To start English 400 reading Programme, verbal expression and calligraphy ( cursive).

For Class 1, teacher read out all the 50 cards of stories aloud and students listened with understanding. Students also read aloud- words and sentences. Teachers talked to the students about the themes of stories/ pictures/ characters etc. Teachers, sometime used mother tongue to make the students understand the stories properly.

PPT along with LCD.

Cards were distributed to the students and they read the cards silently. Occasionally the students were asked for loud reading. Teachers supervised silent reading, asked them to write answers of already given question in their note books. They didn’t carry the notebooks home. Teacher discussed the answers of the given question and children wrote the answer themselves. In Classes I & II teacher helped the children by writing the answer on the black-board.

Handwriting-The children had been guided to write on cursive handwriting. They had separate Hand Writing not books which were kept in the school.

In Hindi tried to inculcate to express their own creativity verbal or written expression and Handwriting.

Introduced the standard sounds of varnamala (alphabets), Usage of Mantras.

Importance were given in Vartani (Spellings).

In Hindi emphasis was given on pronunciation, spelling & Handwriting.

The Children had their own class library enriched with both Hindi & English Story Books, Magazines, Comics. They read the books discussed them in groups and wrote their own creative writings viz poems, stories, facts, etc.

Again they had their own hand writing note books which were kept in the school.

Daily one page handwriting was a must for all of them.

For "Readiness for Learning" Mathematics at primary level the five areas.

For readiness in Classes I & II, teachers carried out experiments with pre numbers concepts, i.e. arrange objects/things in order according to size, length, height, mass(weight), volume, thickness, distance form a point if reference and make them understand vocabulary describing the relationships. E.g. bigger, smallest, heavier, heaviest, longer, shorter, longest, shortest, far, near, nearest, farthest, etc.

Emphasis was given on above 5 areas.

Teachers tried to mastered majority of children with the key concepts and skills in five main areas.

They are:

a)      Whole numbers

b)      Four basic operations on Whole numbers

c)      Measures of Money, Length, Mass (weight), Capacity, Perimeter, Area, Volume & Time.

d)      Fractions, Decimals and Percentages.

In classes I & II EVS was taught in integrated form wherein children were exposed to environment through activities.

To emphasis the significance of processes in the all round development of child’s personality educational excursion was conducted. Went to Milk booth, Vegetable booth, post office and school garden.

Tried to develop skills, values of self & the community.

In E.V.S. , Emphasis was given on preservation of natural environment and urgency of saving it from degradation. They were sensitised to social issues like poverty, child labour, illiteracy caste and class inequalities in rural and urban areas. Teachers taught it through films, text book, debates, quiz, science exhibition, physical activities, indoor- outdoor activities.