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ATOMIC ENERGY CENTRAL SCHOOL - 6

WESTERN SECTOR, ANUSHAKTINAGAR, MUMBAI

LEARNER PROFILE

PREPARING MYSELF FOR THE FUTURE

SELF-AWARE

I work to understand myself better and am open to constructive feedback

I look for continual improvement that supports my learning as well as personal development.

CARING AND COMPASSIONATE

I am kind and thoughtful.

I show kindness, empathy and compassion and act to make a positive difference in the lives of others.

SOCIALLY RESPONSIBLE

I am responsible for myself and responsive to and respectful of others

I care about significant local and global issues that make an impact on our lives and on planet earth.

OPEN MINDED

I try to make connections while using information.

I appreciate my own culture and beliefs as well as the traditions, beliefs and culture of others.

REFLECTIVE

I think about my behavior and actions and its impact on others I find ways to improve my learning and behavior

PRINCIPLED

I act with honesty, integrity and fairness and respect others I take responsibility for my actions

RISK TAKER

I am resourceful and resilient in the face of challenges. I love to explore new ideas.

CONFIDENT

I can express myself confidently

I can work with information and ideas of my own and those of others

COMMUNICATOR

I am confident and articulate in expressing myself in more ways than one I am a good listener and can understand others’ perspectives

COLLABORATOR

I work well independently as well as in groups· I appreciate and respect diversity

ENGAGED

I am intellectually, socially and emotionally ready to make a difference

I consciously engage with issues that have a significant local and global impact

INQUIRER

I am curious and ask a lot of questions

I learn with enthusiasm and try to find answers independently

PROBLEM SOLVER &

DECISION MAKER

I analyse data and evaluate my options in solving problems I take informed decisions and act responsibly

CRITICAL AND

CREATIVE THINKER

I use my critical and creative thinking skills to make informed and ethical choices I think out of the box to find alternative solutions to complex problems

INNOVATOR

I explore, experiment and discover I introduce new ideas and concepts

BALANCED

I take care of my physical, intellectual, and emotional well being

I make decisions based on critical and creative thinking when faced by a problem

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ATOMIC ENERGY CENTRAL SCHOOL - 6

WESTERN SECTOR, ANUSHAKTINAGAR, MUMBAI

SCHOOL QUALITY ASSESSMENT AND ASSURANCE (SQAA)

School Quality Assessment and Assurance (SQAA) Framework is a set of standards and best practices as paradigms for attaining individual and institutional excellence. It is a tool for educationists, leaders, management and all those involved in making a difference in the lives of children. It is an attempt to allow all of us to make informed choices, articulate what we want and compare it with a realistic assessment of current reality, collectively aspire for a goal, reflect and initiate dialogues, recognize and manage the complexities at large and thus deal effectively with the forces that shape the consequences of our actions.

SQAA

Framework

An exhaustive,

implementable and

objective self-assessment

tool with an underlying

measure of acceptability and credibility

Benchmarked by

best global standards along

with being rich in local requirements

Would reassure stakeholders that the school aspires for continual improvement

thus leading to achievement of desired student learning

outcomes

To be viewed

as a tool for continual

process of self- assessment

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ATOMIC ENERGY CENTRAL SCHOOL - 6

WESTERN SECTOR, ANUSHAKTINAGAR, MUMBAI

SCHOOL QUALITY ASSESSMENT AND ASSURANCE (SQAA)

VISION, MISSION AND VALUES FRAMEWORK OF SQAA

VISION

To provide quality education to students through standardized instruments and processes of self-evaluation and external assessment benchmarks in the concept, establishment and running of effective systems within an institution in accordance with changing socio-economic and cultural contexts.

VALUES FRAMEWORK

Encouraging Self-Evaluation, Accountability, Collaboration and Innovation Promotion of use of technology; interdependence; promotion of research and innovation; enhancement in employability skills; nationalism; creating global citizens.

MISSION

Promote interconnectedness among stakeholders to support the school systems for ongoing research and development to improve achievement of student learning outcomes.
Inspire schools to review and reflect on their curricular practices and achievement of student learning outcomes.
Promote student centric non-discriminatory curriculum which prepares students to be confident, connected and lifelong learners as envisaged in NEP 2020.
Stimulate schools to reflect, review, assess and create their institutions as learning organizations that are continuously growing and evolving on their developmental continuum.
Foster the culture of openness, transparency and objectivity in self-assessment, peer review and external assessment.
Empower schools to be continually involved in systematic self-assessment which has an explicit purpose of improving the quality of student experiences and their standards of attainment.

