Source document: https://docs-lawep.s3.us-east-2.amazonaws.com/1697801889208.pdf (India)
SYLLABUS ON HEALTH AND PHYSICAL EDUCATION (Classes I-X) DEPARTMENT OF EDUCATION IN SOCIAL SCIENCES & HUMANITIES NATIONAL COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING SRI AUROBINDO MARG, NEW DELHI – 110 016 HEALTH AND PHYSICAL EDUCATION Introduction It is well acknowledged that health is a multidimensional concept and is shaped by biological, physical, psychological, social, economic, cultural and political factors.
Access to basic needs like food, safe water supply, housing, sanitation and health services influences the health status of a population and these are reflected through mortality, morbidity and nutritional indicators.

An analysis of the mortality and nutritional indicators from the pre-school, primary, secondary and senior secondary levels show that under -nutrition and communicable diseases are the major health problems faced by majority of the children in this country.
Therefore health is a critical input for the overall development of the child since it influences significantly enrolment, retention and completion of school.

This subject area adopts a holistic definition of health within which physical education and yoga contribute to the physical, social, emotional and mental aspects of a child’s development.
The basic understanding is that health of children contributes to their healthy living in the future and also provides the base for performance in the chosen area of work.

The curriculum design for this area addresses the health and physical fitness needs of children at different levels of schooling with special attention to vulnerable social groups and girl children.
It is proposed that the mid day meal programme and health check ups must be a part of this subject and health and physical education must be related to the needs of the children and also address the age specific concerns at different stages of development.

The idea of a comprehensive school health programme was conceived of in the 1940’s that included six major components viz.

medical care, hygienic school environment, and school lunch, health, yoga and physical education.
But unfortunately the implementation of this comprehensive approach was extremely weak that resulted in its transaction in a fragmented manner that lacked a holistic or comprehensive approach.

As a result the subject of health and physical education is being dealt with separately 1 and the curriculum is being transacted conventionally with little knowledge that all the three areas are integral to achieving holistic health.
Given the interdisciplinary nature of this subject there are cross cutting themes across subjects.

Therefore there is a need for cross-curricular planning and also integrating it with socially useful productive work, National Service Scheme, Bharat Scouts and Guides and the like.

This subject lends itself for applied learning and innovative approaches can be adopted for transacting the curriculum.
Physical education inclusive of yoga, have to be a regular part of the school’s timetable and must be seen as an important contribution for the overall development of the child.

This would require flexibility in the school calendar and also in the structuring of school timetable in terms of the time and space allotted for integration of this subject area.
The importance of this subject to the overall development needs to be reinforced at the policy level, with administrators, other subject teachers in schools, the public health department, parents and children.
There are several ways in which this can be done and would include the recognition of the subject as compulsory in the curriculum, that the required infrastructure and human resources are in place, that there is adequate teacher preparation and also in-service training, that there is interface between the school, health department and the community.

Although the subject is compulsory till class X, it is not given its due importance.
It has been suggested that it be treated as a core subject and students who wish to opt for it as one of the core subjects in lieu of another subject may be allowed to do so.

This subject should be offered as an elective subject at the plus two level.

The curriculum and syllabus for this subject has to adopt a ‘need based’ approach to a child’s development.
This is the framework that will guide the inclusion of physical, psycho-social and mental aspects that need to be addressed at different levels of schooling.
A basic understanding of the concerns need to be delineated but this subject has an applied dimension that needs strengthening through experiential learning, acquiring skills to recognize and cope with demands, expectations and responsibilities of 2 daily living, the collective responsibilities for health and community living also need to be emphasized.
During the last two decades several National health programmes like the Reproductive and Child Health, HIV/AIDs; Tuberculosis and Mental Health have been emphasizing on health education and children are viewed as a potential ‘target group’ for preventive and promotive activities.

The concern with this approach is that the focus is on giving information and each of these programmes are independent of one another.
This creates demands on the teachers and children to deal with each of these concerns and they are not integrated into the existing curriculum.

This subject offers enormous potential for the adoption of innovative strategies and the experiences of quasi government programmes and several NGOs across the country who have worked with schools on issues relating to health and physical education needs to reviewed, assessed and integrated into curriculum planning, development of syllabi and pedagogy.
The evaluation of this subject needs plurality of strategies, which should be a part of continuous and comprehensive evaluation.

Aim: To provide the required theoretical and practical inputs in order to provide an integrated and holistic understanding and developing positive attitudes, values, skills and behaviour related to health and physical education at the primary, secondary and senior secondary levels.

Specific objectives: 1.


To help children know and accept individual and collective responsibility for healthy living at home, school and in the community.

2.

To help children know their health status, identify health problems and be informed for taking appropriate remedial measures.

3.

To create awareness among children about rules of safety in appropriate hazardous situations to avoid accidents and injuries.

To acquaint them with first-aid measures about common sickness and injuries.

3 4.
3 4.

To help children learn correct postural habits in standing, walking, running, sitting and other basic movements so as to avoid postural defects and physical deformities.

5.

To help children improve their neuromuscular coordination through participation in a variety of physical activities in order to physical fitness.

6.

To help children strive for excellence in games and sports.

7.

To provide skills for dealing with psycho-social issues in the school, home and the community 8.
To help children grow as responsible citizens by inculcating in them certain social and moral values through games, sports, N.C.C., Red Cross, Scouts & Guides etc.

9.

To inculcate values and skills in children in order to promote self-control, concentration, peace and relaxation to avoid the ill effects of stress, strain and fatigue of routine everyday life.

10.

To address the physical, psycho-social needs of differently abled children in an integrated fashion.
Inputs required for transaction of subject area: • The major components that have to be included in the school health programme include medical care, hygienic school environment, and school lunch, health and physical education.

The School Health Programme has to be a coordinated effort between the education and health departments with the latter providing preventive, curative and promotive services at all levels of schooling.
• • The components of the school health programme must be an integral part of ‘Health and Physical education’.

Infact health and nutrition programmes should form the basis for health and nutrition education rather than just focusing on ‘creating awareness’ in children about what they should eat, especially when a large percentage of children do not have access to adequate food.
Therefore the mid day meal programme must become a part of the curriculum of this subject along with regular medical check ups and follow up.

The education department must coordinate efforts with the health department and where the public health services are weak alternative strategies like involving local NGOs and practitioners must explored.
4 • • • • • • • • • For health, yoga and physical education there needs to be minimum of outdoor and indoor facilities coupled with proper ventilation and sanitation in the classroom and school premises at the primary, secondary and senior secondary levels Given the interdisciplinary nature of the area there is a need for cross curricular planning and need to be integrated with science.
Social science, language and other relevant subjects from the primary to senior secondary levels addressing both the theoretical and applied dimensions.
Science subjects must integrate the health dimensions for topics that are related to health issues There is a need to review the curriculum, syllabus and pedagogy of the teacher’s training programme for health, physical education and yoga offered by different colleges, institutions and deemed universities in this area within the conceptual framework offered by the focus group.

All teacher education courses must include health, yoga and physical education as a compulsory subject.
Descriptive and impact studies be commissioned to review the status of this subject in school education and document alternative experiences in this area.

There is a need to try the approach suggested for this area on a pilot basis across different types of schools and only then up scaled.

For effective implementation of this subject advocacy is required at different levels of the education and health systems.
The group strongly recommends that the curricular area must guide the scope and determine the appropriateness of the design, materials and pedagogy that are prescribed by health programmes as interventions in the school curriculum.

This is critical because several of these programmes are tied to external funding and decisions are made at the central and state levels.
Framework of Syllabus For effective implementation of the subject of Health and Physical Education, the committee identified several broad themes and these included: 1.

We and our environment 5 2.

3.

4.

5.

6.

Human Body; physical fitness and health Food and Nutrition Social Health and relationships with others Safety and Security Consumer Health; vocational and leadership aspects.
Each of these themes has been addressed in a progressive and spiral manner keeping in view the preparedness of the child’s level of development.

Certain broad principles have guided the process of syllabus formulation and these are: 1.

Health education and physical education must not be treated merely as an instructive area since they have strong experiential component to them.

2.

Some aspects of the subject will draw from other curricular area like environmental science, science and social science.
However this subject will have its own core content and therefore needs to be treated on par with other subjects.

3.

The experiences of NGOs, teacher educators and individual teachers who have been involved in curriculum, syllabi and material development and transaction must be considered for replication and upscaling in rural and urban schools.

4.
4.

Experiences of ‘vertical programmes’ like the ICDS, midday meal programme, adolescent health (including HIV/AIDS; drug abuse etc) and mental health have been appropriately considered while forming the syllabus.

