientific Collaboration
Temper skills in the classroom

Digital
Problem Creativity Communicatio
Literacy
Solving n

Social Health Critical

Ethics and Thinking
Responsibili
ty Fitness
Introduction of Contemporary Subjects

Artificial
Holistic Health Organic Living
Intelligence

Machine
Design Thinking Data Science
Learning
Mathematics and
Computational Thinking

Increased Use of a variety of Introduction of

emphasis innovative methods, activities involving
throughout the including the regular use coding in Middle
school years, of puzzles and games Stage
starting with the that make mathematical
foundational stage thinking more enjoyable
and engaging
34
 Let’s REFLECT

As a Teacher what you are doing to enhance

Mathematical and Computation Thinking among
your Learners
(Teachers to be in Level wise and Subject wise groups)
5 minutes for the task
 Integrating Vocational Education at all levels
No hard separations between arts and sciences, between curricular and extra-curricular activities,
between vocational and academic streams, etc. in order to eliminate harmful hierarchies among,
and silos between different areas of learning
Internship opportunities to learn vocational subjects may be
made available to students throughout Grades 6-12, including
holiday periods
Every student will take a fun course, during Grades 6-8, that
gives a survey and hands-on experience of a sampling of
important vocational crafts, such as carpentry, electric work,
metal work, gardening, pottery making, etc.

Periodic exposure to activities outside school through like

meeting local artists and craftsmen

Vocational courses to be offered through Open and Distance

Learning (ODL) mode and through online mode
 Let’s REFLECT

Any one practice which you have adopted for

the promotion of Vocational Education
among students
 Knowledge of India
Knowledge from ancient India and its contributions to modern India and its successes and
challenges
India’s future aspirations with regard to education, health, environment, etc.

Indian Knowledge Systems, including tribal knowledge and indigenous and traditional ways of
learning and specific courses in tribal ethno-medicinal practices, forest management, traditional
(organic) crop cultivation, natural farming, etc.

An engaging course on Indian Knowledge Systems in secondary school as an elective

Competitions in schools for learning various topics and subjects through fun and indigenous
games
Video documentaries on inspirational luminaries of India (ancient and modern) in science
curriculum
Students to visit different States as part of cultural exchange programmes

Constitutional Values will be developed in students. Excerpts from the Indian Constitution will
also be considered essential reading for all students

Knowledge of critical issues facing local communities, states, the country, and the world
 Health Education

o Basic training in health, including

preventive health
o Mental health and well-being
o Nutrition
o Personal and public hygiene and first-aid
o Detrimental and damaging effects of
alcohol, tobacco, and other drugs
 Let’s REFLECT

o Browse through your School Calendar/Annual

Curriculum and Pedagogical Planner.
o Identify the activities/tasks that reflect the above
discussed recommendations.
o Share within your group.
o If comfortable, share with the larger group.
(Teachers to be in Level wise groups)
5 minutes for the task
Transforming the culture
of assessment

Continuous Assessment to Self Assessment Board exams to be

tracking of focus on core and Peer more flexible, with
learning concepts, higher Assessment assessment of core
outcomes of each order and
concepts and
child foundational skills
competencies
 Examinations
in grades 1 to Census assessments at key stage
8 in classes 3,5 and 8 to track
achievement

Assessment of core concepts &

knowledge, higher order skills & its
Key Stage application in real life situations
Assessments
Testing to focus on achievement of
Moving away essential learning outcomes
from rote
learning
Achievemen Will be used for developmental
t of critical purposes & continuous monitoring &
LOs improvement of the schooling system
Results of
school
examinations
 Let’s REFLECT

Reflect your own assessment practices in the light of

the above discussed NEP recommendations and see if
there is a shift from traditional assessment practices
to Competency focused assessments?
5 minutes for the task
Let’s play a quiz
1 Questions that encourage students to voice their opinion and give reasons for their opinion promote…………
a. Rote memory
b. Explanation of concepts
c. Assessment of learning
d. Critical thinking
2 Which one is not an appropriate tool for Formative Assessment ?
a. Annual Exam
b. Assignment
c. Quiz
d. Oral Questions
3 Assessment for learning
a. fosters motivation
b. is done for the purpose of segregation and ranking
c. emphasises the overall importance of grades
d. is an exclusive and as per assessment activity
4 A collection of students’ work on a variety of tasks throughout the meant for keeping a record of their performance is
known as a-
a. Rubric
b. File
c. Datasheet
d. Portfolio
5 The goals of Assessment for Learning are:
a. To produce more effective learners who can actively regulate their learning and think for themselves
b. To skill learners for memorisation
c. Prepare students to crack exams and score high marks
d. Provide opportunities for students to be able to regulate other's learning
1 Questions that encourage students to voice their opinion and give reasons for their opinion promote…………
a. Rote memory
b. Explanation of concepts
c. Assessment of learning
d. CRITICAL THINKING
2 Which one is not an appropriate tool for Formative Assessment ?
a. ANNUAL EXAM
b. Assignment
c. Quiz
d. Oral Questions
3 Assessment for learning
a. FOSTERS MOTIVATION
b. is done for the purpose of segregation and ranking
c. emphasises the overall importance of grades
d. is an exclusive and as per assessment activity
4 A collection of students’ work on a variety of tasks throughout and meant for keeping a record of their performance is
known as a-
a. Rubric
b. File
c. Datasheet
d. PORTFOLIO
5 The goals of Assessment for Learning are:
a. TO PRODUCE MORE EFFECTIVE LEARNERS WHO CAN ACTIVELY REGULATE THEIR LEARNING AND THINK
FOR THEMSELVES
b. To skill learners for memorisation
c. Prepare students to crack exams and score high marks
Redesigning Report Cards to
assess holistic development
According to NEP Para 4.35, the holistic progress card will
be a holistic 360 degree multidimensional report that
reflects progress in different domains as well as
uniqueness of each learner

Progress in project- Progress in cognitive,

based and inquiry- affective and
based learning psychomotor domains

Quizzes, role plays, Interactive

group work, portfolio, questionnaires for
etc. Parents, Teachers &
Self-assessment and studentsAssessment
Teacher
peer assessment
 Let’s REFLECT

Review your school report card (any one level) and

see if the above discussed parameters are reflected in
it.
3 minutes for the task
Teachers to be in Level wise groups
 Continuous Professional Development
& Improving Standards Comprehensive National
Curriculum Framework
for Teacher Education,
National Professional
Teacher Standard to set
Teachers will undertake 50 hours of CPD every year benchmark for
driven by their own interests expectations of the role
of Teachers, standards
for Performance
appraisals

Teacher Education Training Teachers Workshops and 21-st century Teaching,

to include aspects to be effective Training Learning and
of supporting Online educators programs for Assessment will be at
gifted children and development of the heart of all Teacher
inclusion and School Leaders training programmes
equity and Principals
Focus on Socio Economically
Disadvantaged Groups (SEDGs)

