AP School Complex Meetings Agenda Items August 2024, Materials Youtube Link, Feedback Link. AP School Complex Meetings Agenda Items August 2024. Agenda Items and Topics to be discussed in August School Complex Meetings Released.
AP High Schools Complex Meetings Agenda Items August 2024
| Agenda for Month of August 2024 - Secondary School Complexes | ||
| Time | Duration | Agenda Items |
|---|---|---|
| 09:00-09:10 | 10 min | Prayer (Vandematram) |
| 09:10-09:25 | 15 min | Session-1: Discussion of Vidya Pravesham status and also the status of students kits received by the students of their respective schools. |
| 09:25-9.40 | 15 min | Session- 2: Teachers share their experiences about the practices adopted for vidya pravesham in their schools(1 to 2 teachers) |
| 09.40-10.40 | 60 min | Session-3: Strategies for Effective Teaching and learning practice/lesson delivery by core committee (Subject expert) 1. Address Teach Tool Teaching Learning Behaviors 2. Address techniques mentioned Teacher Resource Books |
| 10:40 - 11.00 | 20 min | Break |
| 11:00 - 12.00 | 60 min | Session-4: Lesson Planning and Teaching Learning Materials (TLM) preparation aligned with the academic calendar by all teachers |
| 12:00-12.30 | 30 min | Session-5 State interventions: Prahari Clubs formation in schools - NCPCR |
| 12.30-1.30 | 60min | Session 6 1. Shiksha Spatah 2. ToFEI 3. LIP |
| 01:30 -02:30 | 60 min | Lunch |
| 02:30 - 03:15 | 45 min | Session-7: Discussion on Assessment- Formative, Summative, and Question paper related/Technology interaction in Education or Teaching |
| 03:15 - 03.40 | 25 min | Session-8: Model teaching on difficult topics from concerned subjects and Sharing experiences and best practices (at least 2 teachers/ core committee subject experts) aligned to session 3 strategies |
| 03.40 - 03.50 | 10 min | Tea Break |
| 03:50- 4.20 | 30 min | Session-9: Group work on how to do practicals and science-related activities - SCIENCE TEACHERS MATHS TEACHERS - Planning of innovative maths activities for easy learning SOCIAL TEACHERS - Identifying the additional social issues aligned to the syllabus and planning strategies to create awareness among the students and parents. LANGUAGE TEACHERS - identifying different types of activities to enhance the listening skills (with comprehension) among the students. |
All the RJDSE, DEOs, AMOs, and APCs in the state are hereby informed to conduct school complex training at the complex level without any deviation and ensure 100% attendance in all school complexes.
MEO-II to make monitoring visits. District officers and DIET Principals to make monitoring visits and fill the monitoring form.
Don’ts in the Complex Trainings:
- 1. No Union Meeting Discussions.
- 2. No Discussions on service matter, No personnel discussions.
- 3. No felicitation activities like transfers, promotions, no meeting with shawls and garland.
- 4. No personnel parties, birthday parties, no visits, no site seeing programmes.
- 5. All the teachers of govt, govt-aided, KGBV schools, residential must attend the school complex meeting
Primary School Complex Meetings Agenda Items August 2024
| Agenda for Month of August 2024 - Primary School Complexes | ||
| Time | Duration | Agenda Items |
|---|---|---|
| 09:00-09:10 | 10 min | Prayer (Vandematram) |
| 09:10-09:25 | 15 min | Session-1: Discussion of Vidya Pravesh status and also the status of students kits received by the students of their respective schools. |
| 09:25-9.40 | 15 min | Session- 2: Teachers share their experiences about the practices adopted for vidya pravesham/Badi bata in their schools |
| 09.40-10.40 | 60 min | Session-3: Vidya pravesh activities(90 days) calender: Activities covered till now and present highlights. List the major acitivies enjoyed by children.(For 1 & 2 classes) |
| 10:40 - 11.00 | 20 min | Break |
| 11:00 - 12.00 | 60 min | Session-4: Strategies for Effective Teaching and learning practice/lesson delivery by core committee (Subject expert) 1. Address Teach Tool Teaching Learning Behaviors Address techniques mentioned Teacher Resource Books |
| 12:00-12.30 | 30 min | Session-5 State interventions:- (Example below) Prahari Clubs formation in schools - NCPCR |
| 12.30-1.30 | 60min | Session 6 Forclasses1to5- Discussion on Assessment- Formative, Summative, and Question paper related/Technology interaction in Education or Teaching |
| 01:30 -02:30 | 60 min | Lunch |
| 02:30- 03.20 | 50 min | Session-7: 60 day certificate course: Through DRPs provide orientation on the main points of course topics related to the play based methodology module, such as policies, holistic development and SRM. |
| 03:20 - 03.30 | 10 min | Tea Break |
| 03.30 - 4.00 | 45 min | Session 8: Model teaching on difficult topics from concerned subjects. Sharing experiences and best practices (at least 2-3 teachers/core committee subject experts) aligned to session 3 strategies alongwith TLM preparations. |
| 04.00 - 4.20 | 30 min | Session 9 Peer learning Structure (PLC) LMS-Firki: Course consumptions (Data-driven discussions) |
All the RJDSE, DEOs, AMOs, and APCs in the state are hereby informed to conduct school complex training at the complex level without any deviation and ensure 100% attendance in all school
complexes.