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ATOMIC ENERGY CENTRAL SCHOOL - 6

WESTERN SECTOR, ANUSHAKTINAGAR, MUMBAI

SCHOOL QUALITY ASSESSMENT AND ASSURANCE (SQAA)

OBJECTIVES

To enable schools to

SQAA

Domains

Curriculum, Pedagogy & Assessment 40%

Reflect and review their processes at periodic intervals.
Use the rich data assimilated to respond proactively to the changing paradigms in the field of education.
Create an enabling environment in the school for the achievement of student learning outcomes.
Prepare students for an increasingly complex and interdependent world.
Establish as inclusive schools with purposeful learning culture and achieve high standards of students’ learning and personal development.
Develop individual and collective responsibility and accountability in ensuring the achievement of student learning outcomes.
Assess and endorse themselves as learning organizations that meet established standards.
Devise strategies to become incubators of innovation.

WEIGHTAGE ASSIGNED TO DOMAINS OF SQAA

NEP-2020, keeping in mind, targets of SDG-4 to be achieved by 2030, has emphasized improving quality of educational outcomes which underpins allocation of higher weightage to the domain of Curriculum, Pedagogy and Assessment. Rest of the domains have been treated as enablers and facilitators for achieving enhanced student learning outcomes and each carry 10% weightage.

Infrastructure 10%

Human Resources 10%

Inclusive Practices 10%

Management & Governance 10%

Leadership 10%

Beneficiary Satisfaction 10%

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ATOMIC ENERGY CENTRAL SCHOOL - 6

WESTERN SECTOR, ANUSHAKTINAGAR, MUMBAI

SCHOOL QUALITY ASSESSMENT AND ASSURANCE (SQAA)

SQAA

Domains

WEIGHTAGE ASSIGNED TO DOMAINS OF SQAA

Curriculum, Pedagogy & Assessment 40%

Infrastructure 10%

Human Resources 10%

Inclusive Practices 10%

Management & Governance 10%

Leadership 10%

Beneficiary Satisfaction 10%

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ATOMIC ENERGY CENTRAL SCHOOL - 6

WESTERN SECTOR, ANUSHAKTINAGAR, MUMBAI

The Development of Early Childhood Care and Education in India and the World

Enlightened Indian Perspectives

The Indian vision of education has been broad and deep, including the idea that education must foster both inner and external development. Learning about the external world should be in consonance with learning about one’s inner reality and self.

Panchakosha Vikas (Five-fold Development) - A keystone in Indian tradition

The child is a whole being with panchako- shas or five sheaths. The layers are annamaya kosha (physical layer), prana- maya kosha (life force energy layer), manomaya kosha (mind layer), vijnana- maya kosha (intellectual layer) and. anandamaya kosha (inner self). Each. layer exhibits certain distinct characteris- tics. The holistic development of a child takes into account the nurturing and nourishment of these five layers.

The National Curriculum Frame work for the Foundational Stage (NCF)

Panchakosha Vikas

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ATOMIC ENERGY CENTRAL SCHOOL - 6

WESTERN SECTOR, ANUSHAKTINAGAR, MUMBAI

The National Curriculum Frame work for the Foundational Stage (NCF)

The five-step learning process - ‘Panchaadi’ is a good guide to formulating the sequence that a Teacher may

adopt in planning for instruction.

Abhyas (Practice)

Bodh (Conceptual Understanding)

Aditi (Introduction)

Prayog (Application)

Prasar (Expansion)

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ATOMIC ENERGY CENTRAL SCHOOL - 6

WESTERN SECTOR, ANUSHAKTINAGAR, MUMBAI

National Education Policy 2020 The Vision of this Policy

SCHOOL EDUCATION

This policy envisages that the extant 10+2 structure in school education will be modified with a new pedagogical and curricular restructuring of 5+3+3+4 covering ages 3-18 as shown in the representative figure and elaborated in detail later under Chapter 4.

Previous Academic Structure

New Pedagogical & curricular structure

(Ages 16-18)

(Ages 6-16)

(Class 9-12)

(Ages 14-18)

(Class 6-8)

(Ages 11-14)

(Class 3-5)

(Ages 8-11)

2 Years

(Class 1-2)

(Ages 6-8)

3 Years (Anganwadi, Pre- School/ Balvatika ) (Ages 3-6)

Secondary

Middle

Preparatory

Foundational

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ATOMIC ENERGY CENTRAL SCHOOL - 6

WESTERN SECTOR, ANUSHAKTINAGAR, MUMBAI

The National Education Policy 2020 (NEP 2020)

Some of the key highlights of the Policy in the context of school education

A 5+3+3+4 stage design.

Early Childhood Care and Education (ECCE)

Foundational Literacy and Numeracy Curricular Aims.

Multidisciplinary, Holistic, and Integrated Education

Reduced Curriculum Content

Flexibility and Choice in the Secondary Stage Integrating Vocational Education.

Multilingualism.

Rootedness in India.

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