5.

In view of the conscious efforts of the government to promote excellence in games and sports, the syllabus provides for indoor and outdoor games for school children.
It seeks to create a broad based approach for the enhancement of skills and nurturing potentially talented children in games and sports.

Transaction of Syllabus For effective transaction of this subject, text books, work books and resource books need to be prepared for both children and teachers.

For this, there is a need for a creative approach to development of resource materials.
The NCERT could consider setting up a resource center for materials development, which can help to create a network of individuals and organizations who 6 have had experience in working with this subject.

This network can pool and share materials developed by individual organizations that can be accessed by those working with schools.
Syllabus Evaluation (a) The proportion of marks in theory and practical may be assigned differently for Health and Physical Education as a compulsory subject (at Xth level) and that as an optional/elective subject at the plus two level.

(b) Evolve and use the system of Comprehensive and Continuous Evaluation given the applied nature of the subject.
Preparedness required for transacting the syllabus For the first time this subject is being considered in a holistic manner and hence there are two major areas that need to be addressed for preparedness.

1.

Textbook, resource book and other relevant materials for both teachers and students.

2.

Human resource development for both pre service and in service teacher training programmes.
For inservice teachers there is a need for both physical education and general teachers to be oriented for the transaction of this subject area.

Similarly for preservice teachers, health and physical education must be made compulsory.

Institutions at the district, state and national levels can draw on available expertise inorder to facilitate capacity and skill building for this area.

3.

Need to review and reorient the teacher educator syllabus for ‘Health and Physical Education’.

4.
4.

The teacher education programmes in Physical Education institutions need consider the inputs suggested in the syllabus.

Annexures 1.

Materials used for developing the syllabus 2.

For Health Education –case studies of three organizations that have developed syllabi and transacted it in schools- Karnataka, Madhya Pradesh and Maharashtra 7 SYLLABUS ON HEALTH AND PHYSICAL EDUCATION Class-l Theme/ Sub-Theme 1.

HUMAN BODY Questions Key Concepts Resources Activities/ Processes Body Awareness Who am I?
What are my body parts?

How does my body move?

Description about self and surrounding Identification of body parts (Head neck, chest, abdomen, eyes, nose, ears, legs, mouth) Different types of fundamental movements How do we sit/ stand/ walk/ sleep?

Correct postures How do we take care of our body?


Joy and pride of keeping the body clean Mirror, Live examples of child’s own body Charts, Models, Drawings, Pictures Observing mirror image and self portrait Observation of body parts Drawings, pictures of human body, Body mapping Live examples & Study materials Posters, Charts, (Materials for) Demonstration Pictures, Charts Study materials Observation, Demonstration, Imitation and practice of natural movements (sitting, standing, walking, running etc.)
Demonstration, standing, sitting, walking, sleeping Observation, Demonstration and Practices of washing hands.

2.

MOVEMENT AWARENESS Growth & Development What different body parts are involved in different movements?

Body parts and various movements Models, Observation of own body and that of peer group Observation, imitation and participation How body parts and sports equipments are related?
Relationship between different body parts and sports equipment Equipment like ball, bat, racket, shuttle cocks etc.

Touching, feeling and identifying shapes, utility and purpose of the sports equipment What do we like to play to have fun?

Exercise, play and movements for fun Available local equipment/resour ces, e.g.

: balls, rope etc.

Minor games, simple relays, local games with or without equipment 3.

FOOD AND NUTRITION Need of food Why do we eat food?
Food as a source of energy for work Food at home/Tiffin Play-way activities Using picture stories 8 Theme/ Sub-Theme Questions Key Concepts Resources Activities/ Processes and play Foods that we eat What are the food items that we eat daily?

Identification of food items and locally available foods Eating habits Why should we wash hands before and after eating?

Why we must not waste food?

Why must we brush teeth and rinse mouth?
Hygiene and cleanliness Wastage of food Eating as per need Importance of not wasting food Cleanliness of the body Sharing Why it is a pleasant experience when we share food Culture of sharing Appreciating some one else's food Enjoying different tastes Mid-Day Meals Study materials Charts & pictures of available food items Mid day meals Various kinds of food items Soap and water, plates, pans, serving utensils Observing food items at home Discussion with friends or peer-group Identifying while eating mid day meals/ home-made food items Demonstration and practices Food at home/Tiffin Discussion and demonstration Mid-day meals Sharing of experiences Neem-twigs and other locally available safe cleansing equipment and materials, Toothpaste, Tooth brushes Food at home/Tiffin Special foods on festival days Demonstration of correct ways of brushing teeth and rinsing mouth Demonstration Teachers’ participation in eating with children Sharing of experiences 4.
SAFETY AND SECURITY Safety rules What hinders safe play?

How can we avoid mishaps and injuries?

5.
WE AND OUR ENVIRONMENT Common hindrances to safe play Series of pictures and posters/stories Identifying play areas in the surroundings (community/ school) for safe play Common mishaps at school, play- ground, road and home, sun heat Measure to prevent such accidents Series of pictures and posters/stories Walk in community places, playing in sports grounds Assessing the hazards and keeping the body safe 9 Theme/ Sub-Theme Need of water in the body Use of Toilets Questions Key Concepts Resources Why should I drink water?
Importance or water in the body Charts Where do I go for toileting?

How do I keep the toilet and myself clean?

Proper use of toilet Cleanliness after toileting Posters, Visual Aids Toilets (open and closed) Cleaning up after meals Why do we clean up after taking food?

Cleanliness (self and environment) Mid-day Meals, Tiffin, How do I keep surrounding clean before and after eating meals?
Healthy habits Taking meals at home Activities/ Processes Activities facilitating explanation and understanding Sharing of experiences, Discussion and demonstration Sharing of experiences, Discussion and demonstration 10 Class-lI Theme/ Sub-Theme 1.

HUMAN BODY Questions Key Concepts Resources Activities/ Processes Body Awareness What are our sensory organs?

How can I maintain cleanliness?


Awareness about sensory organs : eyes, nose, ears, skin, tongue Cleanliness of skin, mouth, nose, teeth, year and eyes 2.

MOVEMENT AWARENESS Body Movements What are the fundamental movements?

Movements - How high can I reach?

- How far can I go?

What are the other forms of movements?

Movements How do I clap?

Rhythm How can I clap to count?

How to set rhythm with music?

Can I jump to the count?
Live examples of own body, charts Demonstration of function of each sensory organ Water, soaps, tooth, brush, paste and other locally available safe cleansing equipment and materials Action songs Demonstration Observation Sharing of experiences Open space, cones, markers, ropes, hanging rods, swings, old tyres, hoops Walking in straight line, circles, zigzag, running variations Hop, Jump Card-boxes/ boxes/cubes, vands, Indian clubs, lime powder Whistle, music, clapper, rope, ball, ribbons, benches etc.
Leaping, Galloping, Skipping Balancing, swinging, stretching, pushing, pulling, twisting, bending, sitting postures, lifting, carrying, falling Standing on one leg Demonstration Clapping + Clapping on count Bounce the ball on the music Children act as ball and bounce on music 11 Theme/ Sub-Theme Questions Key Concepts Resources Imagination, imitation & Mimic Examples of various birds, animals, objects etc.

Can we fly like a bird?

Can we walk like animal?

Can we move like a fan?

Can we sway like a tree?


3.FOOD AND NUTRITION Colours of Food What are different colours of food items?

Identifying the colour of foods Tastes of Food Which are different tastes?

Identifying different tastes – sweet, sour, salty etc.

Various kinds of food items in Tiffin, Mid-Day Meals, Meals at home Various kinds of food items in Tiffin, Mid-Day Meals, Meals at home Sources of food Where does the food come from?

Who produces food?

Where?

Where do we buy food from?


Sources of food Farmer (farm, field etc.)

Ration-shop, Other shops, Canteen etc.
Kitchen Mid-day meals Materials Pictures/ Illustrations Activities/ Processes Swinging of arms, body rotation Clock-wise and counter clock- wise movements Sway like a tree Motion/action songs related to movements Identifying colours while eating together mid-day meals or tiffin Identifying tastes while eating together mid-day meals or tiffin Question-answer Discussion regarding awareness about shops providing food items Mock-plays (Action as shopkeeper and consumers, Cooking food etc.)
Where the food is prepared at home?

Which food we eat everyday?

Different foods in different seasons 4.

SAFETY AND SECURITY Getting help during emergency Whom/Where should I go for help in emergency at home/ school during sickness or injuries in school bus?

Seasonal food items, vegetables, fruits etc.