MEO-II to make monitoring visits. District officers and DIET Principals to make monitoring visits and fill the monitoring form.
Don’ts in the Complex Trainings:
1. No Union Meeting Discussions.
2. No Discussions on service matter, No personnel discussions.
3. No felicitation activities like transfers, promotions, no meeting with shawls and garland.
4. No personnel parties, birthday parties, no visits, no site seeing programmes.
5. All the teachers of govt, govt-aided, KGBV schools, residential must attend the school complex meetings.
School Complex Meetings/Training - Agenda for July 2024 – Primary School Complex
Session 2: Enrolment Drive – Badibata
Badibata is an enrolment drive where schools with lower enrolment numbers conduct outreach activities in their respective villages to encourage children to join the school. In this session, teachers will discuss the enrolment drives held so far in their schools, sharing ideas and strategies to reach an enrolment target of 40 students per class. Teachers from schools with low enrolment are especially encouraged to plan and conduct Badibata drives in their communities.Session 3: Discussion On Vidya Pravesh Activities,
Vidya Pravesh is a three-month, play-based school preparation program for Grade 1 students, developed according to the recommendations of NEP-2020. Since the new academic year has started, Vidya Pravesh activities are currently underway in schools. In this session, teachers will discuss the activities conducted so far, sharing their experiences and insights.Findings, Challenges, And Solutions; Planning Next Month's Vidya Pravesh Activities,
This session aims to foster a healthy discussion on the best practices for conducting Vidya Pravesh. Teachers will share the challenges they have faced and the solutions they have implemented during Vidya Pravesh activities. This collaborative discussion will help teachers identify solutions for any issues encountered and plan for the upcoming month's activities.
Link: https://drive.google.com/file/d/1OV6fymFggXb5mUnM7OsNhl84RopyFz0d/view?usp=sharing
Session 7: 60-Day Certificate Course,
Participants will receive comprehensive notes on holistic development, policies, and School Readiness Mela. The session will include instructional manuals and videos on each topic. Additionally, a town hall meeting organized by the department will provide detailed explanations of these topics for a deeper understanding.Policies:
Our Constitution provides various fundamental rights and directives aimed at promoting the welfare and development of children. In 1953, the Committee for Early Childhood Education recognized the importance of incorporating preschools within primary school environments.
Under a Central Social Welfare Board initiative, numerous organizations joined forces to create 'Balwadis' in rural areas, offering integrated services encompassing education, health, and family and community care. In 1963-64, the Committee on Child Care put forth several recommendations to make early childhood education more contextually relevant in India. Subsequently, the Kothari Commission in 1964 advocated for the establishment of preschool centres nationwide, aligning with the National Policy on Education and the formation of the National Children's Board.
This underscored the significance of early childhood education as a pivotal foundation for subsequent schooling.
National Educational Policy 2020 and foundational stage
Considering the importance of early years, NEP classifies foundational stages into two stages, ages 3 to 6 and 6 to 8 years. Earlier, children in ages 3 to 6 were not covered in the 10+2 structure. This early integration will create a strong base.
National Educational Policy 2020 and foundational stage
Considering the importance of early years, NEP classifies foundational stages into two stages, ages 3 to 6 and 6 to 8 years. Earlier, children in ages 3 to 6 were not covered in the 10+2 structure. This early integration will create a strong base.
This is aimed at promoting overall learning, development, and well-being. Having a strong ECCE structure has the potential to give all young children an opportunity to participate and promote a smooth transition from ages 3-6 to 6-8, enabling them to flourish. Building a strong Foundational Stage for all children is critical as it prepares the base for children to develop holistically and prepares them for academic reading, writing and numeracy as they grow up, thus providing a strong footing for lifelong learning.
National Curriculum Framework (NCF) for Foundational Stage, 2022
NCF for Foundational Stages was brought out in 2022. It is a document that considers 'play' at the core of the approaches to curriculum organization, pedagogy, time and content organization and the experience of the child in the early years. It is based on the NEP 2020 and guides the development of all curricula pertaining to ages 3 to 8 years in the country.The NCF lists the domains of development as Physical, Cognitive, Language & Literacy, Socio¬emotional & Ethical, and Aesthetic & Cultural. It states curricular goals that are based on these domains of development.
NIPUN Bharat, 2021
Another policy document of importance in the early years is the NIPUN Bharat Mission, launched in 2021. NIPUN stands for National Initiative for Proficiency in Reading with Understanding and Numeracy (NIPUN Bharat). This is a national mission on Foundational Literacy and Numeracy (FLN) that aims to ensure that every child in the country attains the same by the end of Grade 3, by 2026-27, focusing on children in the age group of 3-9 years. The NIPUN Bharat guidelines for implementation were brought out in 2021 and three developmental goals for integrated and holistic development.
