10 Bagless day 05-07-2024.docx

**Guidelines for**  **[Programme Coordinator]** **Dr. Saurabh Prakash,** **Professor and Head,** **Department of Engineering and Technology,** **PSSCIVE, Bhopal** **PSS Central Institute of Vocational Education,** (A constituent unit of NCERT under Ministry of Education,...

**Guidelines for**  **[Programme Coordinator]** **Dr. Saurabh Prakash,** **Professor and Head,** **Department of Engineering and Technology,** **PSSCIVE, Bhopal** **PSS Central Institute of Vocational Education,** (A constituent unit of NCERT under Ministry of Education, Govt. of India) Shyamla Hills, Bhopal, Madhya Pradesh 462002 +-----------------------+-----------------------+-----------------------+ | **Table of Contents** | | | +=======================+=======================+=======================+ | | Foreword | | +-----------------------+-----------------------+-----------------------+ | | Preface | | +-----------------------+-----------------------+-----------------------+ | | About the guidelines | | +-----------------------+-----------------------+-----------------------+ | | Terminology | | +-----------------------+-----------------------+-----------------------+ | | Abbreviations | | +-----------------------+-----------------------+-----------------------+ | | Executive Summary | | +-----------------------+-----------------------+-----------------------+ | 01 | Introduction | | +-----------------------+-----------------------+-----------------------+ | 02 | Objectives of 10 | | | | bagless days | | +-----------------------+-----------------------+-----------------------+ | 03 | Methodology | | +-----------------------+-----------------------+-----------------------+ | 04 | Developing an Annual | | | | Work Plan | | +-----------------------+-----------------------+-----------------------+ | 05 | Implementation of | | | | annual plan | | +-----------------------+-----------------------+-----------------------+ | 06 | Resource required | | +-----------------------+-----------------------+-----------------------+ | 07 | Time allocation | | +-----------------------+-----------------------+-----------------------+ | 08 | Assessment and | | | | evaluation of the | | | | student | | +-----------------------+-----------------------+-----------------------+ | 09 | Care for Children | | | | with Special Needs | | | | (CWSN) or *Divyang* | | +-----------------------+-----------------------+-----------------------+ | 10 | Suggestive list of | | | | the activities with | | | | examples | | +-----------------------+-----------------------+-----------------------+ | | Theme A: Science, | | | | Environment and | | | | Technology | | +-----------------------+-----------------------+-----------------------+ | | 1. Visit to a bird | | | | sanctuary-- Field | | | | trip bird | | | | watching | | +-----------------------+-----------------------+-----------------------+ | | 2. Soil testing | | +-----------------------+-----------------------+-----------------------+ | | 3. Water testing | | +-----------------------+-----------------------+-----------------------+ | | 4. Cycle rally on | | | | Go-Green | | +-----------------------+-----------------------+-----------------------+ | | 5. Identification of | | | | plants, trees and | | | | birds around your | | | | school | | +-----------------------+-----------------------+-----------------------+ | | 6. Sitting under the | | | | tree | | +-----------------------+-----------------------+-----------------------+ | | 7. Visit to solar | | | | energy park | | +-----------------------+-----------------------+-----------------------+ | | 8. Visit to biogas | | | | plant | | +-----------------------+-----------------------+-----------------------+ | | 9. Survey and Report | | | | writing on pet | | | | care | | +-----------------------+-----------------------+-----------------------+ | | 10. Expert lecture on | | | | Artificial | | | | Intelligence/Data | | | | Science/ Robotics | | +-----------------------+-----------------------+-----------------------+ | | 11. Expert talk on | | | | Cyber Security | | +-----------------------+-----------------------+-----------------------+ | | Theme B: Public | | | | Offices, Local | | | | Industries and | | | | Businesses | | +-----------------------+-----------------------+-----------------------+ | | 12. Visit to a | | | | village | | +-----------------------+-----------------------+-----------------------+ | | 13. Visit to a | | | | Panchayat office | | +-----------------------+-----------------------+-----------------------+ | | 14. Visit to a | | | | hospital | | +-----------------------+-----------------------+-----------------------+ | | 15. Visit to a post | | | | office | | +-----------------------+-----------------------+-----------------------+ | | 16. Visit to a | | | | charitable | | | | institution | | +-----------------------+-----------------------+-----------------------+ | | 17. Visit to a | | | | railway station | | +-----------------------+-----------------------+-----------------------+ | | 18. Visit to a | | | | defence/ police | | | | training centre | | +-----------------------+-----------------------+-----------------------+ | | 19. Visit to a bank | | +-----------------------+-----------------------+-----------------------+ | | 20. Visit to an | | | | industry | | +-----------------------+-----------------------+-----------------------+ | | 21. Visit to a dairy | | | | farm/milk | | | | processing centre | | +-----------------------+-----------------------+-----------------------+ | | 22. Visit to a | | | | construction site | | +-----------------------+-----------------------+-----------------------+ | | 23. Visit and survey | | | | of vegetable | | | | market | | +-----------------------+-----------------------+-----------------------+ | | 24. Visit to Drone | | | | training centre | | +-----------------------+-----------------------+-----------------------+ | | Theme C: Art, Culture | | | | and History | | +-----------------------+-----------------------+-----------------------+ | | 25. Puppetry | | +-----------------------+-----------------------+-----------------------+ | | 26. Art from waste -- | | | | Doll Making | | +-----------------------+-----------------------+-----------------------+ | | 27. Doodling | | +-----------------------+-----------------------+-----------------------+ | | 28. Kite Making and | | | | flying | | +-----------------------+-----------------------+-----------------------+ | | 29. Organizing a Book | | | | fair | | +-----------------------+-----------------------+-----------------------+ | | 30. Dance, Drama and | | | | Mimes | | +-----------------------+-----------------------+-----------------------+ | | 31. Visit to national | | | | monument -- | | | | Statue of Unity | | +-----------------------+-----------------------+-----------------------+ | | 32. Visit to | | | | historical | | | | monument -- | | | | Sanchi Stupa | | +-----------------------+-----------------------+-----------------------+ | 11. | List of Experts | | +-----------------------+-----------------------+-----------------------+ | 12. | List of Credits | | +-----------------------+-----------------------+-----------------------+ The purpose of this document "Guidelines for Implementation of 10 Bagless days in school" is to make learning at school a joyful and stress-free experience for students. The idea of bagless days at school is a landmark step towards easing the burden of the bag for the students, but more importantly to inculcate in them a feeling of love for going to school every day. As a matter of fact, education must be an engaging, fun-filled, and enjoyable activity for all students. The beauty of the bagless days lies in how it exemplifies the light touch of vocationalisation of education in the context of meaningful physical participation of all students through experiential activities using all 3Hs --head, hand and heart. They create a space for channelising the energy of students by providing them adequate opportunity to express themselves fully in an all-inclusive, equitable environment. This guideline covers all the important aspects of the implementation including the suggestive section, which deals with the various dimensions to be considered for bagless days' activities. The suggestive activities have been carefully designed to cover all aspects, like learning outcomes, skills that could develop, methodology, etc. Each activity has a vocabulary list woven around it to enhance language skills. There are specific instructions for teachers as well as students to enable them to understand their roles as they play out the activities. The teachers must appreciate the ingenuity of children and have faith in their creative instincts and capacity to construct knowledge out of their experiences. For the education ecosystem to realise the intent of NEP 2020, it is important to incorporate local knowledge and traditional skills, when performing the activities. The teachers are invited to freely use the ideas exposited in the guidelines and happily make changes as flexibly as they can. It is suggested that teachers may add their local flavours and take a cue from their respective stimulating school environment that responds to the child's home and community environment to inculcate cultural values. This guideline will help schools to implement the activities in a systematic way. A variety of creative learning experiences add more colour to students\' learning. Children will find their own voices, as teachers nurture their curiosity and give them opportunities to take initiative. All users of this document, the schools of States/UTs are encouraged to share their feedback and write to us about how the activities played out and also share with us the innovative ways in which the prevalent indigenous Lok Vidya and the local languages are used to create space for students to share their creative work and spread the joy of having a happy school learning environment. **Dinesh Prasad Saklani** Director NCERT, New Delhi The National Education Policy 2020 states that 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., as decided by States and local communities and as mapped by local skilling needs. A practice-based curriculum for Grades 6-8 will be appropriately designed by National Council of Educational Research and Training (NCERT) while framing the National Curriculum Framework for School Education (NCFSE) 2020-21. All students will participate in a 10-day bagless period sometime during Grades 6-8 where they intern with local vocational experts. Similar internship opportunities to learn vocational subjects may be made available to students throughout Grades 6-12, including holiday periods. This guideline has been developed for **the implementation of 10 bag less days