CCA PLANNER FOR SESSION 2025-26

 

    Year of Affiliation                    :      2005
    Affiliation No.                          :      780017
    School Code                            :      23540

o    No. of Students in: Day School1728 Day Boarding NA Boarding NA

 

CLASS	Bal Vatika 1	Bal Vatika 2	Bal Vatika 3
NO. OF SEC	3	4	5
STRENGTH	147	265	122

 

CLASS	I	II	III	IV	V	VI	VII	VIII	IX	X
NO. OF SEC	4	3	4	4	4	4	4	4	3	3
STRENGTH	147	265	122	158	178	156	168	165	162	107

 

 

 

 

 

           

Trained and Experienced Teachers    Well planned annual academics, Sports and activity calendar.    Learner centered approach    Spacious playground for sports and games    Regular parent Teacher Communication    Providing platforms and opportunities for developing individual talents and skills.    NCC program    Remedial and enrichment classes for students.

 

Name	Designation	Role in APCP
Dr Jyoti Bedyal	Principal	Monitoring of APCP
Ms Pooja Verma Ms Poonam Gupta	Officiating Principal Coordinator – Primary Wing	Preparation of APC plan &     pedagogic strategies
Mr Anil Singh Thakur	Coordinator- Sec Wing	Curriculum development and advisory
Mr Akhil Kumar	Coordinator- Middle Wing	Curriculum development and advisory

PPC Meetings to develop APP
Date	Stakeholders Consulted	Discussions Held
06-03-2024	•    Principal •    All Level Incharges •    Exam cell	•      Planning of the year long activities under the Principal’s instructions •      Framing the annual examination schedule •      Planning School functions, Sports activities •      Time Table preparation
14-03-2024	•    Principal •    Activity Teachers	•      Planning the constitution of different Committees •      Framing the annual staff duty list in consultation with the Principal •      Developing Pedagogical Plans department wise (Ex.ArtEducation, Science Exhibition, Departmental Competitions, developing integrated approach in teaching).
18-03-2024	•      Principal •      All Coordinators •      Teachers	•      Discussion of the class-wise annual result •      Planning the departmental Result Declaration Ceremonies •      Monitoring of criteria for evaluation of teaching methodology.
28-03-2024	•      Principal •      CCA Incharges •      Club Incharges •      Class-Teachers	•      Curriculum development and academic resources for next academic session •      Development of Co – Curricular Activities Planner and Club planners

Name of Resource/s	Segment Pre - Primary/ Primary/ Sec	Usefulness
OUTDOOR PLAY AREA	Pre – Primary, Primary & Sec	Students gain strength, coordination and dexterity through Various outdoor play activities. Values like game spirit, waiting for one’s turn, self-discipline are also instilled through play.
PLAY WAY AREA	Pre – Primary & Primary	Students develop their confidence, independence and competence, as they learn by kinesthetic and bodily movements.
ART ROOM	Primary & Secondary	Students develop fine motor skills, creativity, imagination and expression and develop aesthetic sense through drawing & coloring and craft Activities.
MUSIC ROOM	Pre – Primary, Primary  & Secondary	Students enhance their vocal skills, learn about rhythm, melody and identify their hidden talent.
HERBAL GARDEN	Primary & Secondary	It creates a unique blend of education that transcends traditional classroom walls. By creating hands-on, engaging experiences, students learn to appreciate nature, health, and the interconnectedness of all living things.
ACTIVITY ROOM	Pre – Primary	Various activities are undertaken in the activity room, where kids are exposed to do pretend play-portrayal of a doctor, carpenter, mechanic, chef, etc.–teach them life-skills through related objects. It also instills social skills and respect for all helpers.
LIBRARY	Primary & Secondary,	It provides access to a broad range of educational resources, including books, magazines, digital media, and other reference materials. It is designed to support students and teachers by enhancing the curriculum and offering a space dedicated to reading, research, and study.
RESOURCE ROOM	Pre – Primary, Primary & Secondary	It serves as a dedicated space within a school where special needs children receive individualized support tailored to their unique requirements. It enables educators and specialists to provide personalized attention, identify specific learning challenges, and develop appropriate strategies to address them effectively.
COMPUTERLAB	Primary & Secondary	It provides students with hands-on learning opportunities, allowing them to apply theoretical concepts in a practical setting.
SCIENCE LAB	Primary & Secondary	Helps the students to build scientific aptitude and promotes learning by doing.
SMART CLASS	All Classrooms	Audio-Visual senses of students are targeted and it helps the students store the information fast and more effectively. Uses interactive modules like videos and presentations. These visually attractive methods of teaching help students learn a concept that is difficult to understand through traditional methods.
EDUCATIONAL VISITS	All Classes	As a key component of experiential learning, these journeys offer students a unique opportunity to gain knowledge, build skills, and broaden their horizons.
ATAL TINKERING & ROBOTICS LAB	Secondary	·         These labs are equipped with advanced tools like 3D printers, robotics kits, and Internet of Things (IoT) devices, empowering students to experiment and devise innovative solutions for real-world challenges.
SPORTS ROOM	Primary and Secondary	It acts as a hub for training students in various indoor sports such as chess, table tennis, carom board, etc.