Gender Socio Cultural Geographical

Identities Identities Identities

Disabilities Socio Economic

Conditions
 Let’s REFLECT

o Identify the practices that focus on Equity, Inclusivity and

Accessibility in the following areas
• Infrastructure
• Curriculum
• Pedagogy
• Sports
• Assessment
• Any other
o List the practices on a coloured A4 Sheet

10 minutes for the task

Teachers to be in Level wise and Subject wise
groups
Standard-setting and
Accreditation

Setting up State Development of School

School Standards Quality Assessment and Public and private
Authority (SSSA) & Accreditation Framework schools will be
Self disclosure of all (SQAAF) by SCERT & assessed &
basic regulatory NCERT to ensure all accredited on
information of all schools follow certain common minimum
schools at SSSA and minimal professional & criteria
School website quality standards
NEP 2020 Recommendations – An Overview
3.No silos
4.Transformin
1.Competenc 2.Encouragin between
g Assessment 5.Holistic
y Based g 21st scholastics
for Student Progress card
Teaching Century Skills and co-
Development
scholastics
8.Promotion 9.Developme
6.Health 7.Digital of Multi nt of 10.Values and
Education Literacy Lingual Scientific Ethics
Teaching Temper

11.Introduction of 12.Mathematica 14.Continuou

contemporary 13.Experienti s Professional 15.Inclusive
subjects like AI,
l and
Data Science, Computational al Learning Development Practices
Design Thinking Thinking of teachers
17.Increased
focus on 18.New
16.Effective 19.Vocational 20.Knowing
Foundational Pedagogical
Governance Literacy and Education India
Structure
Numeracy
 Group Task 1
Keeping in view the NEP 2020
recommendations,
a. think of a learner profile/ attributes you want
your learners have
b. make a GO of a Learner Profile on a Chart
Paper
c. present it to the larger group, if comfortable.
10 minutes for the task
Learner Profile

Caring and
Socially
Reflective Self-aware Compassiona
Responsible
te

Open minded Principled Risk taker Confident

Communicato
Collaborator Engaged Inquirer
r

Problem
Critical and
Solver and
Creative Innovator Balanced
Decision
Thinker
Maker

Handout 1 - Learner Profile

SESSION 2
CBSE Initiatives in the light
of NEP 2020
 Group Task 2

Keeping in view the NEP 2020 recommendations, enlist

the CBSE INITIATIVES of which you are aware of.
15 minutes for the Task
Use Activity Sheet – Handout 2

Handout 2 – Mapping CBSE Initiatives

with NEP 2020 recommendations
Values and Ethics Value Based Education – Values Education Kit, CPBs, Advocacy for
integration into the curriculum

Life Skills and 21st century Skills Life Skills Education – Life Skills Manual, CBPs, Advocacy for
integration into the curriculum, Adolescent Peer Educators Leadership
Programme in Life Skills , Health and Well Being, Handbook on 21 st
Century Skills
Health Education Mainstreaming of Health and Physical Education – Health Manuals,
Mental Health and Well Being Manual, Physical Education Cards, CBPs,
Advocacy for integration into the curriculum, Tele Counselling Services

Digital Literacy Subjects like Computer Applications, Computer Science, IT, Data
Science, Web Application, AI, Resource Material for Teachers and CBPs

Introduction of contemporary subjects AI, Data Science – Course Material and CBPs

Vocational Education Subjects offered at middle, secondary and senior secondary level,
Course material and CBPs

Foundational Literacy and Numeracy FLN Toolkit, MOOC, Foundational Reading Material, e-Learning material
for students, dedicated website for teachers and students

Mathematical and Computational Data Science-SE, Design Thinking –SE, Aryabhatta Ganit Challenge,
Thinking Course Material, CBPs
Competency Focused Teaching Adoption of LOs, Emphasis on Experiential Learning , Teachers’
Resource Material, CBPs, Dedicated Micro website

Development of Scientific Temper Science Challenge, Skills Subjects like AI, Data Science, Design
Thinking, Subject Specific CBPs, Advocacy for STEAM
integrated teaching, Science Exhibition

Inclusive Practices CBP and Resource Material on Gender Sensitivity, Provisions for
CwSN, Strengthening Inclusive Practices through Affiliation Bye
Laws and SQAA Framework, CBPs, Handbook on Inclusive
Practices
No Silos between Scholastics and Co- Advocacy for Cross Disciplinary approach of teaching
scholastics
Knowing India KTPI (Knowledge Traditions and Practices of India)

Transforming Assessment for Student Introduction of Case Based Questions, Two level Exam in the
Development Subject of mathematics, Introduction of key Stage Assessment
at class 3, 5 and 8, Advocacy for Holistic Progress Card ,
Capacity Building programmes for stakeholders

Effective Governance CBSE Affiliation Bye Laws and CBSE School Quality Assessment
and Assurance Framework
CBSE Initiatives
Initiatives taken by
CBSE
For implementation of
CFE in Schools

Assessment Development of
Curricular Reforms Resource Material
interventions and capacity
building of
Pedagogical Student Enrichmentteachers
interventions Activities
Curricular
Interventions
Adoption of Learning Outcomes
Based Teaching & Learning

To ensure such system of Enable Ensure enabling Enable parents Ensure

education which provides teachers to conditions to to monitor the assessment
enabling conditions to direct their allow each child progress of for learning
allow each child to learn teaching- to learn and learning of and
and progress learning in the progress their wards assessment
desired manner as learning
(vide Circular No. Acad-
and take
05/2019 dated 18.01.2019)
05_Circular_2019.pdf (cbse corrective https://cbseacademic.nic.in/cbe/learnin
academic.nic.in) measures g-framework.html
without delay
 TERM – Science

TERM – Mathematics
Teacher
Energised
Resource Grade-wise resources Aligned to NCERT learning
outcomes
Manuals - Aid in implementing Provide teachers with
Science & competency based education exemplar assessments and
Mathematics strategies
https://cbseacademic.nic.in/manual.html(2020-21)
 Teachers'
Resource for
Achieving
Learning
Outcomes

Place Your Picture Here And Send To Back Aimed at supporting teachers to incorporate
Learning Outcomes (mapped to the NCERT
framework) in their day-to-day teaching and
learning activities with children

https://cbseacademic.nic.in/manual.html
(2020-21)
 Introduction of Two Level Cour-
ses
Introduction of Sanskrit (Code No.119) and English (Code No.
101) at the second level for classes IX-X from the academic
session 2022-23 as per NEP 2020 recommendations

National Education Policy 2020 in para 4.38 emphasised the need of offering subjects at two levels to introduce
greater flexibility in options available to students suiting their future course of studies.