Mid-day meals, tiffins, fruits which are locally available Question-answer Songs Blackboard Charts Reporting to the teacher in the event of injury and/ or sickness in school (class-room/ playground) Reporting to the elders in the event of injury and/ or sickness Demonstration and Discussions Demarcation of sports grounds/playfields, cleaning and keeping it free from hazards, i.e.

: Removing Glass, paper, plastic etc.

5.


WE AND OUR ENVIRONMENT Sources of safe What are the sources of safe Sources and quality of the water we Source of drinking water in Visiting sources of drinking water and Listing them for 12 Theme/ Sub-Theme drinking water Use of Toilets Cleaning up after meals Questions Key Concepts Resources drinking water?

drink Where do we go for toileting?

How do we keep the toilet and myself clean?

Why do we clean up after taking food?


How do we keep surrounding clean before and after eating meals?

Proper use of toilet Cleanliness after toileting Cleanliness (self and environment) Healthy habits the school, home and public places.

Posters, Visual Aids Toilets (open and closed) Mid-day Meals, Tiffin, Taking meals at home and picnic.
Activities/ Processes Discussion in the class Sharing of experiences, discussion and demonstration Sharing of experiences, Discussion and demonstration 13 Class-lII Theme/ Sub-Theme Questions Key Concepts Resources Activities/ Processes 1.

HUMAN BODY Growth and Development How do we breathe?

Breathing Basic understanding of breathing pattern and body sounds Own body, charts, models Seeing How do we see?

Basic Understanding of vision Hearing How do we hear?
Basic understanding of hearing Pictures / Charts / Models of Eyes and mechanism of seeing Pictures / Charts / Models of Ears and mechanism of hearing Demonstration and Imitation (Actions of stomach and chest Normal and deep breathing Huffing, puffing, sneezing etc.)
Demonstration and Imitation (closing and opening of eyes) Seeing far/near Demonstration and Imitation (Keep your hands on the ears Listen to teacher / each other Listen to various type of sounds Compare the types of sounds (automobiles, songs, TV programmes, music, drum, water etc.)

Avoid listening to high volume of music – disadvantages) Healthy Habits: Hygiene What should we do to maintain personal hygiene?

2.

MOVEMENT EDUCATION Neuromuscular Coordination How do we combine various physical movements?
Maintaining cleanliness of our body (hair, eyes, nose, teeth, ears, nails, skin) Proper toilet habits Importance of proper clothing and footwear Proper play and rest Neuromuscular Coordination Coupling of Movements ; e.g.

Can we combine: 14 Charts, posters, models Demonstration and discussion Action songs Open space Lime powder for marking of the ground Performance of neuromuscular co-ordination, activities like jogging, running, hopping, leaping, rolling etc.
Theme/ Sub-Theme Questions Key Concepts Resources Activities/ Processes walk and run sit and stand stop and walk hop and walk bend and roll walk and run/leap walk and jog Walk, jog and run forward and backward running Developing strength Judgment and decision-making Strength and Judgment What is throwing & catching?

How do we throw and catch any object?

How far & high can I throw the object?


Throwing/Catching the ball Developing strength, judgment and decision-making Coordinative Abilities How do I run with my partner by holding?
Eye-hand, eye-leg and neuromuscular coordination and motor fitness Open space, balls of various sizes, Lime powder for marking the ground Open space, balls of various sizes, Lime powder for marking the ground Open space Lime powder for marking of the ground Throwing and catching in pairs and in groups (simple and manipulative) Throwing to various distances and catching from various distances Throwing the ball farthest and highest Running in pair while holding hands Playing chain Three-legged race How can I toss?
Tossing and decision-making Classroom and playground Tossing the coin/ ball/ shuttle cock/tennikoit ring/frisbee Taking decision about choosing head or tail and deciding about the turn on any game Fundamentals of tossing of various sports object Combative Skills Can we move (pull, push) the objects around us?

Combative Actions Wall, sports equipment, partners Hand pull/push Line pull/push Back to back pull/push Wall-push 3.
WE AND ENVIRONMENT 15 Questions Key Concepts Resources Theme/ Sub-Theme Cleanliness of Surroundings How can we keep our surroundings clean & beautiful?

Maintaining cleanliness of class- rooms, playground, toilets and bathrooms, home, room, utensils Proper management of garbage 4.

FOOD AND NUTRITION Likes & Dislikes about food What are food items that we like most?

What are the food items that we don't like and why?
Habit of appreciation of food Removing unfounded dislikes Wholesome Diet Why should we take wholesome diet?

Constituents of food (energy, body building, protection) Variety of food Why do we include various food items in our meals?

Implications of junk food Frequency of taking food Importance of including a variety of food items in diet and frequent eating sumptuous diet.

5.

SAFETY AND SECURITY Keeping safe What can we do to Safety measures keep ourselves safe and how?

6.
6.

SOCIAL HEALTH Fire, electricity, fire crackers, water, animals and insect bites, sharp objects, insecticides 16 Activities/ Processes Demonstration for using various equipment like broom and dust pan; disposal of waste Discussion Question-answer Songs Experience sharing Class-room, playground, toilet, bathroom, home, room, sitting table, chair, school bag, lunch box, other utensils, chalks, paints, posters etc.
Mid-day meals, Tiffin, Meals at home, fruits which are easily and locally available Wholesome food items Demonstration of food material Charts Posters Mid-day meals Observing implementing mid- day meals programme Using picture story Tiffin, Food at home, Mid-day meals Discussion and Demonstration (Exercises depicting food functions Bring variety of foods on particular days Special foods during festivals) Discussion on chart of balance diet Demonstration Role-play Group Discussion Sharing experiences First-aid materials (Creation of standard First- Aid Kit) Available safety gadgets, Materials Theme/ Sub-Theme Family Questions Key Concepts Resources Activities/ Processes Who looks after me at home?
How my family is important to me?

Concept of family Open space Group activities and games − Family as a support Story Pictures system − Co-operation − Respect for each other and elders − Respect for other gender Story-play and discussion based on story Sharing of experiences Social relations What do our elders feel?
Communication with grand parents, parents, neighbours and teachers Picture stories on , social interactions, home, school Sharing of experiences on talking to grandparents/parents/ neighbours/teachers about their childhood 7.

CONSUMER HEALTH AND SPORTS SERVICES People/ Personnel as caretakers Who will help me when I am sick or injured, tired or uncomfortable?

Role of family/ teachers, health/sports professional Use of Toilets Where do I go for Proper use of toilet Cleaning up after meals toileting?
How do I keep the toilet and myself clean?

Why do we clean up after taking food?

How do I keep surrounding clean before and after eating meals?
Cleanliness after toileting Cleanliness (self and surroundings) Healthy habits Pictures Study materials Discussion Role-Play Story AV-aids Posters, Visual Aids Toilets (open and closed) Mid-day Meals, Tiffin, Taking meals at home Sharing of experiences, discussion and demonstration Sharing of experiences, discussion and demonstration 17 Class-lV Theme/ Sub-Theme 1.

HUMAN BODY Questions Key Concepts Resources Activities/ Processes Heredity and Environment In the family.
whom do I resemble physically Whom do I resemble in my behaviour?

Role of Heredity & Environment in shaping self.

[height, weight, habits, voice temperament etc.]

2.

MOVEMENT EDUCATION Physical Exercises Why do we exercise?
Objectives of exercises: Good for health and fitness Base for sports performances Importance of warm- up, rest and sleep Stories Sharing of experiences of children’s life Photographs of twins, look- alike people in the family Materials on child’s own experience in family, school and community.
Open space Charts Whistles Lime powder for marking Exercise on two, four and eight counts Calisthenics Jogging, Running Simple stretching General warm-up exercises - Toe-to-head - Head-to-toe Speed and Power How fast can we run?

How high can we jump?

How far can we throw?

Can we crouch and roll our body and also maintain the balance?

Coupling Motor Ability Coordination Can I do rolling with my partner?

Can I roll on the line?

Can I roll on the bench/beam?
Speed Power Stop watches, open space, measuring tape Sprinting, Running in Variation Vertical jump Standing broad jump Running long jump Developing flexibility and balance Mats or Soft surface with carpet/dari on it Forward roll, Backward roll, Forward roll and Leg split, Backward roll and leg split, Cartwheel Coordinating motor ability with partners and objects Mats or Soft surface with carpet/dari on it Open space/Indoor Rolling with partners (double/triple) Free play (informal games & sports) 18 Theme/ Sub-Theme Questions Key Concepts Resources Activities/ Processes Rhythm and Reflexes Can I perform on command/rhythm?
Reaction time Whistle Clapper 3.