in school** under the scheme of *Samagra Shiksha*. This model will play a vital role in providing learning experience through mentors (Hub) to the students for performing various tasks for a job in the well-equipped labs. The guidelines document has been developed to help the schools to implement 10 bagless days activity in the school systematically. This document "Guidelines for implementation of 10 bag less days in school" has been developed by faculty members of PSS Central Institute of Vocational Education and various other organisations and institutions. The names of the faculty members and resource persons have been duly acknowledged. The utility of this document could be judged by its users only. The comments and feedback by users will be greatly valued by us and will go a long way in bringing out a revised version at an appropriate time in future. The National Education Policy (NEP) 2020 proposes exposing at least 50 per cent learners to the vocational education. The policy says that students would be exposed to vocational subjects as early as grade 6. NCERT will also frame a practice-based curriculum for Grades 6 to 8. All students will take a fun course and participate in a 10-day bagless period sometime during Grades 6-8 where they will intern with local vocational experts such as carpenters, gardeners, potters, artists, etc. Bagless days will be encouraged throughout the year for various types of enrichment activities involving arts, quizzes, sports, and vocational crafts. Children will be given periodic exposure to activities outside school through visits to places/monuments of historical, cultural and tourist importance, meeting local artists and craftsmen and visits higher educational institutions in their village/Tehsil/District/State as decided by States and local communities and as mapped by local skilling needs chalks out the policy. A practice-based curriculum for Grades 6-8 will be appropriately designed by NCERT while framing the NCFSE 2020-22. Hence efforts have been made in this direction. This document has been divided into two sections; part one deals with the guideline of bagless days and part two deals with the modules of suggestive activities. Suggestion for improvement in this guideline will be highly appreciated. +-----------------------------------+-----------------------------------+ | **Assessment** | **:** Assessment is the | | | systematic basis for making | | | inferences about the learning and | | | development of students during | | | and at the end of the course of | | | study. | +===================================+===================================+ | **Internship** | : Internship is a form of | | | apprenticeship training that | | | covers a limited set of skills | | | relevant for an occupation. | +-----------------------------------+-----------------------------------+ | **Modalities** | **:** A set of understanding | | | among the school teachers for | | | implementing and strengthening | | | the 10 bagless days activities. | +-----------------------------------+-----------------------------------+ | **Museum** | : Museum is an institution in the | | | society open to public, which | | ** ** | acquires, conserves, researches, | | | communicates, and exhibits the | | ** ** | tangible and intangible heritage | | | of humanities and its environment | | ** ** | for the purpose of education, | | | study and enjoyment. | | ** ** | | +-----------------------------------+-----------------------------------+ | **Teacher** | **:** Teacher is an individual | | | with pedagogical and professional | | ** ** | skills, as well as experience, | | | who teaches students. | +-----------------------------------+-----------------------------------+ | **Teacher** | : Person responsible for | | | implementing and carrying out the | | **Coordinator** | activities related to a task. | +-----------------------------------+-----------------------------------+ | **Trainer** | **:** Trainer is a person with | | | pedagogical and professional | | | skills, as well as experience, | | | who imparts practical and | | | theoretical training in an | | | education and training | | | institution or enterprise. | +-----------------------------------+-----------------------------------+ | **Vocational Education and | **:** Vocational Education and | | Training** | Training is the education and | | | training for a specific | | ** ** | occupation in a trade, or | | | industry given through a | | | combination of theoretical | | | teaching and practical | | | experience. | +-----------------------------------+-----------------------------------+ | **Vocational pedagogy** | **:** Vocational pedagogy is the | | | science, art and craft of | | | teaching and learning vocational | | | education. | +-----------------------------------+-----------------------------------+ **SS** *Samagra Shiksha* ----------- ------------------------------------------------------- **GER** Gross Enrolment Ratio **MoE** Ministry of Education **ASER** Annual Survey of Education Report **MSDE** Ministry of Skill Development and Entrepreneurship **PMKVY** *Pradhan Mantri Kaushal Vikas Yojana* **NSDC** National Skill Development Corporation **NEP** National Education Policy **NCERT** National Council of Educational Research and Training **NCFSE** National Curriculum Framework for School Education **ITI** Industrial Training Institutes **PMKK** *Pradhan Mantri Kaushal Kendras* **VET** Vocational Education and Training **NSQF** National Skill Qualifications Framework **UT** Union Territories **NGO** Non-Government Organisations **MoU** Memorandum of Understanding **HEIs** Higher Education Institutions **CWSN** Children with Special Needs **GoI** Government of India **SCERT** State Council of Educational Research and Training The National Education Policy (NEP) 2020 has recommended that bagless days will be encouraged throughout the year for various types of enrichment activities involving arts, quizzes, sports and vocational crafts. Children will be given periodic exposure to activities outside school through visit to places/monuments of historical, cultural and tourist importance, meeting local artists and crafts man and visits to higher educational institutions in their Village/Tehsil/District/State (NEP 2020; para 4.26). All students will participate in a 10-days bagless period, sometime during Grades 6-8 where they intern with local vocational experts such as carpenters, gardeners, potters, artists, etc. (NEP 2020; para 4.26) Bagless days will be encouraged throughout the year for various types of enrichment activities involving arts, quizzes, sports, and vocational crafts. Children will be given periodic exposure to activities outside school through visits to places/monuments of historical, cultural and tourist importance, meeting local artists and craftsmen and visits higher educational institutions in their village/Tehsil/District/State as decided by States and local communities and as mapped by local skilling needs chalks out the policy. This guideline covers all the important aspect of implementation of the 10 bagless days. The guideline section deals with the various dimensions to be considered for effective implementation of guidelines for 10 bags less days as well as suggestive activities have also been added to give an exposure to teachers to plan and carry out the activities. This guideline will help schools to implement the activities in a systematic way.  The National Education Policy (NEP) 2020 aims to overcome the social status hierarchy associated with vocational education and requires integration of vocational education programmes into mainstream education in all the educational institutions in a phased manner. Beginning with vocational exposure at early ages in middle and secondary school, quality vocational education will be integrated smoothly into the higher education. It will ensure that every child learns at least one vocation and is exposed to several more. This would lead to emphasizing on skill building, dignity of labour and importance of various vocations involving Indian arts and artisanship (Para 16.4, NEP 2020). A practice-based curriculum for class 6 to 8 will be appropriately designed by NCERT while framing the NCFSE 2020-21. This programme may be made in blended mode, offline or online mode. The National Education Policy (NEP) proposes exposing at least 50 per cent learners to vocational education. The policy says that students would be exposed to vocational subjects as early as class 6. Similarly, children of class 6 to 8 will be encouraged to acquire knowledge, skills of various vocations through 10 bagless days activities. **[Concept of 10 Bagless days]** The underlying idea behind 10 bagless day is to make them as an integral part of the teaching-learning process rather than as an add-on to the existing scheme of studies of education from Class VI to VIII. It will not only reduce the boundaries between the bookish knowledge and application of knowledge but will also expose children to the skill requirements in the work areas, thus helping them to decide the in future career path. These multi-skill activities, inter alia, would also foster the development of soft skills, such as aesthetic values, cooperation, team work, judicious use of raw materials, creativity, quality consciousness, etc. Every student will take a fun course, during class 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., as decided by States and local communities and as mapped by local skilling needs. All students will participate in a 10-day bagless period sometime during class 6-8 where they intern with local vocational experts such as carpenters, gardeners, potters, etc. Bagless days will be encouraged throughout the year for various types of enrichment activities involving arts, quizzes, sports, and vocational crafts. Children will be given periodic exposure to activities outside school through visits to places/monuments of historical, cultural and tourist importance, meeting local artists and craftsmen and visits to the higher educational institutions in their village/Tehsil/District/State as decided by States and local communities and as mapped by local skilling needs chalks out the policy. It also helps in connecting skill-based activities with general academic subjects, like science, language, social science, mathematics, etc. It will be useful in providing opportunities to the children to explore the basic skill requirements for the various productive tasks in the world of work. Children should be able to integrate work with various academic subjects to learn the various concepts and scientific principles and the basic skills that relate closely to the occupations and career opportunities in the world of work. The orientation of children about various tasks involved in