Your Picture Here Your Picture Here Your Picture Here

 Catering to Diverse Learners
Two Levels of Mathematics (Class X)
All subjects and corresponding assessments
Meant for students beginning with Mathematics could be
Meant for students who wish to opt offered at two levels (NEP Para 4.38)
who are not keen to for Mathematics at
pursue Ser. Sec. Level
01 Initiated Board Examination for Class X from
Mathematics at 2020
higher levels
Syllabus, classroom teaching & internal
02 assessment for both the levels would remain
Standard level the same
Basic Level (Existing)
In case of failure in any level, the student
04
(Easier) can appear in the compartment examination

Not only the two levels of examinations cater to different kinds of

learners and allow different levels of testing, it also reduces overall
student stress levels.
Adding New Dimensions To Education

Life Skills and Art Integrated Mandatory SEWA

Values Learning Health and (Social
Education Physical Empowerment
Education through Work
Education and
Action)
Life Skills
Education Board mandates for the
Life Skills Education
introduced as a part appointment of a
of curriculum by Counsellor and Wellness Entrepreneuri
CBSE since 2003 Teacher in a school al Skills

Launch of Adolescent Training of Teachers in Thinking Emotional

Peer Educators Life Skills & Mental Skills Skills
Leadership in Life Health issues, Gender
Skills, Health and Sensitization, Inclusive
21st Social
Wellbeing Programme Practices, Guidance & Skills
century
Counselling skills
skills

Schools are advised to:

 meet the social and emotional developmental
needs of the students
 adopt integrated approach for transacting Life
Skills Education
 Development of Resource Material
For capacity building of all its stakeholders, CBSE has prepared Handbooks/Manu-
als on Life Skills and Mental Health and Wellbeing

Available at CBSE Academic Website

https://cbseacademic.nic.in/lifeskills/resources-manuals.html
Art Integrated Education

Apart from music dance, visual

Art Education mandatory arts (including crafts) and
subject for classes I to XII theatre, the students of
Minimum 2 periods per classes VI-VIII should also be
week introduced to culinary art

Forms to be taught,
Integration of art in
methodology, processes,
Pedagogy and to be used
etc. can be different at
as a tool for imparting
different levels and may
joyful education
be decided by schools
Pedagogical
Interventions
Reorienting
Pedagogical
Approaches for
implementing CBE
Advocacy of
Experiential Learning
Pedagogical Interventions
1 2 3

Principals as Implementation of
Experiential Learning Introduction of
Pedagogical
Pedagogies like arts Art Integrated
Leaders and
and sports Project Work for
Preparation of
integrated, story classes I to X
Annual
Pedagogical Plans telling, toy based
learning and gaming

Handbooks and Manuals for different

Stakeholders have been developed for effective
implementation of recommended pedagogies
Resources Developed
Mathematical
Experiential Comic Book - Comic Book -The Literacy –
Learning Cogito Question Book Practice Book for
Students
Resources Developed
45 MANUALS AND HANDBOOKS have been released in the last three years
and are available at https://cbseacademic.nic.in/manual.html

Joyful Teaching &

Handbook on Handbook of
Learning of
Art Joyful Reading
Mathematics
Integration Learning Literacy

9 10
 Interactive
Online course for
teachers on
Competency
Focused
Education
Place Your Picture Here And Send To Back

We Create Quality Professional

PPT Presentation

https://diksha.gov.in/learn/course/do_3130894695979417601426
CBSE
CBE
Microsite

Your Picture Here https://cbseacademi

c.nic.in/cbe/index.ht
ml
 Group Task 3
Browse through the CBSE CBE Micro website
https://cbseacademic.nic.in/cbe/index.html

Enlist the resources available for the use of the

teachers

Share with the larger Group.

10 minutes for the Task
Use A4 Sheet
Development of Lesson Plans for Competency Based
Pedagogy Enhancing Classroom Experiences

https://cbseacademic.nic.in/cbe/assessment.html
Assessment Reforms
 Strengthening
Assessment and
Examinations
 • Adopting NCERT Learning Outcomes
• Strengthening School Based Assessment by making it performance
2019-
based, diverse and flexible
20 • Included 25% MCQs, case based questions, internal choice and
reduced subjective type questions in Class X Board examination

• Strengthening Assessment and Evaluation Practices of the Board by

2020- adopting Learning Outcomes and including competency based
21 questions
• Class X : MCQ – 20%, Case based – 20% Remaining – 60%
• Class XII : MCQ – 20%, Case based – 10% Remaining – 70%

• Academic session divided into two terms - Term 1 – MCQ (90 minutes),
Term 2 – Different format questions (120 minutes)
2021- • Class X : Competency based Questions – 30% ( MCQ, Case-based,
22 sources based integrated etc. type), Objective type – 20%, Remaining –
50%
• Class XII : Competency based Questions – 20% ( MCQ, Case-based,
sources based integrzated etc. type), Objective type – 20%, Remaining
– 60%
 • Strengthening Assessment and Evaluation Practices of the Board by
2022-
adopting Learning Outcomes and including competency based
23 questions
• Class X : CB Questions– 40% ; Class XII : CB Questions– 30%

• Strengthening Assessment and Evaluation Practices of the Board by

2022- adopting Learning Outcomes and including competency based
23 questions
• Class X : CB Questions– 50% ; Class XII : CB Questions– 40%
The Board has released guidelines to progressively align assessment to the vision
of the NEP by including more competency-based questions in the Class X and XII
Board examinations vide

Circular No. Circular No. Circular No.

Acad- 05/2019 Acad-11/2019 Acad-18/2020
dated dated dated
18.01.2019 06.03.2019 16.03.2020

Circular Circular
No.Acad- No.Acad-
57/2022 dated 45/2023 dated
20.05.2022 06.04.2023

https://cbseacademic.nic.in/index.html
Empowering Schools and Teachers
Series of resources developed

Workbooks Learning
for students Frameworks
Online self Lesson
Manuals/ access
Handbooks Plans
programmes
Sample QPs
Question
/Practice
Banks
Papers
Learning Comprehensive resources
for teachers which include
Frameworks competencies, samples of
pedagogical processes,
blueprints, and assessment
items and rubrics (Classes
IX-X)

Available at
https://cbseacademic.nic.in/cbe
/learning-framework.html
 Available at
Learning Frameworks https://cbseacademic.nic.in/cbe
/learning-framework.html
 Available at
Learning Frameworks https://cbseacademic.nic.in/manual.htm
l
Manuals/Handbooks developed

Guidelines
Handbook for Test
EI Essential of Development
Concepts Assessment & Review
&
Evaluation

Available at https://cbseacademic.nic.in/manual.html
Video Series on Assessment and Evaluation

https://cbseacademic.nic.in/cbe/cbe_videos.html
Item Banks
Mathematics, Science and English - Classes VI - X
Curriculum
Aligned
Competency
Based Test
Items
Mathematics,
Science and
English
Classes VI - X
Resources Developed
Competency Focused Practice Questions
– Class X
Science Mathematics Social Science English
Resources Developed
Competency Focused Practice Questions – Class
English Core
X & XII
Hindi Class X Class XII History Class XII Hindi Class XII
Resources Developed
Practice Book for Students– Class IX and
X
Science Mathematics
Student Enrichment
Activities
 Group Task 4
Enlist the Student Enrichment Activities which
the Board organises along with the skills/values
they focus on

Share with the larger Group.