WE AND ENVIRONMENT Lighting and Ventilation Why do we need light and air?

Water & Water Supply How is water supplied to the people?
Responding to command Responding to rhythm Importance of adequate lighting and ventilation for health Charts, Experiments, Field visits, Observations Difference Pictures Study Materials between clean and dirty water Sources of water supply Agencies responsible for water supply Positions of ‘On your marks’ and ‘Go’ Positions of Attention, Stand- at-ease, Right-turn, Left-turn, About-turn Marching on-the-spot (Kadamtal) Sharing of experiences on: Requirement of air and a well lit environment Discussion and Demonstration on: (i) Various ways of water supply (ii) Differences in rural and urban areas Water purification How can we differentiate between pure and impure water?
How can we purify water at home?

Water purification Study materials Discussion & Demonstration methods Things/articles needed for water purification (water purifying experiment in the class ) 4.

FOOD AND NUTRITION Wholesome food and Junk food What are the harmful effects of junk food?

Wholesome food and junk food: Differences Food hygiene and Storage Which are the food items that get spoilt soon and which don't?
Basics of food storage and hygiene Demonstration, observation of practices of healthy eating habits Pictures of wholesome food and junk food / Charts, Posters, Magazines Pictures, Demonstration, Discussion Food items in Mid-day meals Programme Food path in the human body Where does the food go when we eat ?
Functional digestive tract Charts and pictures, Models Demonstration, Discussion 19 Theme/ Sub-Theme Questions Key Concepts Resources Activities/ Processes Malnutrition What is malnutrition and its causes?

What are the effects of malnutrition?

Pictures Discussion Study materials Malnutrition and causes of malnutrition Deficiency problems, obesity.

5.

SAFETY AND SECURITY Road Safety How do we cross the road?

Walk-ways, Zebra- crossings How traffic is controlled on the road?
Traffic signs Charts, Drawings, Models, Road- safety literature Mock-play (Policeman, driver, pedestrian, cyclist etc.)

Action-songs Demonstration of traffic signals - Charts 6.

SOCIAL HEALTH Social Relations How many friends do you have in neighbourhood and in school?

Social relations: Picture stories Home, Neighbourhood, Other study materials Society Psychological Security What things are you afraid of in your daily life?

Types of fear, Introduction to Coping skills How do you cope with your fears?
Relationships through play How do we play together?

Materials on Child’s daily life experiences Workbook Discussion/Sharing of experiences from Home, Neighbourhood, Society Interactive activities focused on experiential learning Interpersonal relations and belongings, Recreational skills Markers, cones etc.

Circle games, Tag games, Relay drills and minor games 7.

CONSUMER HEALTH AND SPORTS SERVICES Human resources and services of play and health management Who can help me to learn games and sports?
Teacher, Coach, Captain, Trainer, Teacher Pictures and Charts, Available resource material Discussion, Visit to stadium, PHC/Hospital.

Fire Station Demonstration of First-Aid Kit/ Illustration Who can help me in case of injury?

Whom can I approach in emergency?

Emergency on road, in park, play ground, school, home Ambulance, First-aid, 101, 100, Dispensary, Hospital, Primary Health Centre, Child help line.

20 Class-V Theme/ Sub-Theme 1.


HUMAN BODY Questions Key Concepts Resources Activities/ Processes Structure & Functions of the body How does my body function?

Postures Why do we have correct postures Discussion, Demonstration Breathing Exercises Understanding of the body systems i.e.
functional anatomy and physiology, skeleton, muscular, respiratory, circulatory, digestive, excretory Charts Models Study materials Own body Correct Postures: Chart, Pictures Demonstration and practice Sitting, walking, running, lying, lifting objects Study materials postures while sitting, walking, running, lying Worms How are we affected by worms?

How can you treat worms?

How can they be prevented.


Description of worms, reasons for being affected by worms, sources of worms, routes of entry of worms in the body Charts, Model Life specimen School Health Services Study materials What are the symptoms of worm infection/infestation?

Preventing and Treating worm infection Proper use of toilet & washing hands.

Posture while lifting objects Posture while working on computers Story Telling School Health Check ups Situational analysis: (Some maths problems : e.g.
If Mahesh eats 250 grams rice and 50 grams dal and the worms in his intestines eat half the food how much of his food do they eat in a week?

There are 50 female worms in Rupa’s intestine.

One female worm lays 2,00,000 eggs in a day.

How many eggs would the 50 female worms lay in all?

More problems could be made on cost of treatment) 2.

SPORTS SKILLS ABILITIES Indigenous and Self-defense activities What are the popular games in our region, which we can play ?

What are the games of Indian origin?
How can I be ready to save myself from attack of an Local games Games without apparatus, Demonstration and Discussion Games of Indian origin Self-defense, Martial Art, Games of different parts of India, Lathi, Kalapati, Lime powder for marking of ground, whistle Judo mats Playing locally popular games Kho-Kho, Kabaddi Martial Art – Judo/Karate/ 21 Theme/ Sub-Theme Coordination, Flexibility, Balance and Timings Questions Key Concepts Resources Activities/ Processes opponent?
Wrestling, Salambam Taekwondo What are the ways to have my body in control and balance?
Self-testing activities and use of large muscles Wooden Boxes of different heights Demonstration & Practice of skills Dive-and-Roll, Cart-wheel (in movement), Hand-stand, Turns and jumps, Pyramids Demonstration & Practice of skills Track Events (dashes- standing and crouch start, relay, simple hurdles) Jumps (running long jump, modified high-jump, hop-step- jump) Throws (Cricket ball throw) Mats (if available) Stop-watch, lime-powder for marking, relay batons, bamboo sticks/Rope for high jump, long-jump pit, cricket ball, measuring tape Study materials Field visits and locally available resources Demonstration and discussion on all aspects of personal hygiene and cleanliness, how to use toilets at home and at the school?
Experience sharing on habits of personal hygiene Plastic articles Items-show Discussion with children on what happens to the environment by haphazard disposal of plastics Arrange field visits to the local water purification and distribution plant Locally available resources Indigenous practices Track & Field Events How can I perform like an athele?

Basic Skills – Running, Jumping and Throwing 3.

WE AND ENVIRONMENT Personal Hygiene How can I observe personal hygiene?
Cleanliness Different types of toilets Why do we need toilets?

Plastic Waste How plastic is important in life?

Water purification at community level How do plastics harm the environment?

How do we safely use plastics?

What are the methods for water purification at the community level?

Which are the Agencies involved in Water purification.

4.

FOOD AND NUTRITION Food culture What are our traditional food habits?
Plastic substances, Use and Abuse of plastics Safe disposal and Recycling of Plastics Processes of Water purification at community level Traditional food habits and health.

Locally available resources in various cultures Question-answer Experience sharing Demonstration – different ways of eating 22 Theme/ Sub-Theme Nutritive values of food Questions Key Concepts Resources Activities/ Processes What are the nutritive values of different foods?
Food values Food items, recipes Preparing food and discussing about food values while sharing meals.

Daily Requirements Why different age groups have different daily requirements?

Different needs of different age and work-groups Pictures Charts Experience-sharing Workbook Food borne Diseases What are the diseases caused by food contamination?

How to prevent it?

Eating places What precautions should be taken while eating outside?

5.
5.

SAFETY AND SECURITY Survival Skills What should I do in the event of natural calamities?
Causes of food contamination Newspaper items Reading, Discussion Prevention of food contamination Do’s and don’ts of eating outside Visits the places to observe and note the findings Charts/Pictures Outside/road- side eateries, dhabas Prevention and principles of safety (Hazards of water, fire and natural disasters) Study Material Charts, Posters Demonstration, Interaction Opportunities to develop confidence in water, fire and natural calamities Demo for correct use of appropriate use of safety equipments like fire extinguishers etc.
Discussion, different creative activities Interactive group-discussion Group Dances LEADUP GAMES : - Rolling and Kicking - 10 passes basket ball - Bucket Cricket - Circle Kho - Tunnel Ball - Teniquet 6.

SOCIAL HEALTH Self-esteem What do you think you are good at?

Uniqueness & Self- esteem Does your elder brother/ sister/ classmates/friends bully you or do you bully others?
Self-image Managing relations Child’s own experiences Child’s own experiences Input from siblings, class- mates Peer-group Relation Can we play in group, enjoy and do not fight?

Harmonious relations Respecting self and others Lead-up games Minor games Understanding winning & losing What happens if I win?

What happens if I lose?

23 Theme/ Sub-Theme Questions Key Concepts Resources Activities/ Processes - Target kicking - Leg Cricket MINOR GAMES : ON THE BANK IN THE POND 7.
CONSUMER HEALTH AND SPORTS SERVICES Physical resources and services of play, fitness and health management Where can I go for health fitness?