Stakeholders Class ↓	Subject 1 (English)	Subject 2 (Hindi)	Subject 3 (EVS)	Subject 4 (Mathematics)
I	Collaborative learning	Storyboarding	Outdoor Learning	Visual and Images
II	Collaborative learning	Show and Tell new concepts	Outdoor learning and Show and tell	Show and Tell New concepts
III	Role Play	Grouping and pairing method	Role Play	Audio Visual
IV	Role Play	Story boarding	Role Play	Audio Visual
V	Role Play and Story boarding	Dialogues and story boarding	Dialogues and story boarding	Info graphics and Audio                          Visual

Stakeholders Class ↓	Subject 1 (English)	Subject 2 (Hindi)	Subject 3 (Sanskrit)	Subject 4 (Mathematics)	Subject5 (Science)	ubject6 (Social Science)
VI	Role Play Story boarding	Newspaper reading Story writing	Newspaper reading Story writing	Audiovisual Math Lab	Science Lab   Audio Visual	Maps   Audio Visual
VII	Role Play Story boarding	Newspaper reading Story writing	Newspaper reading Story writing	Audiovisual Math Lab	Science Lab   Audio Visual	Maps Audio Visual
VIII	Role Play Story boarding	Newspaper reading Story writing	Newspaper reading Story writing	Audiovisual Math Lab	Science Lab Audio Visual Brainstorming

 

 

Classroom Observation Schedule	Frequency	Done By	Findings
Routine observations	Regular basis	Coordinators (weekly) Principal(monthly)	Teachers were seen completing planned syllabus during regular observations. Extracurricular activities were Done
Specific observations	Yearly basis	Principal, Coordinators, HODs, Level Incharges	All Teachers were found to be subject proficient. However, some insights were given into methods of delivering classroom lessons effectively.

 

 The Assessment policy has been formulated in close alignment with the CBSE board. The Board has always stressed that its students must acquire the skills of critical thinking, problem solving, analyzing information, collaboration, effective communication, developing curiosity and imagination as part of the learning process. It reflects the school’s belief in conducting rigorous and fair assessment practices through reliable and valid assessment tools. It is intended to inform the school- teachers, students, parents and management about the conduct of all assessment procedures to achieve the objectives defined in the curriculum. By stressing high academic standards through a strong commitment to the process of learning; we at IIPS are considering assessment as an integral part of learning. Assessment reflects upon the diverse aspects of the learning process-be it students’ understanding, knowledge and acquisition of skills or teaching strategies and learning outcomes set for a learning programme. Also, it is important to regularly report and record the assessment data to address the scope of improvement in learning and teaching at school.

Assessment provides feedback to all stakeholders involved in the learning process:

◆ Feedback to students both in terms of their weaknesses and strengths during the course of learning as well as their achievement of the desired learning outcomes of the programme. This guides them towards steps for improvement as well as encourages them to set goals for the next stage of learning.

◆ Feedback to the teachers in terms of evaluating the learning outcomes and effectiveness of the teaching strategies. This guides them to review the curriculum, devise appropriate instructional strategies for better outcomes, and identify weak areas and specific needs of students to be able to guide them for improved performance.

◆ Feedback to the parents regarding the progress of their wards in different areas of learning.

◆ Feedback to the school management about the quality of curriculum, teachers and the learning environment. This helps them to plan effective pedagogical leadership and training, resource building and admission and language policies for further developmental plans.

In order to assess the wide range of learning traits expected to be evaluated in CBSE Examination and Internal assessments, the teachers at the school are expected to employ varied tools for both diagnostic as well as achievement reporting.

◆ It includes Multiple choice questions, unit tests/ Periodic tests, class and group discussions, debates, oral presentations, experiments, projects, research work, role plays, review worksheets, class tests, open book tests, quizzes, field visits, reflections, writing exercises, speaking tests, listening tests, term end examinations and any other method devised by the teachers.

◆ The aforementioned tools can be used appropriately for different subject requirements both for short tests as well as term examinations.

◆ Unit Tests/ Periodic Tests & Mid Term assessment for learning is designed by the subject teachers to identify the learning needs of students during the process. The aim of such assessments is to inform students of their strengths and weaknesses as a part of the course.

◆ The Annual assessment of learning scheduled at the end or is aimed to evaluate the students’ level of achievement of the desired learning outcomes in the whole year.