10 minutes for the Task

Use A4 Sheet
Student Enrichment Activities
Supporting students’ cognitive, social and emotional
development

Science Exhibition Heritage India Quiz

(Initiative to promote Science and
(To build greater awareness about
increase awareness among
the rich cultural heritage of our
stakeholders about the close
country and promote its
relationship between Science,
preservation)
Technology and Society)

Games & Sports Aryabhatta Ganit

(Inter School competitions in 24 Challenge
(To enhance reasoning abilities,
problem solving skills, critical &
disciplines at cluster, zonal and
analytical thinking skills of students)
national levels)
Student Enrichment Activities
Supporting students’ cognitive, social and emotional
development

Expression Series Reading Challenge

(Initiative to promote creative thinking
(To promote Reading Literacy
skills and communication skills)
among the learners)

Story Telling Programmes initiated by

Competition
(Initiative to enhance creative, GOIabilities and skills
(To enhance different
analytical, evaluative thinking skills in students through different
along with communication and Programmes like EBSB, Fit India,
linguistic skills) Swachhta Pakhwada, Ganga
Cleanliness Mission and others )
Student Enrichment Activities
Supporting students’ cognitive, social and emotional
development

Budding Authors Adolescent Peer Educators

Programme
(Initiative to provide platform to engage (To empower the learners and peer
learners in reading other than main educators as stake holders of school
curricular stories and learning to write) health, safety and wellbeing)

Science Challenge Mission Life Style For

(An initiative to generate curiosity,
Environment
(To encourage students to adopt a Life
enquiry & higher order thinking Style for Environment)
amongst the learners)
 CONTENT Creating an ASSESS-
 Mandatory Adoption of Learning Enabling MENT
 Introduction of Case based
Outcomes and their mapping with Environment
Questions
curriculum for CFE in CBSE  Multiple modes of
 Planning of Lessons by selecting Schools assessment like portfolios,
developmentally appropriate
MCQs, reflective
content
assignments
 Teacher resources at DIKSHA

g
 Learning Frameworks

e
g
ty
Pedago
t n

m
 Handbooks & Manuals for different

Buildin
nte

As nt
Capaci

s
y

es
stakeholders

Co

s
PEDAGOGY
 Preparation of Annual Pedagogical
CAPACITY
plans
BUILDING
 Online Teacher Training Module
 Implementation of Experiential
on CBE on DIKSHA
Learning Pedagogies  Self Learning Material on
 Mandatory Art and Sports
DIKSHA
Integrated Learning
 Connecting all learning with real
 Suggestive action to ensure implementation
of CFE
01 Design pedagogical plans in coherence with specific and measurable LOs

Display posters of the ‘Compact Learning Outcomes’ in classrooms & sensitize

02 parents on the various competencies that their child is expected to achieve at a
given level

03 Integrate Art Education, Health and Physical Education, Life Skills Education and
Values Education and Inclusive elements in the curriculum for real life connect

Ensure planning of lessons by integrating Experiential Learning/Art-Integrated/

04 Storytelling/Sport Integrated activities

Download all CBSE Handbooks/Manuals from the CBSE website and arrange
05 discussions among teachers and students
Structured Assessment
for Analyzing Learning
SAFAL
 https://cbseit.in/cbse/2021/SAFAL/(S(gcssa2o4xbmqkgrj1kk2tvea))/

Watch the video on SAFAL

Browse through the SAFAL Micro Website of CBSE
https://cbseit.in/cbse/2021/SAFAL/(S(vrmvgweihgwdhqty5ivhgxf2
))/
for further understanding of SAFAL – 10 minutes for the task
Present the key highlights to the larger group
(Teachers to be in groups)
 The assessment will
SAFAL be conducted for all
children in grades
A tool top test achievement of key competencies 3,5 and 8 in CBSE
and provide diagnostic feedback to schools affiliated schools in
Para 4.40 of NEP 2020 proposes a school examination to three curricular
track progress throughout school years areas – Language,
Mathematics and
EVS/Science.
Launched by Hon’ble Prime Minister on NEP’s 1st anniversary

Tests core concepts For all schools Student level data is Use of data for
through application (Govt. and Private) anonymised continuous monitoring
based assessment to and improvement
move away from rote
Purpose and
Objectives
Nudging the system towards competency focused
learning
Establishes a formal protocol to collect valid and reliable data to chart
students’ performance on competencies at and below the grade level and
monitor progress and nudge the system to adopt competency based education

Identify areas of academic

intervention
School managements and school systems (e.g., Kendriya Vidyalaya Sangathan,
Navodaya Vidyalaya Samiti, State Government running CBSE schools, etc.) can
use this data for targeting academic support and data-based management

Measure of effectiveness for School

System on key competencies and proficiency levels, can be
School level performance
used to measure effectiveness of a system through systematic monitoring and
reporting of students’ learning levels

Long Term: Publicly disclose school quality information for

accountability
Provide a reliable and comparable ‘absolute’ metric for parents, schools and
state officials to assess school performance on core concept and formulate
further policies
Holistic Progress Card
HPC
CBSE HPC portal and guidelines have been prepared for facilitating schools and
available for the schools at http://cbseit.in/cbse/2022/hpc/Home/Home
 Browse through the HPC Micro Website of CBSE
https://cbseacademic.nic.in/hpc.html for further understanding of
HPC 10 minutes for the task
Present the key highlights to the larger group
(Teachers to be in groups)
 Holistic Progress Card
Presents a picture of the
A combination of a child’s student’s progress &
own expression of self as provides evidence as well
well as the teacher’s as an opportunity to a child
assessment of the child on to present his or her growth
the mentioned standards in the progress review over
years

Acts as a baseline level

for each student before
the beginning of any new
session

These assessments are not to provide any score or grade on a

child's performance but to understand a child's progress in learning
skills or competencies.
HPC – Benefits

Tracking a child's
progress will help
teachers to plan and Make parents an integral
alter the classroom part of a child’s learning
learning activities process

Helps to map the status of

each child's learning for
foundation literacy and
numeracy skills
Assessment Strategies

Observation Task based Portfolio

Assessment

Feedback Checklist Discussion

from Parents with
Children
Role of
Principal
To provide logistic support to teachers for the implementation of
01 HPC online or offline