different fields or sectors would help them in making the right career choice. For those students who would continue beyond Class VIII, skill-based activities would enable them to visualize the career path that they might like to tread. Thus, 10-day bagless education programme for 6- 8 class students will be helpful not only in knowledge acquisition but also in developing values and multiple-skill formation. As the child matures, there is a need for the curriculum to recognise the child's need to be prepared for the world of work, and a work-centred pedagogy can be pursued with increasing complexity while always being enriched with the required flexibility and contextuality. The general objective of the 10 bagless days is to help the children to experience joyful learning with fun. In specific term the objectives of 10 bagless days are: - To provide exposure to world outside school classroom. - To provide exposure of transactions that affect, contribute to day-to-day life. - To build observation-based learning capacity and scope for practice. - Develop understanding of connectedness of community and interdependence. - Interdependence of classroom with theoretical as well as practical application. - To promote dignity of labour through hands on activity and existing local vocations like carpentry, electrical work, gardening, pottery etc. - To interact with local artisans, craftsmen to develop and popularise concept of vocal-with-local. - To give exposure to possible career, higher education avenues. To meet with the above desired objectives during 10 bagless days in the school, the teacher will conduct outdoor as well as indoor activities. Important activities may include : - Educational Tours/Field Visits - Experiments - Natural Explorations - Surveys and case studies - Interviews involving community/ parents etc. **[Educational Tours/Field Visits]** Visits are often considered fun activities for underlying. We need to plan and organise them in a manner that help children learn concepts and be sensitised to social and environmental issues. Schools need to identify some fun activities and integrate them with mathematics, science, etc. For example, while teaching history, we often learn about museums and monuments. Teachers can introduce the idea of travel and tourism as one of the vocational education sectors while teaching this. Educational tours and visits to Agriculture farms, Dairy farms, Research organizations, specialized institutions, Industrial Training Institute (ITI), Polytechnic, industry, hospitals, higher education institution and other places shall be organized by the school to expose students to the different occupations in the world of work and for insight into the knowledge and skills needed to perform by the people engaged in various occupations and potential areas of future employment.  **[Experiments ]** Practical orientation and explorations encourage children to investigate, observe, create, discuss, critically think, categorise, analyse, reason out and draw conclusions. **[Natural Explorations]** Activities can be focused on observing and learning more about the natural world. Natural include visiting national parks, hiking, sleeping under the stars, go climbing, mountain biking, observing the world around, watching wildlife. By exploring these places students can develop a variety of skills and enjoy experiencing real life situations. Besides, these activities can also develop a feel of a variety of new vocations which children can choose from.  **[Surveys and Interviews]** Surveys help to involve children to seek, collect and use information to draw meaningful insights. In most of the exploration and survey activities children seek information from people through interviews. Children may be encouraged to talk to people in their surroundings and collect data related to the problem or the task given. This helps them acquire first-hand experience of the problems around. It also helps them learn more about the problems around them. Children may be encouraged to frame questions on their own for interviews and use the data gathered to prepare a report. Interacting with people and interviewing them helps in developing communication skills, framing and asking questions, recording the responses and preparing reports, etc.   Planning is one of the essential parts of the implementation of the 10 bagless days. Each school is supposed to prepare an annual work plan of indoor and outdoor activities to properly implement the activities in the school. While preparing annual work plan of the school, following points will serve as guidelines: i. 10 bagless days activities can be accommodated in any number of slots in an annual calendar. But it is advisable to keep 2 or 3 slots. ii. While developing an annual work plan, all the subject teachers may be involved. iii. If necessary, indoor and outdoor activities may be clubbed in a day. iv. As different activities are classified for attainment of a specific objective, it is advisable not to organize two activities with same objective together. v. While implementing a specific activity, specific subject teacher may be involved. One teacher should not be bounded with all the activities or a few activities. For example, social studies teacher may plan and implement a visit to a museum. Likewise, science teacher may plan and implement experiments and field visits. vi. The teacher who is implementing the activities will also ensure achievement of learning outcomes in the activities. Teachers will make an annual plan for outdoor and indoor activities in the schools in their academic calendar. While preparing an annual work plan for the school pre and post activities may be kept in mind for each activity being planned. +--------+--------+--------+--------+--------+--------+--------+--------+ | **Mont | **Name | **Lear | **No | **Reso | **Plan | **Exec | **Outc | | h/ | of | ning | of | urces | ning** | ution* | ome** | | week** | activi | Object | Days** | requir | | * | | | | ty** | ives** | | ed** | **(Pre | | **(Pos | | | | | | | -activ | **(Dur | t | | | | | | | ity)** | ing | activi | | | | | | | | activi | ty)** | | | | | | | | ty)** | | +========+========+========+========+========+========+========+========+ | | | | | | | | | +--------+--------+--------+--------+--------+--------+--------+--------+ | | | | | | | | | +--------+--------+--------+--------+--------+--------+--------+--------+ | | | | | | | | | +--------+--------+--------+--------+--------+--------+--------+--------+ | | | | | | | | | +--------+--------+--------+--------+--------+--------+--------+--------+ | | | | | | | | | +--------+--------+--------+--------+--------+--------+--------+--------+ | | | | | | | | | +--------+--------+--------+--------+--------+--------+--------+--------+ | | | | | | | | | +--------+--------+--------+--------+--------+--------+--------+--------+ | | | | | | | | | +--------+--------+--------+--------+--------+--------+--------+--------+ | | | | | | | | | +--------+--------+--------+--------+--------+--------+--------+--------+ | | | | | | | | | +--------+--------+--------+--------+--------+--------+--------+--------+ To properly implement and get the desired outcomes, different functionaries need to be involved with their appropriate roles. The main functionaries may include 1. Principal / Headmaster of the school 2. Teachers of different subjects 3. Students from classes 6^th^ to 8^th^ 4. Parents / guardians of the students studying in the school 5. Community at large **[1. Roles and responsibilities of Principal / Headmaster of the school]** The Principal / Head master being head and leader of the school is responsible for providing physical facilities/ resources for implementation of activities envisaged under annual work plan of the 10 bagless days. While implementing the plan in his/her school principal/ headmaster is supposed to: 1. Guide, motivate and monitor implementation of annual work plan in the school. 2. Make provisions to provide physical as well as financial resources appropriately needed for implementing the desired activities under the plan. 3. Take appropriate feedback from different stakeholders of the plan and implement corrective measures if required from time to time. 4. Guide and support teachers of different subjects to properly implement of desired objectives as envisaged in the guideline document of 10 bagless days. 5. Provide supportive and conducive learning environment. **[2. Roles and responsibilities of Teachers of different subjects ]** All the teachers of the school should participate in this programme. Teachers may identify the activities related to their subject on the objectives suggested above. The teachers who are teaching subjects like languages, mathematics, science, social science, physical education, art, music, and vocational - work experience teachers shall be involved in the process of organising these visits and skill-based activities. They would provide student support services, which include guidance to students, arrangement of learning materials, conducting regular guidance and counselling sessions, transparent evaluation, provision of continuous feedback on the performance. The teacher will plan the schedule of activity with learning outcome to be achieved during this programme. In specific terms, teachers are expected to perform the following functions: - Educate parents regarding the importance of 10-day bagless day activities. -  Orient students about the importance of this programme. - Select or additionally design activities based on the given activities in the guidelines or prepare lesson plans for conducting the activities. - Arrange materials and resources. -  Develop linkages with expert institutions and community. -  Organize activities and relate them with real-life situations. -  Explain the underlying concept, importance, relevance with related subject areas. - Guide mentor, motivate and advice students during implementation of activities. -   Involve, observe and evaluate students in each activity. -  Provide time to time feedback to students and administration -  Arrange for necessary resources including finance, transport and other formalities. - Assess the attainment of objectives. **[3. Roles and responsibilities of Students from class 6^th^ to 8^th^ ]** Students are the backbone of any teaching learning process and also the main focus of the teaching learning process. Their actual involvement in different activities is a must. National Education Policy 2020 also stresses upon experiential learning by creating inside and outside class room experiences with learning environment full of fun and through involving students in their own learning process. This will not only develop various skills but also deep understanding of the subject. Students should- - Undertake