- Development Goal 1: Children Maintain Good Health and Wellbeing (HW)
- Development Goal 2: Children Become Effective Communicators (EC)
- Development Goal 3: Children become involved learners and connect with their immediate environment (IL)
Holistic development refers to a comprehensive and integrated approach to nurturing and fostering a child's growth and wellbeing across all aspects of their life. It recognizes that a child's development is not limited to a single dimension but encompasses various interconnected domains, including physical, cognitive, emotional, social, and moral development. To achieve holistic development, it is essential to provide children with diverse and stimulating experiences that promote their growth in all these areas, ensuring that they develop into well-rounded individuals who are capable of meeting the challenges of life with competence and confidence.
Physical development: Physical development is a broad domain that looks at a variety of abilities, including coordinated movements, sensory perception, and healthy and safe habits. Within this, two important aspects to understand are gross motor development and fine motor development.
Socio-emotional and ethical development
The development of behaviour and attitudes that help children adjust to the social environment around them is known as socio-emotional development.Socio-emotional learning encourages an understanding of differences among children in terms of their behaviour.
Cognitive development:
'Cognition' refers to the mental process of developing an understanding and knowledge of the surrounding environment. The development of the five senses (touch, taste, smell, hearing, and sight) is key to this. In the context of young children, this starts from the time they are born.
Language and Literacy Development:
Literacy development is the process of learning to understand the relationship between words, sounds, and language.Language development refers to children's abilities to understand and use language. Language skills are both receptive (the ability to listen to and understand language) and expressive (the ability to use language to communicate ideas, thoughts, and feelings).
Aesthetic and cultural development
One of the main ways in which young children learn and develop is through aesthetic and cultural activities such as music, dance, drama. Children at this age love to experience, discover and experiment through aesthetic and cultural activities. Through
these modes of learning, they develop senses and abilities that also relate to all other areas of development.
School readiness mela:
The SRM is conducted with the objectives of celebrating the role of parents in their children's development, demonstrating first-hand experience of activities/skills that contribute to building a strong foundation for learning, and providing ideas for activities that families can do at home to get their children 'ready' for schooling and learning. Melas' or fair are very familiar concept in all parts of India and perhaps the world. It is a place where people in the village or neighbourhood come together on a certain day, eat delicious food, play fun games and have lots of fun. It is this concept that is taken up in SRM or Fairs where children are at the centre and all activities are planned around them. Entering school is a crucial milestone in a child's life. SRM are organised during summer vacation to celebrate this important turning point and to also ensure that children are ready for school. AWWs, School teachers, panchayat members, and community members come together to organise the SRM in an area near the school or community on a certain day. Mothers of children who are about to enter Grade 1 and children themselves are invited to participate in the mela.
- Brain development Links: https://youtu.be/S-HwNn0u11Q
- Policies, Holistic development: https://youtu.be/olT4J-3JOkM
- School Readiness mela: https://youtu.be/oFuocx51qY?si=K5mO7d1obeEqo9DW
Session 6: TARL School Complex Meeting Material
Teaching at the Right Level (TaRL) Program. In 2022, Pratham Education Foundation in collaboration with the SSA and the Commissioner of School Education Andhra Pradesh implemented the Teaching-at-the-right-level (TaRL) program based on Pratham’s evidence-based TaRL approach.The learning improvement and recovery program aims to help children in Std. 3-5 build and rebuild their basic language (Telugu) and arithmetic (Maths) skills by strengthening the system by training teachers and improving monitoring & support practices of the various administrative cadres at the district and Mandal level. After the successful implementation of this program last year which concluded in March 2024, the state government decided to continue the TaRL program for this academic year (2024-25)as well.
The Teaching at the Right Level (TaRL) programuses theteaching-learningapproachdeveloped by Pratham known as CAMaL (Combined Activities for Maximized Learning). Fundamental to this approach is grouping of children based on their learning levels rather than on the class in which they are enrolled.
Concept: There are large proven gains from re-grouping children according to their learning levels instead o f their standard or age. Teaching in this manner ensures that low-performing children progress by focusing on the basics first.
Evidence of Impact:
Pratham’s approach to teaching-learning (TaRL) has been evaluated through six rigorous J-PAL evaluations in India and has been found to be consistently effective in raising children’s learning levels in a cost-effective manner.
Partners: Education Department, (CSE& SS) Government of Andhra Pradesh Pratham Education Foundation
Intervention:
Training: Government Master Trainers are trained by Pratham team members impact. These MTs then train MandalLevel Resource Persons, they also do practice then in turn they train school teachers. A cadre of cluster-level officials is essential who first run practice classes, and then provide ongoing mentoring to teachers for effective program implementation.
Assessment and Grouping: Children in Stds. 3, 4, and 5 are assessed using simple tools for Telugu and Mathematics, and grouped as per their learning level
Teaching: Two hours of teaching each day, in school hours and by existing government teachers,targeted at the current learning level of each student in Math’s and Telugu: standardized with a teachers’ manual, training, and school resource kit(TLM) of interactive learning material
Periodic assessments: To track the progress of children, and accordingly move them to the next group.
Mentoring and Monitoring: By Government (Cluster, Mandal, District-level officials)
and Pratham field staff to guide, support, and make sure teachers in implementing theTaRL program in all schools.