To provide mentoring and guidance to teachers for the

02 implementation of HPC
To create space for parents to learn and participate in their
03 child’s overall development

04 To create a smooth transition for children from ECCE years to

Classdata
Use 1 to track progress toward achievement of the goal,
05 giving particular attention to improvements that will support the
school’s most vulnerable students

https://cbseacademic.nic.in/hpc.html https://cbseacademic.nic.in/hpc-video.html
School Quality
Assessment and
Assurance (SQAA)
Framework
SQAA Framework
To increase quality of educational
outcomes, a Standards’ Framework -
‘School Quality Assessment and
Assurance’ Framework has been
drafted by CBSE

Place Your Picture Here

A set of standards To be viewed as a
and best practices tool for
accomplishing
individual and
institutional
excellence

https://cbseacademic.nic.in/sqaa/doc/handbook.pdf
https://saras.cbse.gov.in/sq
aa
 Browse through the HPC Micro Website of CBSE
https://cbseacademic.nic.in/hpc.html for further understanding of
HPC 10 minutes for the task
Present the key highlights to the larger group
(Teachers to be in groups)
 Browse through the CBSE SQAA Framework Micro Website
https://saras.cbse.gov.in/sqaa
for further understanding of SQAAF - 10 minutes for the task
Present the key highlights to the larger group
(Teachers to be in groups)
 Curriculum,
Pedagogy
and
Assessmen
Beneficiar Infrastruct
t
y ure
1
Satisfacti
7 2
on
SQAA
Domains Human
Leadershi 6 3
p Resources
5 4

Manageme Inclusive
nt and Practices
Governanc
e
 Why SQAA
Framework?

Keep a watch on Take up improvement

Engage in an projects for growth
the trajectory of
ongoing process of
development
review

Reassure stakeholders Develop a culture of Adherence to quality

about school’s collaboration, standards as
aspiration for continual innovation & envisaged in NEP 2020
improvement accountability
Guiding Principles for SQAA Framework
Comprehensible Self
Assessment Tool in alignment
with NEP guidelines to bring
transformational change in 01
schools Learner at the centre stage
02 of Standards’ Framework
No differential set of 03
assessment criteria for
govt./govt. aided/ private 04
schools Focus on continuous school
improvement and quality
performance and enable
schools to charter self
improvement plans
Integration of SQAA with Affiliation

To establish To create and

To build a sustain a
a level of
sense of learning
acceptable
responsibilit culture that
quality for
y and supports
all schools
ownership continual
affiliated to
among the development
the Board
schools

Circular No. 14/2023 dated: 24.03.2023 issued by Affiliation Unit and available at
https://saras.cbse.gov.in/SARAS/Circulars/Circular14_2023.pdf
SESSION 3
Role of Schools and Teachers
in the implementation of NEP
2020
How Schools can
implement NEP 2020
 Group Task 5
Think of steps/ways to implement NEP 2020 in your schools
10 minutes for the task
Present to the larger group
(Teachers to be in groups)
Use A4 Sheet
Steps to implement NEP 2020 in Schools

Assess and Review

the current practices 01
in the light of NEP
2020
recommendations Develop a Plan of
02 Acton for the
implementation of
the Policy
 Make a Core Team
03 for the executing the
plan of action

Make a plan for the

Capacity Building of 04
the Staff and other
Stakeholders .

Align school’s
05 curriculum with
the NEP 2020
recommendatio
ns

Integrate Technology
in the classroom 06
teaching
 Encourage
07 experiential
learning

Inbuilt
continuous 08
assessment
practices in the
curriculum .
Focus on skill based
09 education

Collaborate with
other schools 10
 Involve parents
11 and community

Monitor and
evaluate 12
progress at
regular intervals

Make improvement
13 plans
 These
documents will
guide the
implementation
of NEP 2020.

Read NCF FS and NCF

SE and CBSE
Guidelines as well
Role of Teachers in the
implementation of NEP
2020
 NEP 2020 recognizes that teachers play a crucial role in achieving the goals of
inculcating 21st-century skills in children and making the country’s education
more inclusive and flexible and emphasizes the need to improve the quality of
education in India.
 Group Task 6
Keeping in view the NEP 2020 recommendations,
a. Plan a ROLE PLAY for the holistic development of the
learners and making your classrooms more inclusive and
flexible (20 minutes)
b. Make a Presentation (3 minutes)
 Adopt experiential learning teaching
methods to provide hands on and
real life experiences to your learners

Identity individual
interests and Provide vocational
capacities of your education
learners and treat opportunities to your
them accordingly learners

Inculcate lifelong skills

Create an environment
and knowledge among
of innovation and
your learners
creativity for your
learners
SESSION 4
Reflections
 Group Task 7
1.Reflect on your Lesson Plan/Teachers’ Diary/Annual Curriculum
and Pedagogical Plan
2. Does your Plan help in enhancing 21st Century Skills among
learners and achieving other important recommendations of NEP
2020

Handout 3 – Reflection Sheet

 Group Task 8
Study the extract from an Annual Curriculum
Pedagogical Plan Class VII for the subject of Social
Science as given in Handout 5 and reflect on the
questions given.

Handout 4 – Extract from Sample ACPP

 S. Description Example
No. The Plan
1 Encourage collaboration All tasks are collaborative in nature

2 Builds critical and creative Create a concept map; Peer Assessment; Observing the videos critically;
thinking skills Analysis of different eco systems; creating a checklist; designing an
advertisement; strategy to solve neighbourhood problem
3 Develops communication Presentations; surveying the neighbourhood
skills
4 Develops digital literacy Designing a digital advertisement

5 Builds literary skills Editing – while making a concept map; Article writing; Writing key learning(s);
making a checklist; writing lyrics for advertisement; Reflection Sheets
6 Encourages scientific Research; Create a concept map; Peer Assessment; Observe the videos
temperament critically; Analysis of different eco-systems; creating a checklist; brainstorming;
problem solving; designing an advertisement
7 Caters to different Opportunities for writing (article writing, illustrating, making musical videos)
learning styles
8 Encourages out of the box Opportunities to:
thinking • Make their own concept map and timeline
• Explore on their own (in case of help research on your own first)
• Take a decision on choosing the neighbourhood
• Make their own checklist
• Design their advertisement using different mediums
S. Description Example
No. The Plan
9 Develops interpersonal While working in teams; opportunities to understand diversity, differing view
skills points, arriving at a consensus, negotiating and suing persuasive skills;
respecting each other
10 Develops sensitivity Through the entire Project:
towards the environment • Observing and understanding theoretically and practically the importance of
a balanced eco-system
• Problem Solving on ways to prevent humans from interfering with the
environment and destroying the eco-system

11 Encourages reflection and Reflection Sheets; Portfolio

self-awareness
12 Integrates other subjects English, Science, Art, Life Skills/21st century Skills

13 Assessment is an inbuilt • Rubric for Project

plan • Portfolio
• Note Book
• Article
• Concept Map
• Peer Assessment Sheet
• Checklist
• Reflection Sheet
• Jingle/any other medium
Closure of the Programme
 Teachers
need to be

Life Long Effective Empathetic Collaborator Responsive

learners Communicat and
or and Adaptive to
GOOD change(s)
Listener
Learn to Adapt Fast in a Fast Changing World
Thank You
Central Board of
Secondary Education
2020

TRAINING
MANUAL

Central Board of
Secondary Education,
Training Unit
Source of image: https://en.m.wikipedia.org/wiki/File:NEP-Logo-FC-
BLACK-RGB.png
WHO SHOULD USE THIS MANUAL?