Where can I go for medical advice?

Stadium, Club, Akhara, Vyayamshala, Sports Centre, School, Community Centre etc.

Dispensary, Hospital, Primary Health Care Centre List of Health Fitness Centres Information session Group work Resource material preferable a list of addresses and means to contact (postal addresses, telephone number etc.
), means to reach the venue (modes of transport available, routes, fare etc.)

24 Class-VI Theme/ Sub-Theme 1.

HUMAN BODY Questions Key Concepts Resources Activities/ Processes Growth and Development What is growth and development?

Meaning of growth and development.

Height-measuring equipment/ Marked wall Weighing machine Measuring height and weight of the students What is the difference between growth and development?

How do boys and girls are similar & different?


Difference between Quantitative & Qualitative changes Charts Posters Discussion variations in height and weight Physical characteristics - Concepts of Body image School Health service Models, Charts Norms of height/weight Records of Anthropometric movement Group-discussion and experience-sharing How my body functions?
Functional organs- Systems in relation to Health fitness Figures Charts Photographs Workbook/Group work Bones and their function Pictures of the skeletal system (back and front) - Feeling and counting the bones of the body as one sees a picture of it Nutrients for Bone formation - Physical activities like running, jumping, skipping Bones What are the different kinds of bones in our body?

How are they joined to each other?

How are they formed?

How can we make our bones healthy?


Common Injuries of Bones What do I do for a broken bone?

Keeping bones healthy First aid for fractures A cardboard pipe, a piece of rope or thread to show vertebra.

Show chart, discussion on experience.

25 Theme/ Sub-Theme Disabilities and Difficulties Postural Defects Protection from the Diseases Questions Key Concepts Resources Activities/ Processes How do I perceive differently abled persons?

What are the different postural defects?

Why do we fall sick?


How does the body protect us from disease?

How can we help improve our immunity?

What is immunization?
Different kinds of disabilities Learning to understand and to help persons with physical disability Study materials Pictures and other illustrations of differently abled people performing different roles Walking up the stairs, visiting the toilet, writing on the blackboard, eating your food after tying your knees with a rope, wrapping your fingers with a cloth Discuss on the difficulties faced Remedies Immunity and immunization: brief description of the immune system; causes of illness, role of immunization Experience of illness disease, pain, discomfort; Common health problems: (Check Class IX science syllabus) Check-list Demo and feedback Corrective Exercise Make separate groups of girls and boys and make a chart of the types of exercise each person does on each day of the week.
Discuss these.

Also discuss what are the things one does to relax.

Is there a difference between the boys and girls?

2.

PHYSICAL FITNESS Physical Fitness Are we healthy?

Concept of Health Charts Am I physically fit?

Concept of physical fitness Information material Classroom session on physical fitness : Discussion, Explanation How can we become more fit?
Strength, Endurance and Flexibility Work-book Motivational techniques Pictures of athletes and sportspersons Sports bulletins Sports records - making and breaking Introduction to Components of Physical Fitness How fast can we run?

How strong are we?

Assessing speed Assessing strength Open space Lime powder Demonstration & Performance Medicine balls Minimum strength Test 30 M & 40 M Dash Practical exercise like running, short sprint, broad jump, 600 mtr.

run.
run.

26 Theme/ Sub-Theme Questions Key Concepts Resources Activities/ Processes How flexible I am?

Can I coordinate my movements?

Test for flexibility Coordinative abilities Sprints – dash running, Strength - squats, medicine ball exercises etc.

Sit and reach-test Test for flexibility, Minor Games Aerobics, folk- dance (solo, pair, group) Folk-dance resources (music/equipment) Leaders and followers Can we be ready for instruction?

Are we able to impart or follow instructions?


Player and Sports personship How can we become sportspersons?
Formations Markers Count-in-two/three Line, file, circle, oval, triangle, diamond, rectangle, square, pyramid Working/ response to command Working in formation and groups Learning motor skill Observing ethical values Participation in competitive sports Regards for rules, regulations and judgments Team-spirit Microphone/ PA System Drum Making students to form the desired formation and perform some kind of group- activity in a particular formation Demonstration, Practice (Individual/ Group & Team) Material on fundamental skills : (Reinforcement of previously acquired skills and fitness) Track and field Gymnastics** forward roll, backward roll, sideward roll, balance on one leg, cat and scissor jump, 180 turn on leg.
Team Games & Sports (any two) Kabaddi, Kho Kho, Volleyball, Badminton, Judo, Basketball, Cricket Meaning and How yoga is Benefits of Yoga Daries, Charts, Surya namaskar, Tadasan, 27 Theme/ Sub-Theme Important of Yoga Questions Key Concepts Resources asanas video clips suitable for me and why should do asanas and pranayam?

3.

WE AND OUR ENVIRONMENT Microbes – useful and harmful; What are microbes?

What are the different types of micro- organisms?


Microbes – useful and harmful; how they cause disease and how they are useful?

Observation Water borne diseases How water-borne microbes cause disease?

Water and Food- borne diseases Charts, Models, Slides, Field visits Diseases transmitted through fecal matter How are these diseases transmitted?
Transmission of fecal during rainy season food borne diseases Charts, Models, Slides, Microscopes Activities/ Processes Vrikshasan, Bhujangasan, Shalabhasana, Pranayam Observing the conversion of milk to curds, fermentation for idalis and bread Demonstrate the useful effect of microbes by curdling milk in the class room; raising of dough.
Talk about soil microorganisms and how they help maintain soil fertility Role play – A group of children could represent disease causing organisms, some of them can represent children suffering from these diseases; in-built message of prevention and protection from these water and food borne diseases Call a local doctor of a nearby PHC/ Hospital/Clinic and let the children interact with him/her.

Demonstration, Lectures 4.


FOOD AND NUTRITION Purchasing, consuming and preserving nutritious food What is the availability of food?

What are the food we preserve and why?


Diversity of Indian foods, seasonal and locally available food Purchasing food and economics of foods, consuming patterns based on economic levels, food practices and preservation of food values, cooking methods 28 Locally available foods, Posters, Charts Local markets shops Workbook Explanation Method Visits to presentation and processing units Sharing of Experiences Preparing the locally food items that can be preserved.
Theme/ Sub-Theme Questions Key Concepts Resources Activities/ Processes 5.

SAFETY AND SECURITY Safety outside the school How can we prevent & manage minor injuries?

Accidents-Safety outside school (during excursions) first aid – wounds dressing etc; Bandage, Cotton, Tapes, Medicine Chart and Posters Demonstration Visit to a local clinic/dispensary and site of disaster 6.

SOCIAL HEALTH Gender Sensitivity What are the socially constructed role for men & woman in the family?
Gender and gender difference : feticide Newspaper Cuttings, Charts Discussions Experience Sharing - Sharing of work responsibility stereotype work roles proper gender roles.

-Care study -Drama 7.

CONSUMER HEALTH AND SPORTS SERVICES Patient’s Right Do patient have any right?

Concept of patients’ right Media Coverage Newspapers Sports Awareness What is Olympics & its history.
Olympics flag, torch, emblem, motto, ideals -Pictures -Reading Material Discussions/Sharing of Personal Experience - Listing of different competition Sports Quiz regarding general awareness according to the level of students Olympic flame making project Sports-badges collection Sports-stamp collection Safe water and role of Local Bodies What are the services Government provides regarding safe water?

Are the services Adequate?

Agencies providing safe water.


Agencies Visits to local bodies Study materials Group Work Project work 29 Class-VII Theme/ Sub-Theme 1.

HUMAN BODY Process of Growing-up Menstruation What are the changes that occur at puberty?

Why do these changes occur?

What is menstruation?

How can you keep clean during menstruation?

Myths and Misconceptions regarding growing- up Is there any change in the ways your parents & society interact with you as you are growing?
Sexual Abuse Should girls change their behaviour during menstruation period?

What is sexual abuse?

What can we do when somebody is sexually abused?
Questions Key Concepts Resources Activities/ Processes Difference between boys and girls during growing-up Puberty Menstruation Common menstrual problems Study material, Drawings and Figures Interaction Discussion Life skills focused activities - Question Box Models of reproductive system Films Emotional changes Work book Sexual Health, Hygiene and Genital Hygiene Need for cleanliness during menstruation Body consciousness Drawings and Figures Interactive session Discussion Reading Material Life skills focused activities Study material, Stories, poster, newspaper clippings.
Discussion Story Telling Role Play Life skills focused activities Attraction towards opposite sex Socio-cultural norms Parent adolescent relationship Common myths and misconception regarding growing up and menstruation Touch including unwanted touch sexual abuse Prevention of sexual abuse Life skills 30 Theme/ Sub-Theme Concept of Body Image Questions Key Concepts Resources Activities/ Processes Whom do you consider beautiful?