activities involving themselves. - Interact with local artisans, craftsmen etc. - Handle modern tools like work table, hammer, wire cutter, pliers etc. - Explore natural phenomena. - Visualise different avenues of vocational skills with focus on specific vocation. - Use material and equipment in the ways that best suit their personal curiosity and creativity. **[4.Roles and responsibilities of Parents / guardians of the students studying in the school]** Parents are important stakeholders for the success of the scheme of 10 bagless days. Their continuous support and involvement are solicited through: - Encouraging and supporting their wards for undertaking different activities under 10 bagless days. - Developing appropriate attitude towards dignity of labour in their wards. - Supporting the school administration and management through parent teacher association (PTA). - Involving themselves by providing appropriate and timely support whenever required. - Parents of the Children with Special Needs (CWSN)/ *Divyang* wards are supposed to prepare and motivate their wards to involve themselves in such activities. **[5. Roles and responsibilities of Community at large ]** Community participation is a must for creating holistic ethos. Support and involvement of the community in the implementation of the activity is one of the prime requirements for the success of the 10 bagless days - Provide activity related presentations and demonstrations in their specific areas of work. - Allow students of the school to provide opportunity to interact with persons during village fair, *mela, haats* etc. - Provide support in the form of material and manpower resources in case of need. - Provide logistic support to organise activities under the 10 bagless days.  Implementation of indoor and outdoor activities planned under 10 bagless days requires generic as well as activity specific resources. For example, vocational/ skill labs developed within the campus may be used for implementing indoor activities under 10 bagless days for the development of vocational education components at 6 to 8 level. **Generic resources** These resources may include: - Physical /material resources -- required space, subject labs, vocational/skill labs, park, gardens; computers/laptops, speakers, portable mics, projectors, video resources, banners, posters, models, charts; first aid box, consumable and non-consumable equipment and gadgets. - Financial resources- allocation of funds for activities, transportation, petty arrangements etc. - Manpower resources -- locally available craft persons and skilled resource persons.   On an average, teachers and children spend around 6 hours a day, and over 1,000 hours a year, in school. Minimum 10 days or 60 hours of the school time should be allocated to the activities for this programme. It is suggestive that school can plan activities in two parts of five days each. Aim of the programme is to expose students to various activities in fun mode. Teachers may observe the interest and attitude of the students in learning during this programme. Although, no marks or grades will be awarded to the student, teachers may undertake internal and informal assessment to help them to achieve desired objectives by providing time to time feedback for improvement in learning. Self-assessment /appraisal will also be encouraged for the learner to promote self-learning. In our school system, Children with Special Needs (CWSN) or *Divyang* are also enrolled. Generally, a special education teacher is appointed to take care of these children. During Bagless days activities, special education teacher will accompany these children and guide and explain all the concepts related to the activities. This will help students to understand all the relevant activities. In case special education teacher (s) are not available in the school then parents of these children may be asked to accompany their child. Trained teachers for Children with special needs may be also be involved in these activities. These teachers with the help of teacher coordinator should plan well in advance and prepare children mentally for each activity.   Directorate of school education/ teacher may identify various bagless days activities as per local situations after understanding the objectives of the programme. Important activities related to 10 bagless day have been prepared by the teachers. For practical exposure, details of the activities are also explained here with examples. - Visit to national monuments, museums - Handicrafts: jute making, bamboo work, craft - \"Best out of waste\'\' - Educational Games/Sports - Hygiene and Cleanliness - Environment & Greening Activities - Music and Cultural activities - Activities related to information and Communications Technology (ICT) - Value and peace education - Celebration of national festivals - Interaction with local craftsman/ artisan - Project based activities - Animation, graphic, fashion designing - Kite making, Dramatics, Scrapbook creation etc. - Sector wise activities Information technology Enabled services (ITeS), Internet of Things (IoT), Networking, Artificial Intelligence (AI), Robotics and Doodling.   **[Theme A]** **Science, Environment and Technology** **[Activity: 01. ]** **Name of the Activity: Visit to a bird sanctuary** **Activity Type :** Outdoor **Time Duration :** 4 Hours **Skill to be developed:** Observational skills, Reasoning and thinking skills, Developing self in harmony with nature, Communication skills, Interpersonal skills. **Learning Outcome:** - To elaborate information about birds. - To explain about the movements of birds from place to place. - To describe the connection between people and their natural environment. - To discuss about protection and preservation of bird sanctuaries   **Material Needed:** - Binocular - Comfortable footwear - Brimmed Hat - Bird Song -- CDs - Notebook **Instructions for Teachers:** - Make the students to interact and ask queries. - To create interest among the children for observation. - Guide the children to get involved freely. - Encourage the children to write small memorable note on Bird watching field trip. ** ** **Instructions for Students:** - Study the history of the place - Maintain silence - Watch carefully - Stay in groups - Data collection  **Methodology:** - Inform students about their visit in advance. - Explain the students about the importance of bird sanctuary. - Sanctuary visit. - Motivate the students to interact with the workers and know about the various raw materials used for development of bird sanctuary. - Discuss with students about the birds and their behaviour. - Encourage them to write notes on this visit and prepare a report. **Assessment:** - Time management - Creativity - Imagination - Team Work - Language competency - Questioning Skill - Discipline   **Career Opportunities** - Wild life photographer - Naturalist - Reporter - Scientist - Journalist **[\ ]** **[Activity: 02.]**  **Name of the Activity: Soil testing** **Activity Type** : Indoor **Time Duration** : 2 hours **Skill to be developed: Scientific inquiry skills**, Observational skills, Measurement and data collection, Communication skills, etc. **Learning Outcome:** - To understand the importance of soil and its properties. - To be able to perform soil testing practices like pH measurement, Nitrogen-Phosphorus-Potassium (NPK) measurement and Soil moisture measurement. - To discuss the importance of interconnection between soil, plants, animals, and humans. **Material Needed**: - Soil testing kit - NPK and Soil moisture measurement kit - Soil sample - *Khurpi* - Container or Vessel - Water - Note book - Pen **Instructions for Teachers:** - Arrange all the required materials in the school. - Invite teacher/local experts for the demonstration. - Select a suitable lab/place for the testing of soil. - Follow the instructions as given in the methodology. **Instructions for Students:** - Discuss the purpose of the soil testing and its parameters. - Discuss with the students to ask good questions. - Students should discuss among themselves the queries related to soil testing. - Understand the safety precautions that need to be followed during testing. **Methodology:** **[Soil pH testing ]** - All students will assemble at the suitable lab/place. - Teacher/Expert will demonstrate the procedure for finding the pH of the soil. - Collect soil samples. - Prepare red and blue litmus paper strips available in soil testing kit. - Mix soil with water to form a paste. - Dip red litmus paper: turns blue for alkaline soil. - Dip blue litmus paper: turns red for acidic soil. - Compare colours to determine soil pH (acidic, neutral, alkaline). Students will observe and discuss about the results with the expert/teacher. - Now, students will also test the pH of the soil as mentioned above. **[NPK Testing]** - Gather soil from different spots. Remove rocks and debris. Put soil in containers and label them. - Follow the instructions on the NPK test kit. Mix soil with water, add the test solutions, and observe colour changes. - Compare the color changes to the chart available in the kit and write down the levels of nitrogen (N), phosphorus (P), and potassium (K). **[Moisture Testing]** - Gather soil from different spots. Put soil in containers and label them with their locations. - Follow the instructions in the kit to set up the moisture probe or sensor. - Insert the moisture probe into each soil sample. Wait for the reading, which will indicate how much moisture is in the soil. Record the reading in your notebook. - Compare the readings with the chart available in the kit. **Assessment:** - Interest - Participation - Team work - Interpersonal skill - Report preparation **Career Opportunities:** - Soil Testing Technician - Salesman - Agriculture Technician - Researcher **\ **  **[Activity: 03.]** **Name of the Activity: Water testing** **Activity Type :** Indoor **Time Duration :** 3 hours **Skill to be developed: Scientific inquiry skills,** Observational skills, Measurement and data collection, Communication skills, etc. **Learning Outcome:** - To understand water quality parameters and their significance. - To be able to understand and measure physical water quality parameters such as temperature, colour, turbidity and odour. - To be able to understand and measure chemical water quality parameters such as Total Dissolved Solids (TDS) and pH content in the water. - To understand the impact of human activities on water resources and environment in day to day life. **Material Needed:** - Water testing kit - Transparent glasses - Test tubes - Note book - Pen **Instructions for Teachers:** - Arrange all the required materials in the school. - Invite local experts for the demonstration. - Select a suitable place for the water testing. - Follow the instructions as given in the methodology. **Instructions for Students:** - Discuss the purpose and importance of testing the water quality parameters. - Discuss with the students to ask good questions. - Students should discuss among themselves the queries related to water testing. - Understand the safety precautions that need to be followed during testing.  **Methodology:** - All students will assemble at the lab/suitable place. - Teacher/Expert will demonstrate the testing procedure of different water quality parameters. - Following are the steps for testing the physical water quality parameters: 1. Collect samples of water in transparent glasses. 2. Use thermometer to measure temperature of water. 3. Check the colour of the water by simply looking at it without any aids. 4. Use water testing kit for measuring other parameters such as turbidity, TDS, pH etc. - Students will observe and practice with the water testing kit. **Assessment:** - Interest - Participation - Team work - Interpersonal skill - Report preparation **Career Opportunities:** - Water Analyst - Lab Technician - Scientist - Environmentalist **\ **  **[Activity: 04.]** **Name of the Activity: Cycle rally on "Go Green"** **Activity Type :** Outdoor **Time Duration :** 1 Hours **Skill to be developed:** Observation skills, Hard work, Responsibility towards community, Environment awareness, communication skill and leadership skills ** Learning Outcome:** - To discuss the responsibility towards community - To describe the importance of environmental awareness  **Material Needed:** - Placards with slogans - Cycles. **  Instructions for Teachers:** - Appoint student leaders for the rally to monitor the discipline of students. - Get placards done. - Get feedback from the public.  **Instructions for students:** - Understand the safety rules while going on bicycling. - Identify the path for cycle tour. ** ** **Methodology:** - Prepare placards with slogans for GO GREEN. - Go on a cycle rally. - Create an awareness on GO GREEN while going on a cycle rally. - Explain the importance of growing trees to the public at common places. **Assessment:** - Participation. - Confidence - Discipline. - Usage of words   **Career Opportunities:** - Environmentalist - Conservator NGO's - Manure supplier - Poster designer - Nursery owner   **\ ** **[Activity: 05. ]** **Name of the Activity: Identification of plants, trees and birds around your school** **Activity Type :** Outdoor **Time Duration :** 3 hours **Skill to be developed:** Observational skills, Scientific inquiry, Critical thinking, Environmental awareness, Communication skills etc. **Learning Outcome:** - To identify common plants, trees, and birds around your school. - To prepare and place name plates for the identified plants and trees. - To draw and display the drawings of identified birds in your school. **Material Needed:** - Note book - Pen - Pencil - Rubber - Drawing book - Water colours - Binoculars(optional) **Instructions for Teachers:** - Choose a safe area around the school for the activity. - Take approval from Principal. - Brief the students about the purpose of the activity. - Develop schedule for the day. - Take the help of gardener or resource person in identifying plants, trees, and birds. - Guide and help students in observing and identifying plants, trees, and birds. - Encourage students to take notes and draw what they view and observe. **Instructions for Students:** - Maintain silence. - Note the observations and information gathered throughout the activity. - Ask questions from the gardener or resource person and gather information during the activity. **Methodology:** - Visit the designated area around your school for the activity. - Identify all the plants and trees in the specified area. - Write down the names of the trees along with their features and uses in your notebook. - Interact with teacher along with the gardener or resource persons for the confirmation of the names. - Create name boards or name plates for each plant and tree with its name and place them nearby for future identification. - Observe and identify the various birds in the area using binoculars, if necessary. - Note down the birds' name along with their features and sketch the bird in your drawing book. - Interact with teacher along with the resource persons for the confirmation of the names of the birds. - Prepare a report mentioning the names and features of the plants, trees, and birds identified. **Assessment:** - Interest - Participation - Team work - Interpersonal skills - Report preparation ** Career Opportunities:** - Botanist - Ornithologist - Environmental Scientist - Gardner - Wildlife Photographer **[\ ]**  **[Activity: 06.]** **Name of the Activity: Sitting under the tree** **Activity Type** : Outdoor **Time Duration** : 2 Hours **Skill to be developed**: Empathy towards nature, Environment consciousness, Observational skills **Learning Outcome:** - To describe the importance of trees in fostering emotional attachment. - To explain the impact of trees on human life. - To explore the emotional and mental benefits of sitting under a tree. - To identify the practical uses and advantages of spending time under trees. **Material Needed:** - Mats/ Bedsheets to sit under the tree - Notebook and pen **Instructions for Teacher:** - Discuss with students about the trees and its importance. - Keep sufficient information about the tree in hand. - Identify the tree where the students can be accommodated. - Arrange a meaningful discussion with students. **Instructions for Students:** - Follow the instructions. - Make the list of trees available near your school or home. **Methodology:** - Students should be gathered and accommodate under the tree. - Ask students to identify the tree under which they are gathered for the activity. - Do a brief discussion about the identified tree and its usage in our life. - Discuss on the biological specifications of the identified tree. - Ask students to narrate stories they remember that are related to a tree. - Ask students to hug the tree in group and feel the emotions of oneness with the tree. - Talk about significance of the different trees like Banyan tree, *Seesam tree, Peepal tree, Neem tree, etc.* - Discuss the ideas to preserve and grow more trees. - Students should gather the information and present the report. **Assessment:** - Creativity - Presentation - Involvement - Writing skill **Career Opportunities:** - Environmentalist - Story writer - Forester - Horticulturist - NGO Worker - Forest Ranger   **[Activity: 07. ]** **Name of the Activity: Visit to a solar energy park** **Activity Type :** Outdoor **Time Duration :** 3 Hours **Skill to be developed:** Observational skill, Thinking skill, Cognitive skill, Application of science in daily life, Awareness of renewable energy resources, Communication skills, etc. **Learning Outcome:** - To identify the different equipment of solar energy. - To discuss about the working of solar equipment. **Material Needed:** - Note Book - Pen - Safety cap **Instructions for Teacher:** - Teacher should plan a visit to a solar energy park or solar power plant and get their permission and fix a date. - Prepare the students to ask questions. - To create interest in the children to know about various profession in the visit. - Guide them to take notes while they interact and write a report. **Instructions for Students:** - Note down the various type of solar energy equipment used in solar park. - Interact with worker about use and working of solar equipment. - Maintain silence. - Watch carefully without interrupting. - Never leave alone. - Do not touch anything without permission on the solar park. - Inform the students about their visit in advance. - Students can be taken to the solar park. - Make the students interact with the technician and know about the various equipment and its working. - Discuss with student about the various raw materials being used for making of solar equipment. - Discuss about the working process of various solar equipment installed. - Explain the students about the solar power generation process. - Guide them to take notes on the visit and write a report. - Observation skill - Questioning skill - Punctuality - Team work   - Solar gadget manufacturer - Solar sales and service - Solar equipment service provider - Electrician - **[\ ]** **[Activity: 08. ]** **Name of the Activity: Visit to a biogas plant** **Activity Type** : Outdoor **Time Duration** : 3 Hours **Skill to be developed**: Observational skill, Thinking skill, Cognitive skill, Application of science in daily life, Awareness of renewable energy resources and Communication skills etc. **Learning** **Outcome:** - To identify a biogas plant. - To identify different components of a biogas plant. - To describe the working of a biogas plant. - To explain about the uses of biogas. **Material Needed:** - Note Book - Pen - Hand gloves **Instructions for Teachers:** - Teacher should plan a visit to a biogas plan and get their permission and fix a date. - Prepare the students to ask questions. - To create interest in the children to know about various profession in the visit. - Guide them to take notes while they interact and write a report. **Instructions for Students:** - Note down the various components used in biogas plant. - Interact with worker about use and working of biogas plant. - Discuss about various uses of biogas. - Maintain silence. - Watch carefully without interrupting. - Never leave alone. - Discuss about the importance and use of biogas plant. - Inform the students about their visit in advance. - Students can be taken to the biogas plant. - Make the students interact with the technician and know about the various components and its working. - Discuss with student about the various raw materials being used for making of biogas. - Discuss about the working process of biogas plant. - Guide them to take notes on the visit and write a report. - Creativity - Team work - Observational skills - Organizational skills - Communication skills   - Biogas technician - Biogas salesman **[\ ]** **[Activity: 09.]