This manual is for the Master Trainers and Resource Persons (RPs),
who are skilled to train a group of experienced individuals
(Teachers) coming from diverse backgrounds, context and various
sections of society.

FACILITATION TIPS
(FOR RESORCE PERSONS)
 Go with a calm and open mind.
 Be patient with the participants.
 Lead by example. What you would want participants
to do, do it yourself first.
 Build a safe space for all.
 Nudge the participants to think by asking them reflective
questions.
 Use gender neutral terms and inclusive language.
 One size may not fit all, therefore before responding to any
of their
queries, be clear about the context of their school setting.
 Give them a space to explore, learn and bring
forward their knowledge.
 Be supportive. When participants discuss their
difficulties, do not jump to conclusions, try to listen to
the challenges faced by them.
 Give participants an opportunity to speak more than you.
Have a good balance of speaking and listening.
SCHEDULE OF THE TRAINING
PROGRAMME
SESSIONS TIMI DURATION
NGS
Introduction and Sharing of Agenda 9.00 am – 9.30 am 30 mins

SESSION 1 : Understanding NEP 2020

Recommendations
Activity 1: Understanding NEP 2020 9.30 am – 11.00 am 90 mins
Recommendations
Handout: 1
TEA BREAK (11.00 AM – 11.30 AM)
SESSION 2: CBSE Initiatives in the light of
NEP 2020
Activity 2: CBSE Initiatives for the 11.30 am – 12.20 50 mins
Implementation of Competency pm
Focused Education in Schools
Handout: 2
Activity 3: Other CBSE Initiatives 12.20 am – 1.00 pm 40 mins
(Systemic
Reforms) in the light of NEP 2020
LUNCH BREAK (1.00 PM – 2.00 PM)
SESSION 3: Role of Schools and Teachers in the
implementation of NEP 2020
Activity 4: Role of Schools in the 2.00 pm – 2.35 pm 35 mins
implementation of NEP 2020
Activity 5: Role of Teachers in the 2.35 pm – 3.30 pm 55 mins
implementation of NEP 2020
SESSION 4 : Reflections

Activity 6: Reflecting on Lesson 3.30 pm – 4.10 pm 40 mins

Plan/ACPP
Handouts: 3 and 4
Activity 7: Designing and Instructional/ 4.10 pm – 5.00 pm 50 mins

Lesson
Plan in the light of NEP 2020
recommendations
Handout: 5
Closure of the Programme 5.00 pm – 5.30 pm 30 mins
o Key Takeaways
o Feedback and
Feedforward
INTRODUCTION & SHARING OF AGENDA

Time Required: 30 Minutes

Objectives:
 To create a friendly training atmosphere
 To establish good rapport between the participants and the
facilitators
 To share agenda and objectives of the Programme

General Guidelines for the Resource Person:

 Welcome Participants, introduce yourself as their Resource

Person for the training workshop and share the agenda of the
programme. This is a Training Programme for Teachers for the
implementation of NEP 2020 in schools.
 Distribute Training Workshop Manual to each Participant (For
Master Trainers’ Workshop).
 Invite the participants to share their name and location.
 Know their expectations from the programme.
 Keep recording their expectations on a chart paper. Try to
meet the expectations of the participants during the conduct of
different activities during the training programme. Revisit them
again at the end of the training programme to ensure all the
expectations of the participants from the programme have been
met.
 Establish the ground rules for the training programme.
OBJECTIVES OF THE TRAINING
PROGRAMME

0 02 03 04
1. . . .

Establishing Enabling
Creating Creating participants to
Awareness and the role of
awareness reflect upon
understanding about the Schools and
on the major Teachers in their practices
initiatives
recommendatio the in the light of
taken by
ns of NEP 2020 CBSE in implementati NEP 2020
in the area of the light recommendatio
on of NEP
School of NEP ns and the
Education 2020
2020 initiatives
taken by the
Board
Teachers in the
implementation
of NEP 2020
 SESSION 1
UNDERSTANDING NEP
2020
RECOMMENDATIONS
 ACTIVITY 1
Understanding NEP 2020 Recommendations
Time: 90 minutes
Objectives:
1. To enable participants to highlight the importance of NEP 2020
in this fast changing world.
2. To make participants aware of the different recommendations of NEP
2020 in the area of school education.