Is physical beauty the only thing that makes a person beautiful and likeable?
Concept of beauty, body image Misconception about body image Advertisements about Cosmetics, Clothes etc.

Stories and Life- experiences Information Sharing experiences of great personalities Examples of famous players, actors/actresses etc.

2.

SPORTS SKILLS Motor skills How many more activities we can play?

Opportunities to play games and sports Play ground Gymnastic beams & benches Mattresses Rhythm How do we move smartly?
Developing ability of naturally responding to : command, limited space, group-work, formations Microphone/ PA System Markers Drum Fundamentals of track & fields events - 100 m. run, 600 m. run/walk Basic gymnastic Balance on one leg, jumps, turn 360 degree Games (As per available facilities) : football, hockey, basketball, cricket, kho-kho, kabaddi , badminton, volleyball, swimming, judo, wrestling etc.
Marching on command Marching formations Exercising with Apparatus : Lezium, Dumbbels, Tipri, Wands, Hoops, Ropes, Balls, Ribbons Aerobics and other group- activities Yoga Why do we do Asanas?

For healthful living Yoga Charts Orientation to Yoga What is Mudra?

Postures Posters of Yogic practices Gomukhasana, Yoga- Mudra, Viparitkarani, Sarvangasana, Matsyasana, Halasasana, Ujjayi (without Kumbhaka), Shavasana 3.

WE AND ENVIRONMENT Vector borne disease What are vectors?
What are the life cycles of different vectors Vector’s Life Cycle Life cycles for prevention & treatment for illness.

Charts, Models, experiments Watch and write about mosquito behaviour Real life situations Observations Watch different mosquitoes under a microscope 31 Theme/ Sub-Theme Questions Key Concepts Resources Activities/ Processes and discussions Slides Visit a microbiology lab and see slides of Plasmodia etc – like mosquito etc?

How do vectors carry diseases?


How do we break the life cycles of vector in order to prevent the diseases?

Environmental Pollution & Health What is a good environment?

Concept of good environment Charts, Models What are the sources of Environmental Pollution & how we can prevent it?

- Pictures Listing of different sources of Environment Pollution -Interaction -Discussion -Reading Material Different sources of Environmental Pollution & its effects on health.

Steps for prevention of pollution.

4.


FOOD AND NUTRITION Preparing Foods How to prepare food nutritiously?

Preparing new and old recipes Some recipes Making some recipes What is the relation between food and festival and celebration?

Who purchase cook and serve food?

Preparing foods for celebration - festival / special occasion and its food value for health.

Meals prepared by students.

Study material.


Listing of festival foods Organizing a small community meal or class- meal (pre/post any festival) 5.

SAFETY AND SECURITY Common Injuries How we deal with common injuries?

Simple common injuries Identification & Treatment First-Aid Box Practicals & Role play 32 Theme/ Sub-Theme 6.

SOCIAL HEALTH Questions Key Concepts Resources Activities/ Processes Community Health What is our Social responsibility responsibility towards the health of self and community’?
Our role as a change agent Peer and Social Pressures Adapting to Situations and Changes Outstanding personalities in Health and Sports Positive Use of Leisure Time Did any friend pressurize you to smoke a cigarette or drink alcohol or try a drug?

How can you say ‘No’?

How to cope-up with the stresses of changes during growing–up?

Who are your role models?

How can they influence our society and culture?

How did the personalities contribute to these discipline and society?
When you are free what is that makes you happy?

What make it difficult for you to do things that make you happy?

How can you reduce these barriers?

Community based projects Discussion Role Play Work book on health and habits Checklist of responsibilities and self- assessment proforma Advertisements, wrapping papers, warnings, packets etc.
of related items Informative material Peer pressures Ability to say ‘No’ Health hazards of smoking, alcohol and drugs abuse Changes occurring during growing-up Material Observation of self and others Discussion followed by guidance Role Models in relation to different games and sports.

Role Models Story-telling Biographies, movies, posters, T.V., radio, magazines, newspapers highlighting local/ panchayat level achievers etc.
Life-experiences Discussion about the local heroes, outstanding students in the school or currently popular personality in any field Creative leisure - Material - Chart, poster - Film Play, exercise, reading books, poetry, singing, dancing, play-models Identifying individual potentials through observation.

Guidance to find ways for utilizing time 33 Theme/ Sub-Theme Questions Key Concepts Resources Activities/ Processes 7.

CONSUMER HEALTH AND SPORTS SERVICES Govt.

Health Services What are the Govt.


Health Services?

How does advertisement affect healthy behaviour?

Structure and function of different levels of health care.

Role of advertisement on health Literature – Information bulletins, circulars, brochures, newsletters etc.
-Newspapers, films, radio, Electronic & print media Meeting with Government health functionaries Visit to local sub-centre/ dispensary -Self Assessment - Creating healthy promoting Advertisement Sports Scholarships and Awards giving Agencies Is there any scholarship in sports for winning medals or for participation in sports?

Availability of scholarships at school / zonal / inter-zonal / district / state / national / international level Information Bulletins, Brochures News Clippings etc.
Preparing list of the scholarships and / or awards available (specifying name, amount, eligibility, duration etc.)

34 Class-VIII Theme/ Sub-Theme 1.

HUMAN BODY Mental Health Questions Key Concepts Resources Activities/ Processes What is the difference between Mental Health and Mental illness?

Concept of mental health and mental illness.

Charts, Posters Materials Observation of behaviour of people around (home, neighbour, society, school etc.)
and in different situations (happiness, sorrow, winning, losing etc.)

followed by discussion and counseling Discussion School Health checkup Referral and follow up Discussion and other co-curricular activities and games and sports.

Growth and Development What are the major causes of defects in eyes and ears?

Role of heredity and environment Defects related to eye and ear Emotional Development Why am I in such a bad mood?

How can you take control of it?

When do I get angry?

How can I manage my anger?


What is shyness, what are the causes of shyness?

What can someone do about shyness?

How can you overcome it?

Emotional changes concern for physical appearance, assertion of individual identity, existing social values and norms : moods, anger, shyness, etc.

Identification of causes for mood swing during adolescence and strategies to overcome it.
Models, Charts School Health Services Reading Material Books Charts depicting different moods Target / goal- setting and identifying strategies to achieve it What are your goals?

Goal-setting How can you achieve them or not achieve them?

Identifying own strength and weaknesses Reading Material Books How can you be positive?

How can you focus Planning strategies to achieve set goals Each student could draw a hexagon and write one goal they have in life in its center.
Then on each side of the hexagon write the answer to the following question: Is your goal clear?

Is it realistic?

Is it achievable?

When can 35 Theme/ Sub-Theme Questions Key Concepts Resources on accomplishments and not on failures?

2.

ORIENTATION TO SPORTS SKILLS Sports Skills (- For recreation - For Competition) Can we recreate through physical activities?

Recreation through physical activities Reading Material Depending upon the nature of recreational activity How many more games we can play?
Learning of Basic Sports Skills Fundamental skills of nay two major games as per the availability of facilities Activities/ Processes you achieve it?

What will you have to do in order to achieve it?

How will you know when you reach it?


Setting goals for your physical accomplishments, competing against own/others’ sports records and performance Evaluating the opponent team and planning own team’s strategy Activities Recreational Games – badminton, table-tennis etc., Party Games Modified Games Football, Hockey, Basketball, Cricket, Kho-Kho, Kabaddi Volleyball, Swimming, Judo, Wrestling etc.

TRACK & FIELD GYMNASTICS Match Practice (before / after school) Agility How can we test our agility?
Agility for fitness Yoga What are the asanas and kriyas we can perform?
Flexibility Static contraction of muscles 36 Measuring tape, stopwatch, whistle, open space, lime- powder for marking Charts, Posters, Graph, Photographs Pushups/modified pushup Bent knee sit-ups Shuttle run Performance of Halasana, Ardha- Matsyendrasana, Paschimotanasana, Theme/ Sub-Theme Questions Key Concepts Resources Concentration Balance of Yogic Practices Activities/ Processes Gomukhasana (Baddha hasta), Bhadrasana, Tadasana, Uddiyana Bandha, Agnisara Water hygiene and sanitation, water management, kitchen garden, using grey water Field visits, Charts, Slides, Models Harvesting structure in the school Raise and maintain the kitchen garden 3.
WE AND ENVIRONMENT Water and hygiene sanitation What is the importance of water conservation?