** **Name of the Activity: Survey and Report writing on pet care** **Activity Type :** Indoor/Outdoor **Time Duration :** 1 Hours **Skill to be developed:** Observational skill, Communication skills, Feeling of responsibility towards animals. **Learning Outcome:** - To identify and discuss the terms related to survey and polls. - To become sceptical during interaction with community. - To detail out the survey report. - To discuss about various types of pets adopted in the society. **Material Needed:** - Paper - Pen - **Instructions for teacher:** - Teacher will discuss with students about the role of pets adopted in the society. - How survey help in collection of data for any study. - Discuss about importance of doing with students. Discuss how they are used by media and companies to gather information. - Discuss with students about procedure of survey to be conducted. - Give each student a copy of a brief survey details to complete. - Put the students in pair to discuss their response and review the proper formatting of a question. - Encourage them to write a final report on the same. **Instructions for the Students:** - Discuss the survey form and all the points with teacher and friends. - Interact with community on pets adopted by the society. **Methodology:** - Using all the information, prepare a survey questionnaire. - Do a survey to your classmates/ neighbours using the survey sheet. - After completing the survey, write a final report writing for the same information. **Assessment:** - Planning - Organizational skills - Participation - Analysing skills - Reporting **Career Opportunities:** - Pet Groomer - Wildlife Photographer - Veterinary Doctor - Oceanographer - Aquarists - Animal Scientist - Animal Trainer - Zoo Manager **[\ ]** **[Activity: 10. ]** **Name of the Activity: Expert lecture on Artificial Intelligence/Data Science/ Robotics** **Activity Type** : Indoor **Time Duration** : 4 Hours **Skill to be developed**: Observational skills, Analytical (critical) thinking skills, Cognitive skill, Interpersonal skill, Communication skills, Problem solving and Decision-making skills.  **Learning Outcome:** - To discuss about Artificial Intelligence / Data Science/ Robotics. - To describe various application of Artificial Intelligence / Data Science/ Robotics. - To explore different opportunities involved in this field. - To identify different types of robots and its working. **Material Needed:** - Note Book - Pen - Presentation on Artificial Intelligence / Data Science/ Robotics. - Computers with internet connection. **Instructions for Teachers:** - Create interest in children to know more about Artificial Intelligence / Data Science/ Robotics. - Showing/discussing to make them understand different applications of AI in daily life (for example Smart Cities) - Students will play different AI Games to realise its application - Guide the children to involve themselves freely. - Insist the children to create small presentation on humanoids like Ocean One, ATLAS, Robear, Sophia etc. **Instructions for Students:** - Study about evolution of AI. - Navigate different websites and know more about humanoids, different AI games. **Methodology:** - Inform the students about this activity in advance and ask them explore/find something interesting about it - Explain the students about evolution of AI. - Make the students to understand and learn various terms like AI, Machine learning, Deep learning, Augmented reality (AR), VR, MR etc. - Make the students understand how AI is induced in machines (Explain the difference or similarities in Natural Neurons and Artificial Neurons)? - Guide them to take notes and write a report. **Assessment:** - Observational skills - Critical thinking - Questioning skills - Discipline **Career Opportunities:** - Machine Learning Engineer - Robotic Scientist - Data Scientist/ Researcher **[\ ]** **[Activity: 11. ]** **Name of the Activity: Expert talk on Cyber Security** **Activity Type** : Indoor **Time Duration** : 4 Hours **Skill to be developed**: Analysis, Sensitisation towards community safety and interests, Cognitive skill, Communication skills, Interpersonal skill, Observational skills, Digital awareness, Techno-savvy skills and Thinking skills. **Learning Outcome:** - To describe about the process of registering report on cybercrime. - To explore about the various opportunities in this field. - To discuss the information about cybercrime. - To build the connection between people living in real world and digital world. **Material Needed:** - Note Book - Pen **Instructions for Teachers:** - To create interest in children to know more about cyber world. - Inform the students about different types of cybercrimes/frauds. - Discuss the importance of reporting it through different modes. - Make the students to interact and ask questions. - To create interest among the children for observation. - Guide the children to involve themselves freely.  **Instructions for Students:** - Watch and listen carefully without interrupting. **Methodology:** - Explain the students about all the process involved. - Inform the students about their visit in advance. - Make the students to interact with the professionals/workers and know about the various steps/ modes involved. - Make the students understand about cybercriminals/hackers and their behaviour in cyber world. - Guide them to take notes on the visit and write a report. **Assessment:** - Observation - Questioning skill - Team work - Discipline ** Career Opportunities:** - Cyber Threat Intelligence Analyst - Cyber Crime Analyst - Technical Assistant - Fraud Operations Analyst  **[Theme B]** **Public Offices, Local Industries and Businesses** [\ ] **[Activity: 12. ]** **Name of the Activity: Visit to a village** **Activity Type :** Outdoor **Time Duration :** 4 hours **Skill to be developed:** Community awareness, Social skills, Observational skills, Communication skills, Cross-cultural skills, etc. **Learning Outcome:** - To create the awareness about the village life scenario. - To identify and discuss different types of houses, roads, agricultural farms, etc., in villages. - To describe various vegetable, crops and fruits grown in the farms. - To identify different types of dress styles in villages. **Material Needed:** - Note book - Pen - Cap **Instructions for Teachers:** - Select the village to be visited. - Contact the panchayat office/school teacher of the village and schedule a visit. - Take approval from Principal. - Brief the students about the purpose of the visit. - Make necessary arrangements regarding transportation and meals, if needed. - Develop schedule for the day and inform the same to the parents. **Instructions for Students:** - Greet the village people with smiling faces. - Ask questions from the local teacher and village people and gather information during the visit. - Note the observations and information gathered throughout the visit. - Visit the scheduled village. - Observe the types of houses built in the village. Also notice the type of materials used for construction of such houses. - Visit any agricultural farm in the village and meet the farmers. - Interact with the farmers and enquire them about the following: 1. What crops do you grow on your farm? 2. How do you decide which crops to be plant? 3. What tools and machines do you use for farming? 4. What is the most challenging part of farming? 5. How do you protect your crops from pests and diseases? 6. Where do you sell your crops? 7. How do you get water for your farm? 8. What do you do during the different seasons? 9. How does the Panchayat support you as a farmer? - Encourage the students to take notes and prepare a report on their visit to the village. - Interest - Participation - Team work - Interpersonal skills - Report preparation ** Career Opportunities:** - Progressive Farmer - Agricultural Consultant - Agricultural Scientist - Agricultural Sales Representative - Trader - Researcher **[\ ]** **[Activity: 13. ]** **Name of the Activity: Visit to a Panchayat office** **Activity Type :** Outdoor **Time Duration :** 4 hours **Skill to be developed:** Community Awareness, Social skills, Observational skills, Communication skills, etc. **Learning Outcome:** - To understand and describe the role of Panchayat in villages. - To identify and understand various officials and their responsibilities in the panchayat office. **Material Needed:** - Note book - Pen **Instructions for Teachers:** - Select the panchayat office to be visited. - Contact the panchayat office of the village and schedule a visit. - Take approval from Principal. - Brief the students about the purpose of the visit. - Make necessary arrangements regarding transportation and meals, if needed. - Develop schedule for the day and inform the same to the parents. **Instructions for Students:** - Maintain silence and decorum at the panchayat office. - Ask questions from the officials and gather information during the visit. - Note the observations and information gathered throughout the visit. **Methodology:** - Visit a panchayat office in the village. - Meet with the concerned officials of the panchayat office. - Interact with the officials and understand about roles and duties of the panchayat system. - Inquire about the steps required to become a panchayat member. - Encourage the students to take notes and prepare a report on the functioning of the panchayat. - Interest - Participation - Team work - Interpersonal skills - Report preparation ** Career Opportunities:** - Village Development Officer - Block Development Officer - Social Worker - NGO Worker - Panchayat member - Panchayat Executive - Researcher [\ ] **[Activity: 14. ]** **Name of the Activity: Visit to a hospital** **Activity Type :** Outdoor **Time Duration :** 4 hours **Skill to be developed:** Compassion, Observational skills, Communication skills, Hygiene practices, etc. **Learning Outcome:** - To understand the importance of healthcare services. - To identify and understand the roles and responsibilities of different healthcare professionals. - To understand and describe the different departments of the hospital. **Material Needed:** - Note book - Pen **Instructions for Teachers:** - Select the hospital or dispensary or health centre to be visited. - Contact the respective officials and schedule a visit. - Take approval from Principal. - Brief the students about the purpose of the visit. - Make necessary arrangements regarding transportation and meals, if needed. - Develop schedule for the day and inform the same to the parents. - Prepare a list of healthcare departments to visit. - Create interest in students to know more about health-related topics. - Discuss basic hospital etiquette and safety rules. - Guide students through different departments. - Facilitate interaction with healthcare professionals. **Instructions for Students:** - Maintain silence and decorum at the hospital or dispensary or health centre. - Ask questions from the officials and gather information during the visit. - Note the observations and information gathered throughout the visit. - Read the posters and signage available in the hospital or dispensary or health centre. **Methodology:** - Visit the scheduled hospital or dispensary or health centre. - Meet with the doctors and officials and know about their roles and responsibilities. - Ask questions related to their profession and their daily responsibilities. - Observe a doctor-patient interaction. - Visit the various departments in the hospital such as front desk, doctor's cabin, operation theatre, pathology lab, mess, etc and understand the importance/ working of each section. - Visit the front desk and know the procedure for filling the OPD slips for consulting with the doctor. - Meet with various hospital technicians such as nurses, ward boys, x-ray technicians, ECG technicians, physiotherapist, etc. and discuss with them about their role and daily routines - Encourage the students to note the points they have observed and prepare a report. **Assessment:** - Interest - Participation - Team work - Interpersonal skills - Report preparation ** Career Opportunities:** - Doctor - Nurse - Medical Technician - Healthcare Administrator - Medical Researcher - Public Health Worker [\ ]  **[Activity: 15.]