Material Required: White Board, PPT, School Calendar/Annual

Curriculum and Pedagogical Planner, Post It Slips, Teachers’ Dairy,
School Report Card, A4 Sheets, Chart papers, colours/sketch pens
Handouts: Handout 1 (Learner Profile)
Mode: Individual and Group Activity
Process:
1. Initiate the activity by highlighting the importance of NEP 2020
in this fast changing world or the VUCA World. Decode the
word VUCA with the help of the participants.
2. Ask the participants what they already know about NEP 2020.
3. Invite responses from the participants. Enlist them on the
whiteboard.
4. Share with them the vision, foundation and key principles of NEP
2020.
5. Discuss with them the following major focus areas of NEP
2020 in school education one by one and let them reflect on their
practices as well alongside:
a. Curricular and Pedagogical Recommendations
b. Assessments
c. Continuous Professional Development
d. Socio Economically Disadvantaged Groups
e. Standard Setting and Accreditation
6. First discuss the curricular and pedagogical recommendations by
focusing on:
a. New curricular and pedagogical structure
b. Salient features of different stages of the new
curricular and pedagogical structure
c. Early childhood care and education
d. Competency focused education
7. Let participants be in subject specific and level wise groups.
8. Instruct them to browse through their School Calendar/Annual
Curriculum and
Pedagogical Planner and identify the activities/tasks that reflect
the above discussed recommendations. Assign 3 mins. for the task.
9. Invite a few volunteer groups to share their findings with the larger
group.
10.Discuss with participants the recommendations of NEP 2020
with regard to pedagogy.
11.Instruct the participants to reflect on their practices (can see their
lesson plans) and identify the activities/tasks/questions
that reflect the pedagogical recommendations. Assign 3
minutes for the task. Teachers to be in the same groups.
12.Invite one or two volunteer groups to share their findings with the
larger group.
13.Invite the participants to name some of the 21st century skills and
why they are important to be inculcated among the learners. Let
them use Post It slips and paste them on the white board.
14.Make them aware of the 21st century skills which NEP 2020
stresses upon to be inculcated /enhanced among
the learners and their importance.
15.Talk about the contemporary subjects (AI, Holistic Health,
Organic Living, Design Thinking, Data Science and Machine
Learning) which NEP 2020 recommends to be introduced.
16.Further introduce them to the concept of Mathematics and
Computational Thinking which NEP 2020 recommends to be
enhanced among the students.
17.Ask the participants to reflect on their own practices which they
have adopted
to enhance Mathematical and Computational Thinking among their
students. Assign 3 minutes for the task.
18.Invite any one or two volunteers to share their practices with the
larger group.
19.Make participants aware about the recommendations of NEP 2020
with regard to Vocational Education and how it can be
implemented in the schools.
20.Let participants reflect on their school practices and identify any
one practice which they have adopted for the promotion of
Vocational Education among students.
21.Invite a few volunteer participants to share their practice with the
larger group.
22.Tell participants about Knowledge of India and how it can be
enhanced among
the students as per NEP 2020 recommendations. Suggestions from
participants can also be invited.
23.Tell participants about what NEP says with regard to Health
Education.
24.Ask the participants to browse through their School
Calendar/Annul Curriculum and Pedagogical Planner and
identify the activities/tasks that reflect the initiatives taken
by the school for promoting health among the students.
25.If time permits, invite one or two volunteers to share their
findings with the larger group.
26.Highlight the major recommendations of NEP 2020 with
 27.Ask participants to reflect on their own assessment practices and
see if there is a shift from traditional assessment
practices to competency focused assessments.
Give 3 mins for the task.
28.If time permits, invite one or two volunteer participants to share
their findings or practices with the larger group.
29.Play a quiz with the participants to highlight the major features of
assessments which have been recommended in NEP 2020.
30.Make participants aware about redesigning of Report Cards
and how assessments can be done to assess holistic
development of learners.
31.Let participants reflect on their school report card (any one level)
and see if the
above discussed parameters regarding Holistic Report Cards are
reflected in it. 3 mins for the task.
32.If time permits, invite any one or two volunteers to share their
findings with the larger group.
33.Tell participants about the recommendations of NEP 2020 with
regard to the continuous professional development of teachers.
34.Sensitize participants with the focus which NEP lays on Socio
Economically Disadvantaged Groups.
35.Instruct participants to identify the practices that focus on Equity,
Inclusivity and Accessibility in the following areas:
a. Infrastructure
b. Curriculum
c. Pedagogy
d. Sports
e. Assessment
f. Any other area
36.Invite one or two volunteers to share their practices with the larger
group.
37.Tell participants about the recommendation of the NEP 200 with
regard to ensuring quality education in the schools.
38.Conclude the session with the following Group Task:
a. Keeping in view the NEP 2020 recommendations,
i. Think of a learner profile /attributes which you
want your learners to have
ii. Make of GO of a Learner Profile on a Chart paper
iii. The Chart Papers can be pasted on a wall by all the
groups
b. Participants can have a gallery walk during the break time.
39.Distribute handout 1 on Learner Profile to all the participants for
their further reference.
40.Conclude the task by highlighting the attributes of a learner
which NEP 2020 envisions.
Note for RPs:
1. Before taking up the session, the NEP 2020 document must be
read thoroughly and understood.
2. The registered participants can be asked to bring along with them
the following during the training programme:
a. School Calendar/Annual Curriculum and Pedagogical Plan
b. Teacher’s Dairy with lesson Plans
c. Report Card of all the levels in the school (Pre Primary,
Primary, Middle, Secondary/Senior Secondary)
3. The questions along with their answers for the quiz are given in the
PPT.
4. It’s not necessary to invite participants to share their practices or
findings after
every REFLECTIVE EXERCISE except for the one on Socio
Economically Disadvantaged Groups. If time permits, invite one or
two volunteers to share their findings with the larger group. The
main intention of the reflective tasks is to enable the participants to
reflect on their practices and start thinking about implementing the
recommendations of NEP 2020 in their schools.
 SESSION 2
CBSE INITIATIVES IN THE LIGHT OF
NEP 2020
 ACTIVITY 2
CBSE Initiatives for the implementation of Competency
Focused Education (CFE) in its Schools
Time: 50 minutes

Objectives:

1. To make participants aware of the CBSE initiatives taken

for the implementation of competency focused education in the
schools.
2. To enable participants to make use of CBSE resources for
implementing CFE in their schools.
Material Required: White Board, pens, markers, PPT, A4 sheets,
pens, internet connection, CBSE website

Handouts: Handout 2 (Activity Sheet – Mapping CBSE Initiatives

with NEP 2020 recommendations)

Mode: Individual and Group Activity

Process:
1. Initiate the activity by asking the participants to enlist the CBSE
initiatives of which they are aware of against the areas as
mentioned in activity sheet (Handout 2). Participants to be
in groups. Assign 10 minutes for the task.
2. Invite any one volunteer group to share its findings with the larger
group.
3. Share area wise CBSE initiatives with the participants.
4. To begin with, sensitize the participants with the following
initiatives taken by the Board for the
implementation of CFE in schools:
a. Curricular Interventions
b. Pedagogical Interventions
c. Assessment Reforms
d. Student Enrichment Activities
e. Development of Resource Material and Capacity Building of
Teachers
5. Wherever possible and as marked in the PPT, show CBSE website
to bring in more clarity to the participants.
6. In order to make participants aware about the resources
(lesson plans,
competency frameworks, etc.) developed by the Board, instruct
participants to be in groups and:
a. browse through the CBSE CBE Micro website
b. enlist the resources available for the use of the teachers.
7. Assign 8-10 minutes for the task.
8. Invite any one group to share its findings with the larger group.
9. Tell participants about the Assessment reforms which the Board
 10.Encourage them to make use of the resources developed by the
Board in this area to move towards competency focused
education.
11.Let participants be in groups.
12.Instruct them to identify the Student Enrichment Activities which
the Board organises along with the skills/values they focus
on. Give 8-10 mins for the task.
13.Invite any one volunteer group to share their findings with the
larger group.
14.Invite missing activities or skills/values, if any, from the other
participants.
15.Add on to the missing points, if any.
16.Conclude the activity with the suggestive action which the schools
can take to ensure implementation of CFE in their schools.