How do we prevent water wastage – at the personal level, family level and community level Using water wisely Demonstration of water management in home and school Collection of seeds of all locally grown crops and making an indigenous seed bank in the school Discussion and sharing the experiences of peer group Seed banking What is seed - banking and how to do it?
Seed banking, learn about indigenous seed varieties and its impact on health.

Seeds, Soil, Water etc.

4.

FOOD AND NUTRITION Food practices What are different types of food practices?

GM (Genetically Modified Food) What are the GM foods?
Food choices and mixes Charts & Posters Shifts in food practices Globalization of food practices Seasonal foods and festivals Fasting, nutritional anemia GM foods – debate about the usefulness and the harm that these foods can cause Debate on the GM foods amongst the children Reading Materials Picture of GM Food Samples 5.
SAFETY AND SECURITY Safety from Animals and treatment of animal bites How can we prevent and treat immediate attack on our body from Knowledge about providing first-aid- incase of snakebite, animal attacks, dog- Use of first aid materials to tackle the problems Demonstration Preparing practical file mentioning steps to tackle animal attack 37 Theme/ Sub-Theme Questions Key Concepts Resources bites animals?

Where is treatment available?


Hospitals, PHCS Material First-aid What are the situations which require first-aid?

First-aid box Activities/ Processes along with providing first-aid, Role Play Practical classes of first-aid, bandaging.

PRICER – Prevention, Rest, Ice, Compressor, Elevation and Rehabilitation 6.

SOCIAL HEALTH Qualities of socially healthy persons Am I a socially healthy person?
Resource Material, Media Material Discussion Experience-sharing (peer group) Guidance and Counseling Listening to others, doing negotiations, making decisions, being assertive, solving problems, being confident, caring for nature, doing activities for relaxation, reacting to strangers, caring of the aged and developing leadership skills 7.

CONSUMER HEALTH AND SPORTS SERVICES Health Programmes and Blood Banks Do health services respond to our needs?
National health programs including NRHM (National Rural Health Mission) Information bulletins, brochures, newsletters Group Project on experiences with health services in family and community Role of Media and Advertising How do we make them responsive?

What is the influence of the media and advertising on our health and/ sport promotion?
Blood banking, blood groups, and blood safety Patients’ rights, role of school and Gram- Panchayat, Community Role of Active media Advertising and Health Advertising and Sports Information bulletins, brochures, newsletters Resource Material Organising blood donation camp Campaign Project to gather advertisement related to health and sports information 38 Class-IX Theme/ Sub-Theme 1.

HUMAN BODY Questions Key Concepts Resources Illness and Disease Why do we fall ill?
Causes of illness Reference books, Charts How can we manage illness?

Procedure to deal with various kinds of illnesses Websites dealing with the knowledge, Models Communicable and non communicable Diseases Are you aware of communicable and non communicable diseases?

Growth and Development What are the factors affecting growth & development Enlisting and knowledge about communicable diseases.
Also information on Reproductive health including RTI’S/STI’S, Risk factors, myths and misconception of HIV/AIDS, Responsible Sexual Behaviour Heredity, Environment, Socio-personal factors, Psychological security, Suicides and its prevention, Mental illnesses, Emotional relationships, self concept and self esteem Activities/ Processes Discussion, Demonstration & Explanation Discussion, Demonstration & Explanation Reference books, Charts, Websites dealing with the knowledge, Models Reference books, Charts, Discussion, & Explanation Websites dealing with the knowledge, Models, 2.
ORIENTATION TO PHYSICAL EDUCATION & SPORTS EDUCATION Physical Education Objectives of Physical Education Warming-up and Cooling Down What is Physical Education?

What are the Objectives of Physical education?

Need and Importance of Physical Education Reference books, Study Materials Explaining the objectives of physical education like physical, mental, social and emotional development Reference books, class lectures What is Warming-Up?
Role and importance of warming-up Playground How to get ready and limbering down for and after specific Need for limbering down after physical activity 39 Demonstration Participation Interactive sessions Discussion Playing games after warming-up Measuring of pulse rate Theme/ Sub-Theme Questions Key Concepts Resources Activities/ Processes Physical Fitness physical activity?

What is Physical Fitness?

What are the effects of Physical fitness on our human body?
Concept about Physical fitness Reference books.

Components of Physical Fitness Stopwatch, measuring tape Conducting physical fitness tests like- Short runs, Distance runs, Sit- ups, Pull-ups, Pushups, Vertical and Standing Broad jumps.

Measurement of Growth Can we measure the growth of our human body?

Assessment of Growth Stadiometer, weighing machine, measuring tape Age Appropriate Index Sports Training What is sports training?
Aim, Characteristics and Principles of sports training Reference books Playfield, stopwatches, measuring tape, textbooks/reference books Reference books Reference books Excellence in Performance How can we prepared for performance excellencies at higher level?

Fatigue What is Fatigue?

Load and Adaptation What is Load and Adaptation?

How to judge the Load?


Factors affecting the training of an athlete Physical, Physiological, Psychological Environmental Factors Concept of fatigue Causes & symptoms of fatigue.
Remedial measures to overcome fatigue Relationship of load and adaptation Components of load and its importance in training, fitness and health development, Sign and Symptoms of overload 40 Recording the performance of each child and documenting the same Practical demonstration of measuring the body parts and weight and recording the data in the practical file Interactive Session practical use of principles of sports training in playfield with the help of various sports Demonstration and Participation in games and sports Practical demonstration of fatigue factors on playfield using various physical activity Project work, Interactive Session Use of physical activity and various sports along with other training methods on the playfield.
Theme/ Sub-Theme Questions Key Concepts Resources Relaxation How can we relax?

Knowledge and proficiency in sports and motor skill acquisition Are you aware of the evolution of various sports?

What motor skills are required to play a sport?

Meditation and its advantages.

Relaxation through Yoga and various Recreational activities Historical evolution, rules and terminologies of various sports.

Description of fundamental motor skills needed to play a sport and perform.
Knowledge about elite Sport Personalities Playground, Hall or classroom Playfield of various sports, teaching in classroom, availability of various sports equipment.

Biographies about sport personalities Physical, Psycho-social Development Are we ready for Competition?

Meaning and Types of competitions.

Types of Tournament Avenues and levels of competitions Playground, Classroom Reading Materials Ethics in Sports How do you maintain Ethics in Sports?
Introduction and understanding of Ethical and Moral values.
Playground, Classroom, School Complex, Home, Charts Models, Menacans, Story Telling, anecdotal Reading Material Activities/ Processes Practical counting of the pulse after physical activity and recording it in the practical record book for further analysis Selected yogic asanas, meditation and use of various recreational games Sports selection (any two) : Badminton, Basketball, Cricket, Football, Gymnastics, Hockey, Kabaddi, Kho-Kho, Swimming,Table- Tennis, Tennis, Volleyball Combative Sports: Judo, Wrestling Preparing record book Discussion Drawing of Fixtures for competitions namely, Single Knock-out and Single League Assignments Opportunities to participate in sports and various group games in fair play How can we inculcate values through Professional values Role of Physical Marching, Demonstration of activities and playing various 41 Activities/ Processes recreational games Story Telling of various sports personalities Learning and Performing of following Asanas: Ugrasana, Dhanurasana, Simhasana, Uttanmandukasana, Kukkutasana, Nauli and Kapalabhati Observing Compost Pit.
Laboratory experiments in school Health and Physical Education Visits to Recycling Units Theme/ Sub-Theme Questions Key Concepts Resources Physical Education?

Education programmes in inculcating such values Yoga What is stretching?

How can we improve flexibility?

Meaning and importance of stretching and flexibility Charts, Posters, various visual aids 3.

WE AND ENVIRONMENT Waste Segregation & Management What is Waste segregation management?

What is recycling?

4.


FOOD AND NUTRITION Dietary requirements of human body Why do some people need to eat more?

Dietary Requirements with Special Reference to Sports Participation Malnutrition What should I eat more to take part in Sports?

Why?

What are the condition when people need to eat more?
What are different types of Degradable and non- degradable, waste Laboratory of the School Compost Pits Charts, Posters and Recommended dietary requirements for varied nature of work Preparing dietary requirement as per nature of work and documenting in record book Knowledge about special dietary requirements in different age groups and professions, pregnant and lactating mothers Age and work nature appropriate dietary requirements Sports Diet Information Bulletins Preparing check-list for various sports and games Nutritional needs, nutritional needs of girls Information and Photographs relation to Mal Nutrition Discussion Workbook 42 Theme/ Sub-Theme Questions Key Concepts Resources Activities/ Processes Malnutrition?
What is Anorexia and Bulaemia?