** **Name of the Activity: Visit to a post office** **Activity Type :** Outdoor **Time Duration :** 4 hours **Skill to be developed:** Observational skills, Social awareness, Communication skills, etc. **Learning Outcome:** - To identify and discuss the role and working of post office. - To understand the different operations of postal services. **Material Needed:** - Note book - Pen **Instructions for Teachers:** - Select the post office to be visited. - Contact the post office and schedule a visit. - Take approval from Principal. - Make necessary arrangements regarding transportation and meals, if needed. - Develop schedule for the day and inform the same to the parents. - Brief the students about the purpose of the visit. - Encourage the students to prepare a list of questions for postal workers. - Guide students through different sections of the post office (sorting area, counter, etc.). - Facilitate interaction with postal workers. **Instructions for Students:** - Discuss the purpose of the visit to the post office. - Maintain silence and decorum at the post office. - Ask questions from the officials and gather information during the visit. - Note down the services provided by the post office (mailing, courier, etc.) - Note the observations and information gathered throughout the visit. **Methodology:** - Visit the post office. - Meet with the post office officials and observe the different sections of the post office and their operations. - Take a tour of the sorting area to see how letters and packages are handled. - Interact with the post office staff and discuss with them about their roles and responsibilities. - Visit to the counter service and carefully observe the customer interactions. - Meet the postal workers and discuss with them about their duties. - Read the charts/posters displayed in the post offices regarding various postal services and products. - Note the important points and prepare a report. **Assessment:** - Interest - Participation - Team work - Interpersonal skills - Report preparation ** ** **Career Opportunities:** - Postmaster - Postman - Customer Service Executive - Logistics Coordinator - Postal Worker **[\ ]** **[Activity: 16.]** **Name of the Activity: Visit to a charitable institution** **Activity Type :** Outdoor **Time Duration :** 3 Hours **Skill to be developed:** Observational skills, Feeling of responsibility towards community and its issues, Interpersonal skills, Communication skills, Respect to humanity ** ** **Learning Outcome:** - To describe the roles and responsibilities of charitable institutions. - To describe the importance of the community service. - To identify the activities carried out by such charitable institutions. **Material Needed:** - Note book - Pen - Gifts **Instructions to Teachers:** - The teacher should plan for the place like charitable organisation like orphanage or old age home and get their permission and fix a date. - The teacher should inform the students to bring any gift prior also collect gifts. - The teacher should arrange for the transportation and take care of students' safety. - Observe and asses the students. **Instructions for the students:** - Student with smiling face shall greet the people at the charitable organisation, orphanage/old age house. - Interact with the people. - Follow teacher's instructions.  **Methodology:** - Informing the students about charity and others details before the visit. - Students can prepare or buy any gifts and bring to school or collect. - Students can be taken for charity to either orphanage or old age home. - They can share their gifts and perform any dance or sing and entertain the people. - When they return to school, students can write a note book about the activity. - Leadership quality - Respect for elder - Discipline - Listening skill - Volunteer for old age home - Dieticians - Old house health worker **[Activity :17. ]** **Name of the Activity: Visit to a railway station** **Activity Type :** Outdoor **Time Duration :** 4 hours **Skill to be developed:** Observational skills, Social awareness, Communication skills, etc. **Learning Outcome:** - To identify various sections of the railway station like ticket counters, platforms, control room, etc. - To able to read the railway timetable display at railway platform. - To be able to listen and understand the announcements regarding the train status. - To able to understand the process of online and offline ticket booking. - To understand the roles of station staff such as the station master, controller, ticket collectors, etc. **Material Needed:** - Note book - Pen **Instructions for Teachers:** - Select the railway station to be visited. - Contact the railway officials and schedule a visit. - Take approval from Principal. - Brief the students about the purpose of the visit. - Make necessary arrangements regarding transportation and meals, if needed. - Develop schedule for the day and inform the same to the parents. - Prepare a list of sections to be explore within the railway station. - Guide students through different sections of the railway station (ticket counter, waiting room, platform, control room, etc.). - Facilitate interaction with railway staff. **Instructions for Students:** - Maintain decorum during the visit at the railway station. - Ask questions from the officials and gather information during the visit. - Note the observations and information gathered throughout the visit.  **Methodology:** - Visit the railway station. - Meet and interact with the railway station officials and discuss their roles and responsibilities. - Observe the different sections of the railway station and their operations. - Take a tour of the control room to see how train movements and communications are monitored. - Visit the ticket counters and observe the customer interactions. - Observe the railway timetable display at railway platform noticing the of arrival and departure of trains and their respective platforms - Observe the various shops available on the platform. - Interact with railway staff their daily schedule and the skills important for working in a railway station. - Interact with the railway police and discuss about their duties. - Note the important points and prepare a report. **Assessment:** - Interest - Participation - Team work - Interpersonal skills - Report preparation ** Career Opportunities:** - Station Master - Ticket Collector - Customer Service Executive - Controller - Railway Police Force - Railway Engineer - Railway Technician [\ ] **[Activity: 18. ]** **Name of the Activity: Visit to Defence/ Police Training centres** **Activity Type :** Outdoor **Time Duration :** 4 hours **Skill to be developed:** Respect for authority and rules, Observational skills, Critical thinking, Communication skills, Selflessness, Leadership, Integrity, Adaptability, etc. **Learning Outcome:** - To describe the role of defence or police in serving the nation. - To understand importance of training in police or defence services. - To understand the training procedures involved in police or defence services. **Material Needed:** - Note book - Pen - Cap **Instructions for Teachers:** - Select the police or defence training centre to be visited. - Contact the Head/Officer In-charge of the training centre and schedule a visit. - Take approval from Principal. - Brief the students about the purpose of the visit. - Make necessary arrangements regarding transportation and meals, if needed. - Develop schedule for the day and inform the same to the parents. **Instructions for Students:** - Prepare questions about training procedures and daily routines of police or defence personnel. - Maintain silence and decorum at the training centre. - Listen attentively to instructions from training centre staff. - Observe training exercises in the training centre. - Ask questions from the officials and gather information during the visit. - Note the observations and information gathered throughout the visit.  **Methodology:** - Visit the training centre. - Meet with the training centre officials and coach of the centre and discuss with them about their roles and responsibilities. - Discuss the qualifications and procedure required to get selected in police or defence. - Visit to specific areas or departments such as training grounds, classrooms, skill labs, mess, etc. - Follow appropriate behaviour and rules and respect authorities when visiting the specific areas or departments. - Observe various training exercises such as physical fitness exercises, mock drills, or skills training exercises like weapon handling and shooting practices, taking place at the training centre. - Note all the points and prepare a report. **Assessment:** - Interest - Participation - Team work - Interpersonal skills - Report preparation ** Career Opportunities:** - Police Officer - Military Officer - Naval Officer - Airforce Officer - Security Guard - Bodyguard/Bouncer - Martial Art Trainer [\ ] **[Activity: 19.]** **Name of the Activity: Visit to a bank** **Activity Type :** Outdoor **Time Duration :** 4 hours **Skill to be developed:** Financial literacy, Observational skills, Critical thinking, Communication skills, etc. **Learning Outcome:** - To understand the role of bank and its banking operations. - To able to identify the different types of bank accounts. - To able to open and operate the savings accounts. - To understand and use the mobile banking app (online banking services). **Material Needed:** - Note book - Pen **Instructions for Teachers:** - Select the bank to be visited. - Contact the bank officials and schedule a visit. - Take approval from Principal. - Brief the students about the purpose of the visit. - Make necessary arrangements regarding transportation and meals, if needed. - Develop schedule for the day and inform the same to the parents. - Prepare a list of areas to explore in the bank (teller area, customer service, etc.). - Facilitate the students' interaction with bank officials. **Instructions for Students:** - Maintain silence and decorum at the bank. - Ask questions from the officials and gather information during the visit. - Note the observations and information gathered throughout the visit. **Methodology:** - Visit the nearby bank. - Meet with the bank officials and discuss their roles and responsibilities. - Know about the different types of bank accounts and forms in usage in the bank. Also, know about the services offered by the bank to the customers. - Observe various sections in the bank, such front desk, branch manager's office, cash counter, locker section, etc. - Visit the cash counter area to see how deposits and withdrawals are handled. - Ask the officials about the steps to open a savings account in a bank and note down all the points. - Discuss with the bank officials about the working of the mobile banking app and the online banking services. - Prepare a report covering all the important points covered in this visit. **Assessment:** - Interest - Participation - Team work - Interpersonal skill - Report preparation ** Career Opportunities:** - Financial Advisor - Branch Manager - Probationary Officer - Bank Clerk - Customer Care Executive **\ **  **[Activity: 20.]