Note for the RPs:

1. Before taking up the training programme, please visit the CBSE

website esp. CBSE Academic Website and be aware of all the
initiatives taken by the Board for the implementation of CFE
in the schools. The links for the initiatives taken by the Board
have been given in the PPT.
2. Give opportunities to the participants to visit the CBSE website
and encourage them to regularly visit it and be updated with
all the initiatives taken by the
Board.
 ACTIVITY 3
Other CBSE Initiatives (Systemic Reforms) in the light
of NEP 2020 Time: 40 minutes

Objectives:

1. To make participants aware of the CBSE initiatives to bring

about systemic reforms in the light of NEP 2020.
Material Required: White Board, pens, markers, PPT, A4 sheets,
pens, internet connection, CBSE website
Mode: Individual and Group Activity

Process:
1. Initiate the activity by telling participants that CBSE has taken
many initiatives in line with the NEP 2020 recommendations to
bring about systemic reforms.
2. Focus on SAFAL, HPC and SQAA Framework.
3. Let participants be in groups.
4. Instruct them to:
a. browse through the SAFAL micro website of the Board.
b. note down the key highlights of SAFAL (10 mins for the task)
5. Invite any one volunteer group to share their findings with the
larger group.
6. Invite missing highlights, if any, from the other participants.
7. Add on to the missing points, if any.
8. To sensitize participants about the Holistic Progress Card,
instruct the participants to:
a. be in groups
b. browse the HPC micro website of the Board
c. note down the key highlights of HPC (5-8 mins for the task)
9. Invite any one volunteer group to share their findings with the
larger group.
10.Invite missing highlights, if any, from the other participants.
11.Add on to the missing points, if any.
12.Discuss with them the role of the Principal for the implementing
HPC in their schools.
13.To make participants aware of CBSE School Quality Assessment
and Assurance (SQAA) Framework, instruct participants to:
a. be in groups
b. browse the CBSE SQAAF micro website of the Board
c. note down the key highlights of the Framework (10 mins for
the task)
14. Invite any one volunteer group to share their findings with the
larger group.
15.Invite missing highlights, if any, from the other participants.
16.Add on to the missing points, if any.
17.Make participants aware about integration of SQAAF with
 18.Conclude the activity by encouraging participants to regularly
visit the CBSE website for updates.

Note for the RPs:

1. Before taking up the training programme, please visit the CBSE

website and micro websites and be aware of all the
initiatives taken by the Board for bringing systemic reforms in
the schools. The links for the initiatives taken by the Board
have been given in the PPT.
2. Give opportunities to the participants to visit the CBSE website
and encourage them to regularly visit it and be updated with
all the initiatives taken by the
Board.
 SESSION 3
ROLE OF SCHOOLS AND TEACHERS
IN THE IMPLEMENTATION OF NEP
2020
 ACTIVITY 4
Role of Schools in the implementation of
NEP 2020 Time: 35 minutes

Objectives:
 To enable participants to implement NEP 2020 in their schools.
Material Required: White Board, pens, markers, PPT, A4 sheets, pens

Mode: Individual and Group Activity

Process:
1. Let participants be in groups.
2. Instruct each group to think of ways/steps for implementing NEP
2020 in their schools. Assign 10 mins for the task.
3. Invite volunteer groups to present their task with the larger group.
4. Invite comments from the other groups.
5. Add on the missing points, if any.
6. Conclude the activity by encouraging the participants to read the
NCF FS and NCF SE documents thoroughly for implementing
NEP 2020 in their schools.
 ACTIVITY 5
Role of Teachers in the implementation of
NEP 2020 Time: 55 minutes

Objectives:
 To enable participants to implement NEP 2020 in their schools.
Material Required: White Board, pens, markers, PPT, A4 sheets, pens

Mode: Individual and Group Activity

Process:
1. Initiate the activity by encouraging teachers to play an important
role in their schools in the implementation of NEP 2020 as has been
highlighted in the NEP.
2. Let participants be in groups.
3. Instruct each group to plan a ROLE PLAY keeping in view the
NEP 2020 recommendations for the holistic development of
the learners and making their
classrooms more inclusive and flexible. Assign 20 mins for
preparation and 3 mins for presentation.
4. Invite each group representative to make a presentation.
5. Invite comments from the other groups.
6. Conclude the activity by encouraging the participants to read the
NCF FS and NCF SE documents thoroughly for implementing
NEP 2020 in their schools.
 SESSION
4
REFLECTIO
NS
 ACTIVITY 6
Reflecting on Lesson Plans/Annual Curriculum and
Pedagogical Plans Time: 40 minutes

Objective:
 To enable participants to reflect on their own practices and
design Lesson Plans/Annual Curriculum plans in the light of the
recommendations of NEP 2020.
Material Required: White Board, pens, markers, PPT, A4 sheets, pens

Handouts: Handout 3 – Extract from a Sample ACPP, Handout 4 –

Reflection Sheet

Mode: Individual and Group Activity

Process:
1. Let participants be in subject specific groups.
2. Distribute Handout 3 – Extract from a Sample ACPP to each
participant.
3. Instruct them to:
a. study the extract from the ACPP for the subject of
Social Science Class VII as given in the handout 3.
b. answer the questions that follow the plan.
4. Assign 15 mins for the task.
5. Invite volunteer groups to present their task with the larger group.
6. Invite comments from the other groups.
7. Add on the missing points, if any.
8. Distribute Handout 4 – Reflection Sheet to each participant.
9. Instruct them to:
a. reflect on their Lesson Plan/Teacher’s Diary/Annual
Curriculum and Pedagogical Plan
b. see if their Plan help in enhancing 21st century skills
among the learners and achieving other important
recommendations of NEP
2020
10.Assign 10 mins for the task.
11.Invite responses from the groups.
12.Conclude the activity by encouraging participants to design
their lesson plans/Annual Curriculum and Pedagogical
plans keeping in view the recommendations of NEP
2020, NCF FS/ NCF SE.
 ACTIVITY 7
Designing an Instructional/Lesson Plan in the light of
NEP 2020 Time: 50 minutes

Objective:
 To enable participants to design Lesson Plan/Annual
Curriculum
and Pedagogical Plan in the light of the recommendations of
NEP 2020.
Material Required: White Board, pens, markers, PPT, A4 sheets, pens

Handouts: Handout 5 – Activity Sheet (for Instructional/Lesson Plan)

Mode: Individual and Group Activity

Process:
1. Let participants be in subject specific groups.
2. Distribute Handout 5 – Activity Sheet to each participant.
3. Instruct them to draft an Instructional/Lesson Plan for any one topic:
a. in the same format as was in Handout 3 (Extract from the
ACPP for the subject of Social Science Class VII)
b. incorporating such tasks/activities which help in enhancing
21st century skills among learners and other
competencies as given in Handout 4 –
Reflection Sheet.
4. Assign 15-20 mins for the task.
5. Invite all the groups to present their task with the larger group.
(3-5 mins to each group for presentation)
6. Invite comments from the other groups.
7. Add on the missing points, if any.
8. Conclude the activity by encouraging participants to design
their lesson
plans/Annual Curriculum and Pedagogical plans
keeping in view the recommendations of NEP
2020, NCF FS/ NCF SE.