Over Nutrition (obesity), Under Nutrition and effect of these on Health 5.

SAFETY AND SECURITY Protection of Self and Others How can we protect ourselves and help others in need?

Knowledge about providing First-Aid in case of drowning, water, fire injuries, injuries on the playfield, burns and the persons to contact after giving first-aid.

Coping with accidents Sexual Harassment What is sexual Harassment?

6.
6.

SOCIAL HEALTH Social Customs How social customs affect our health?

Protection of Natural Resources for Health What should we do to protect our natural resources?

Different Dimensions of Sexual Harassment, Gender Sensitization to Sexual harassment, Sexual abuse.
Gender equality and changing perception of role stereo types of male and female Impacts of social customs on health care, age at marriage breast feeding, practices, family size, son performance Substance abuse and effect on the family & community Learning self-discipline and guiding others Keeping clean water and food resources Optimum use of natural resources Playfield, Classroom, use of dummies.
Materials needed for first-aid to meet immediate requirement for certain ailments like cuts, abrasions, sprain, strain etc.

Care studies, materials related to Sexual Harassment Use of sports field and laboratory of health and physical education.

Asking students to assimilate materials required to make a first-aid box like bandage, gauge, and crepe bandage, few medicines, gentianbiolet antiseptic liquid etc.
- Case studies - Role Play - Discussion Reference books Reading Materials Discussion, Essay Writing, Debate Case study to record Chart Material Demonstration/visit to find the importance of natural resources Agricultural Resource Water Reserved Performing the art of communication.

Demonstration and presentation of Community Education How can we educate the community on healthy living?
Communication and developing community awareness of health care Reading Material Chart Poster 43 Theme/ Sub-Theme Questions Key Concepts Resources 7.

CONSUMER HEALTH AND SPORTS SERVICES Rights and Responsibilities for Health What are our rights and responsibilities for protecting our health?
Patients rights and responsibilities, Consumer rights and protection, Health and technology including telemedicine Rights of consumer through lecture/literature Websites and organizations Activities/ Processes knowledge for healthy living Organizing Quiz competition Adolescent friendly health services relating to information counseling and other facilities Agencies Promoting Sports Which are the organizations promoting sports?
Knowledge about organizations/ associations/ Federations and International Federations Classroom teaching, Lectures Websites of various organizations Visit to nearest associations or by participating in various levels of competitions Assignments 44 Class-X Theme/ Sub-Theme 1.

HUMAN BODY Systems of Human Body Growth and Development Questions Key Concepts Resources Benches of different heights, Stair climbing and playground.
Activities/ Processes Demonstration of various exercises and making students to work on various standardized tests and record their respective fitness levels in a practical file.
Materials Films Discussion Interactive Session Use of visual aids, Sphygmomanometer and stethoscope for measuring blood pressure, tape for measuring circumference Demonstration of measuring BP, Pulse rate, respiratory rate and mid-arm circumference and students collecting data of their classmates The data collected to be recorded in practical file on quarterly basis.
Do you know the effects of exercise on various systems of the body Why does a need to understand Physical, Physiological and Psychological during adolescence?

Can we measure our blood- pressure, pulse rate, respiratory rate, and circumference of body parts?

Knowledge about different types of physical activity inducing changes in our body systems i.e.

effect on muscular, circulatory and respiratory system Process of growing up: hormonal changes, development of secondary sexual characteristic, conception.
Pregnancy, sexual development, nocturnal emission.

Basic pharmacology and how does it has impact on the human body and illness, Vital statistics Knowledge about measuring BP, Pulse-rate and Mid arm circumference Examination of conjunctiva, tongue nail bed etc.

45 Theme/ Sub-Theme Questions Key Concepts Resources Activities/ Processes 2.

ORIENTATION TO PHYSICAL EDUCATION & SPORTS EDUCATION Physical Education How is physical education an integral part of education?
Relationship of physical education with other discipline of knowledge.

Books and various resource materials Tournaments Fixtures of various tournaments What are the types of tournaments and drawing of fixtures?

Knowledge about drawing of fixtures Merits and De-merits of each type of fixtures, Scheduling of matches.

Sports and Games How various sports were evolved?

History of games and sports.
Reference books Interaction Projects depicting use of various disciplines like Application of Maths, Science, Sociology and Psychology in games and sports/Activities Knock-out-Single and double; League – single and double Combination Fixtures: League cum knock- out; knock-out cum league Track& Field events (any two) Sports and games (any two) : Badminton, Basketball, Cricket, Football, Gymnastics, Hockey, Kabaddi, KhoKho, Swimming, Table-Tennis, Tennis, Volleyball, Combative Sports : Judo, Wrestling Preparing record book Rules and Regulations of Sports What are the rules and terminologies governing the sport?
Playfield Dimensions Sports Skills Do you know the area required to play various sports?

Knowledge about rules needed to understand and play the sport.

Awareness about sports terminologies Measurements/ Dimensions of various sports What skills/ Techniques needed to play various sports?

Information about fundamental skills required to 46 Use of Rules book of various sports Playing of above stated games and sports Use of Rules book of various sports.

Playground.
Knowledge from various websites Playground outdoor and indoor sports area Visit to various sports stadiums or schools in the vicinity having various sports facilities Demonstration Practice Questions Key Concepts Resources Reference books and various websites Photographs, Posters of yogic practices, Audio- visual aids School Premises; Camping sites outside the school Activities/ Processes Collection of photographs of various sports personalities and awards and recording in practical file Demonstration and performing of various Asanas: Shirshasana, Shalabasana, Bakasana, Mayurasana (for boys), Hamsh asana (for girls), Uttana Kurmasana (for boys), Anuloma –viloma Trekking; Hiking; Rafting; Community interaction; Community involvement; Leadership qualities; Cultural activities Books and resource materials Preparing charts depicting effects of nuclear and electromagnetic radiation Reference books and literature depicting dietary needs and calories requirement for various people.
Preparation of diet chart in practical file for various categories and age groups of people.

Theme/ Sub-Theme Awards and Rewards in Sports Are you aware of awards given to outstanding sportspersons Yoga Do we feel stressed?

3.

WE AND ENVIRONMENT Healthy Community living How do we live in a community?

4.

FOOD AND NUTRITION Insecticides Pesticides Electromagnetic Radiations Need for Dietary Planning Are you aware of Nuclear issues and Electro- magnetic Radiations?

What is the need for dietary planning?


What are the effects of adulteration?

play a sport Knowledge about Awards in sports.

Various sports personalities on whom these awards conferred Stress and factors inducing stress.

Role of Yoga in stress management Importance of camping; Organization of camping; Relationship with community; Inculcation of values to live together Knowledge about Nuclear issues and electromagnetic radiation.
Food quality: conservation of food; Food for family; Meal planning and dietary needs; using food as treatment; Food and adulteration.

47 Theme/ Sub-Theme Questions Key Concepts Resources Activities/ Processes 5.

SAFETY AND SECURITY Occupational health hazards What is the importance of safety at work place?
First aid Safety while working with machines Resource Material, Media Material Discussion and sharing the experiences of peer group Handling insecticides, electricity, electric gadgets Precautions while taking medicines What precautions should we take while using medicines?

Knowledge about medicines and its side effects on the body How can these be harmful to our body?
Effect of excessive use of medicine Medicines, Charts Discussions and lectures Developing a format for each child Reading material Screening of health by school authorities.

Employing the senior students to record the health data of younger children under the supervision of physical education teacher 6.

SOCIAL HEALTH Education about Health and Role of Institutions (including school, family and sports) in Promoting Health How can we secure our future?

How can we educate people about their health?


How can school be helpful in promoting health of each child?

Commonly abused substance (drugs) Ways of preventing drug abuse Life planning; Thinking for future; Learning to manage adult interactions; Advocacy and health communication; Children as change agents; School role in health care.

48 Theme/ Sub-Theme Questions Key Concepts Resources Activities/ Processes 7.
CONSUMER HEALTH AND SPORTS SERVICES Health Services Is health insurance essential for every person?

What are future careers in health care?

Govt.

Agencies Promoting games and sports in India What is the role of Government in sports promotion?
Economics of health care, Health equity, Access to health care, Health care financing including insurance, Careers in health care SAI, NSNIS, Institutes of Physical Education, Sports School, CBSE, NCERT Yoga Institutions Health promoting materials Case Studies Discussions; Interactive sessions and Quiz competition Sports and Sports Education Promoting Agencies Projects Interactive Session Literature, Information Institutional Profile Reading Material 49