** **Name of the Activity: Visit to an industry** **Activity Type** : Outdoor **Time Duration** : 4 Hours **Skill to be developed**: Observational skills, knowledge of technical skill and safety skill etc. **Learning Outcome:** - To gain knowledge about the specific industry\'s manufacturing or production processes. - To describe the safety features adopted in factory. - To understand the different units in the industry during the visit. - To describe the role and importance of an industry. **Material Needed:** - Notebook - Pen **Instructions for Teachers:** - Take required permissions and plan a visit to an industry. - Create interest in students about the importance of an industry. - Encourage students to ask questions regarding their visit. - Create interest in children about various activities in industry. - Guide them to take notes, while they interact, and ask then to prepare a report of their visit. **Instructions for Students:** - Note down your observations on various products that are being produced in the industry. - Greet and interact with technicians with courtesy. - Ask them about their jobs that they are working on in the industry. - Observe the process carefully without interrupting technicians.  **Methodology:** - Inform students about their visit in advance. - Explain them about the relevance of an industry. - Make the students interact with the technicians and other employees in the industry. - Guide them to take notes and prepare a report. **Assessment:** - Observational skills - Questioning skills - Interest during visit - Team Work   **Career Opportunities:** - Technician - Machine Operator - Technical officer - Manager - Industrialist [\ ]  **[Activity: 21.]** **Name of the Activity:** **Visit to the dairy farm/milk processing centre** **Activity Type :** Outdoor **Time Duration :** 3 - 4 Hours **Skill to be developed**: Observational skills, Thinking skill, Communication skills and Interpersonal skills. **Learning Outcome:** - To discuss the functions and activities of Dairy Farm. - To identify and differentiate between types of cattle in the farm. - To identify and discuss the process followed in milk processing centre - To understand the importance of milk processing centre **Material Needed:** - Note book, - Pen - Camera (if possible) **Instructions for Teacher:** - Encourage students to ask questions. - To create interest in going for the field visit. - Guide them to take notes while they interact. **Instructions for Students:** - Note down the various type of cattle and material used in dairy farm. - Make a list of tools used in site. - Interact with worker about use of material, tools and animals. - Note down the equipment/ machine used in milk processing plant **Methodology:** - Get permission from a Dairy farm/milk processing centre and arrange transport. - Visit to dairy farm or milk processing centre - Identify the various activities of dairy farm or milk processing centre - Watch the process of milk pasteurization, packing and distribution etc, if available - Interact with the people and ask questions for better understanding. - Write a report on Dairy Farm visit or milk processing centre. - Interest - Participation - Team work - Interpersonal skills - Report preparation - Dairy farm supervisor - Dairy Chemistry technician - Dairy Engineering technician - Milker - Nutritionist - Dairy Farm Manager - Dairy Technologist - Milk plant engineer [\ ] **[Activity: 22. ]** **Name of the Activity:** **Visit to a construction site** **Activity Type :** Outdoor **Time Duration :** 2 Hours **Skill to be developed:** Observational skills, Thinking skills, Cognitive skills, Interpersonal skills. **Learning Outcome:** - To identify and discuss the different components of a building. - To describe about different tools and equipment etc. used on a constructions site. - To explain about the various activities involved in construction of building. - To discuss various profession involved with the construction work. **Material Needed:** - Note Book - Pen - Safety cap **Instructions for Teacher:** - Teacher should plan a visit to a construction site and get their permission and fix a date. - Make the students to ask questions. - To create interest in the children to know about various profession in the construction field. - Guide them to take notes while they interact and write a report. **Instructions for Students:** - Note down the various type of material used in construction activities. - Make a list of tools used in site. - Interact with worker about use of material and tools. - Maintain silence. - Watch carefully without interrupting. - Never leave alone. - Inform the students about their visit in advance. - Students can be taken to the construction site. - Make the students interact with the workers and know about the various raw materials used for construction. - Discuss with student about the various raw materials being used at construction site - Explain the students about the construction process. - Guide them to take notes on the visit and write a report. - Observational skills - Questioning skills - Language competency - Punctuality - Team work - Architect - Building material supplier - Maintenance Agent - Interior Designer - Carpenter - Mason - Plumber - Supervisor [\ ] **[Activity: 23.] Name of the Activity: Visit and Survey of vegetable market** ** Activity Type :** Outdoor **Time Duration :** 2 Hours **Skill to be developed:** Observation skills Team work, Interpersonal skills, Marketing skill, Quality consciousness, etc. **Learning Outcome:** - To discuss about the importance of vegetable market in the society. - To identify and differentiate between types of vegetable available in the market. - To discuss about selling price of vegetables.  **Material Needed:** - Note book - Pen - Carry bag  **Instructions to Teachers:** - The teacher should plan for the place (Nearby Market). - Fix a date. - The teacher should arrange for the transportation and take care of students' safety. - Observe and assess the students.  **Instructions to Students:** - The student will observe the market activities. - Note down the vegetable prices prevailing in the market. - Discuss and identify the vegetable. Interact with vegetable sellers.  **Methodology:** - Informing the students about the market visit and other details in advance. - Student will bring their notebook and pen to collect information about the price list. - Students can be taken to the market. - Student will interact with vegetable seller and note down the price of the vegetable and fruits. - Students will write a report about the activity seen in vegetable market,  **Assessment:** - Leadership Quality - Interpersonal skills - Involvement and Interest **Career Opportunities:** - Vegetable vendors - Vegetable stockist trader - Quality checker - Vegetable sales and purchase operators - Vegetable shop keeper **[Activity: 24.]** **Name of the Activity: Visit to nearby Drone Training Centre** **Activity Type :** Outdoor **Time Duration :** 4 hours **Skill to be developed:** Technical skills, Observational skills, Communication skills, etc. **Learning Outcome:** - To describe the uses of drones in various areas. - To have hands on experience in simulating a drone. **Material Needed:** - Note book & Pen, - Drone simulation software **Instructions for Teachers:** - Select the suitable drone centre such as nearby Atal Tinkering Lab to be visited. - Take approval from Principal. - Contact the Head/Officer In-charge of the respective lab. - Develop the plan for the activity. - Brief the students about the purpose and preparation of the visit. - Make necessary arrangements regarding transportation. - Inform parents for the purpose and preparation of the visit. **Instructions for Students:** - Follow the instructions of teacher and guide. - Maintain discipline. - Ask questions from officials and note down the information during the visit. - Make preparation as per the brief given by the teacher.   **Methodology:** - Inform students about the visit in advance. - Explain the students about the importance of the activity. - Visit the identified drone centre. - Meet with the drone centre officials and discuss about the visit. - Motivate the students to ask questions related to the drones. - Students will have hands on experience in simulation practice of drones. - Discuss with students about the observation and learning during the activity. - Encourage students to prepare a report. **Assessment:** - Interest - Questioning skills - Participation - Team work - Interpersonal skills - Report preparation ** Career Opportunities:** - Drone operator - Drone Technician - Kisan Drone Operator - Drone Photographer [\ ] **Theme C** **Art, Culture and History** **[Activity: 25.]** **Name of the Activity: Puppetry** **Activity Type :** Indoor group activity **Time Duration :** 3 - 4 Hours **Skill to be developed:** Observational skills, Communication skills, Interpersonal skills, Creativity and Innovation, Aesthetics sense, Imagination skills, Knowledge of indigenous toys of India, Team work, Collaboration and Script writing, etc. ** ** **Learning Outcome:** - To discuss the importance of puppetry in education. - To explore the fun in handling a puppet.  - Colour papers - Glue - Scissors - Ice-cream sticks - Cello tap - Sketch pens - Paper - Threads **Instructions for teacher:** - The teacher should inform the students about the materials required in advance for puppet making. - The teacher should divide the students into teams. - Teacher will invite expert teacher or puppet expert and demonstrate the making of puppets. - The teacher should help the students in making the puppets. **Instructions for students:** - Students will follow the instruction g