This module focuses on developing a sharper understanding of the National Education Policies, Frameworks, Curriculum, its transaction and pedagogies for accepting diversity and creating inclusive classrooms in various extraordinary situations, including the current COVID-19 pandemic

The module on developing personal-social qualities for creating a safe and healthy school environment focuses on enabling a teacher to understand the psychological bases of personal-social qualities i.e perspective taking and beliefs and mental set, reflect on their own personal social qualities and enhance the same in themselves by practicing the expression of these qualities in the interactions, develop skills to nurture the same in students and thus create a conducive learning environment in school/classroom where all members contribute to each others well-being.

The module titled “Health and Well-Being in Schools”, attempts to develop understanding among the participants (target audience) about the relevant basic concepts, such as health, wellness, physical development, emotional well-being, mental health, healthy eating habits and hygiene. This module also suggests the pedagogical processes to be adopted in order to develop healthy attitudes and behaviors among all children, including children with special needs. Overall focus of the module is on realization of the significance of a healthy and safe environment for children in school. The aspect of a safe environment encompasses all aspects of safety such as safe use of the internet and gadgets, Covid 19 safety protocol, protection against violence and harassment and disaster management etc.

The module builds a perspective about gender and pedagogical processes. It gives an insight into how gender can be perceived and translated across different disciplines. The module will help teachers to sharpen their sensitivity and understanding on issues related to gender and provide them with practical guidelines on developing gender inclusive methodologies.

ICT -Pedagogy Integration in Teaching -Learning module focuses on enabling a teacher, teacher educator to integrate ICT in teaching, learning and assessment using appropriate ICT. Parameters to be considered for effective integration of ICT, Pedagogy and Content is discussed for planning a session plan.

Art Integrated Learning (AIL) is a teaching-learning model which is based on learning ‘through the arts’. This module focuses on enabling the learner to learn and practice AIL in his/ her teaching-learning. The module covers; planning of AIL activities, use of different methods such as art based ice-breakers, brainstorming, art making, thinking, imagining, exploring, observing, reflecting, expressing freely, writing etc. All activities are designed for giving hands-on-experience to provide the learner with adequate know how for implementing AIL effectively.

The module includes various aspects related to School Based Assessment (SBA) that are crucial to be considered by all stakeholders especially the teachers at the school level. Beginning with the objectives, the module unfolds the background of assessment in the form of examination to evaluation to continue and comprehensive evaluation (CCE) and School Based Assessment (SBA) in our country. It gives an idea of how the curricular and examination reforms looked at school-based assessment to reduce the element of fear related to external, centralized and rigid procedures of testing and examination among children. It also establishes linkages between CCE and SBA in terms of SBA as an add-on to CCE. Highlighting the criteria and the purpose of assessment the module details out the strategies that can be used for school based assessment. This module aims to help different stakeholders especially teachers to be aware of and use the child-centred approach to teaching learning and assessment in school based assessment.

This module will help the community associated with teaching learning at the primary stage to understand different facets of Environmental Studies (EVS), a core curricular area, and its pedagogical aspects to engage children meaningfully to enable them accomplish the aims and objectives as envisaged under the National Curriculum Framework-2005.

Mathematics has an important place in school education. Looking at its multifarious uses in the life of a child, it is essential that children take interest in its learning. So, in order to draw students towards learning this subject joyfully it is essential to bring an improvement in the teaching learning processes, especially at the elementary level. This module mainly discusses the transactional strategies which could be adopted at the elementary level that would help teachers engage the children in mathematical activities leading to mathematical thinking.

This module begins with the discussion of the relevance of social science at upper primary stage. The learning objectives of the subject social science at this stage are then listed. The third aspect of this module is to give an introduction of three subjects in social sciences – history, geography and social & political life. This is followed by discussion on the class-specific learning outcomes and pedagogical strategies teachers can use in the social science classes. One exemplar activity is provided from each subject area – history, geography and social & political life is also presented. After completing each activity, the teacher can assess the learners’ conceptual understanding. Important references teacher can make used are listed in the end of the module.

This module on language pedagogy attempts to familiarise the state resource groups and key resource persons with language teaching-learning in the varied Indian contexts, language-in-education situation, multilingualism, ways and means of teaching languages and language assessment. It illustrates activities in classroom situations and different skills and competencies of language learning and concerns like gender, environment, and special needs from early stages of learning to the upper primary stage.

The module on pedagogy of science has been developed for teachers teaching science at upper primary stage. In this module, the focus is to facilitate more feasible and efficient teaching learning of science through activities and experiential learning.

This Module on School Leadership helps build a comprehensive understanding of the concept of leadership in the context of school and in the context of the education system that the school is located in. This module is essentially developed for elementary head teachers/school heads and teachers with the prime objective of developing them as school leaders and teacher leaders who are capable of leading their school towards change and transformation, with the core mandate of improving student learning.

This theme focuses on major initiatives undertaken by the Department of School Education and Literacy, MHRD for the quality improvement of school and teacher education. It covers major objectives and components of Samagra Shiksha, best practices in States and UTs and new approaches in Mid-day-Meal.

This module provides an overview of Preschool Education -what is preschool education, why it is important, how children learn, what kind of pedagogy needs to be adopted for holistic development of children and how learning areas and a day’s schedule is planned. It focuses on experiences and activities for development of early literacy and numeracy so that children have smooth transitions to primary grades. Involvement of parents in the preschool programme is also highlighted.

The Pre-vocational Education module focuses on enabling teachers to integrate pre-vocational education activities in teaching and learning from Classes VI to VIII. The module will help them to learn about the concept of work experience from Classes I to V and pre-vocational education from Classes VI to VIII. Teachers will be able to plan and implement theme-based pre-vocational activities for the students so that the latter are able to understand the various concepts and relate those activities with the various vocations in the world of work.

This module focuses on developing a sharper understanding of the National Education Policies, Frameworks, Curriculum, its transaction and pedagogies for accepting diversity and creating inclusive classrooms in various extraordinary situations, including the current COVID-19 pandemic.

The module on developing personal-social qualities for creating a safe and healthy school environment focuses on enabling a teacher to understand the psychological bases of personal-social qualities i.e perspective taking and beliefs and mental set, reflect on their own personal social qualities and enhance the same in themselves by practicing the expression of these qualities in the interactions, develop skills to nurture the same in students and thus create a conducive learning environment in school/classroom where all members contribute to each others well-being.