Our Motto

We inculcate the power of possibility to make the impossible possible through the art of learning.

Our school logo consists of a globe and the figure of a victorious child. It stands for our children who are educated here to be the leaders and global citizens of tomorrow. We mould them in such a way that they will become role models with moral, intellectual and behavioural values, inspiring others around the world.

Our Mission Statement

Shempark Public School will strive to provide opportunities for students to become socially responsible, life-long learners through a safe, nurturing, and challenging learning environment

Our Vision

Shempark Public School will work in a synchronizing directed effort to ensure that all students are progressing toward obtaining a high quality education.

Our Aim

• Foster a spirit of enquiry and scientific wisdom
• Inculcate healthy and positive ways of living and care of environment.
• Imbibe principles of empathy and dignity
• Partner with parents in holistic development of their child
• Enable children to contribute meaningfully to the society at large. Ensure that no child is left behind in the learning process.
• Provide best education possible with the available human, financial and material resources.

School Information

Name of the School	Shempark Public School (CBSE)
Address	Vellarivelli village, Morasapatti(po), Idappadi(tk), Salem(dt)., 637 101
Contact Numbers	04283 – 234422, 234433, 9442700830, 9442700844
Email ID	shempark@amala.ac.in
Website	http://www.shempark.ac.in
Name of the Principal	K. Sharmila
Contact Number	9442700826, 6369992617
School Details	Year of Affiliation: 2014 Affiliation Number: 1930482 School code : 55393 Type of School: Secondary, Co-education, Day school Location type: Rural

No of students on Roll

CLASS	BOYS	GIRLS	TOTAL
LKG	24	17	41
UKG	19	28	47
I	15	32	47
II	13	22	35
III	11	28	39
IV	13	25	38
V	10	20	30
VI	10	20	30
VII	VII	14	22
VIII	4	7	11
IX	3	12	15
X	3	9	12

School Academic Performance 2018-19

Class	No. of Students appeared	No. of Students Passed	Pass Percentage
I	37	37	100
II	42	42	100
III	40	40	100
IV	30	30	100
V	28	28	100
VI	23	23	100
VII	15	15	100
VIII	17	17	100
IX	11	11	100

Board Examination at a Glance

Key Strengths of the School :

• Computer-aided teaching, computerized worksheets.
• Model teaching using Audio-visual aids
• Sports camps and Zonal sports participation.
• Seminars, Quizzes and Projects.
• Inter house and Inter School competitions.
• Remedial teaching classes for slow bloomers.
• Subject Enrichment classes for achievers.
• Organic Kitchen garden farming.

II ANNUAL PEDAGOGICAL PLAN 2019 – 20

Roles of Pedagogical Leaders:

• Support Teaching and Learning in Schools This involves instructional leadership so as to support classroom teachers in performing their major role of executing the curriculum, transforming teaching and learning by establishing the norms of persistent quality improvement. Implementation of prescribed curriculum and transformation of teaching methods, updation of latest tools and ideas. This ensures mandatory adoption of learning outcomes based on teaching and learning in all the classes.
• Support Classroom Teachers for implementing the curriculum Learning targets

  Breaking of subjects into number of modules. It will be beneficial to the children if the learning targets are defined in terms of different types of outcomes such as skills, behavior, knowledge, attitudes, values and interests

  Steps for Planning Learning targets

  All learning targets should be expressed in observable behaviour or skills (Target behaviour, Pre-requisite skills, Instruction and Materials required, Criteria of Success)

  Setting Teaching Priorities:

  Help teacher to consider carefully the order in which learning targets should be learnt. Logically learning targets requiring lower level skills should be put before those requiring higher level skills.

  Specifying Baseline Assessment Procedures

  This is to specify the procedures to identify the current skill level or pre requisite skills the children. Help the teacher to choose appropriate step for the children according to their prerequite skills, so as to bridge the gap between their pre-requisite skills and the target skills.

• Teaching Approaches To teach target skills effectively. Suggested teaching approaches:
  1. Modeling: Children learn by imitating others behaviour. It underlies most of the learning activities
  2. Discussion: This approach often comes under group teaching. Children can learn to look into problems and are motivated to think and express their own views and at the same time listen to other children’s views, so that they can review their own. We should ensure that all children actively participate and help the children realize the importance of accepting other people’s views.
  3. Task Analysis: Break down the target skills into smaller steps according to the abilities of the children, may be the learning needs too. Chaining can also be instructed like breaking down a target skill into a series of steps performs an action.
  4. Discrimination Learning: When target skill to be learnt involves choosing the right answer, discrimination learning is a more effective approach.
  5. Induction: This is an approach to help the children form a holistic concept from the characteristics of different things. The children are thus trained to observe the various characteristics of things – their similarities, differences as well as relationships and then exercise induction.
  6. Information gathering: Children may sometimes lack information required to analyze the problems they come across. Activities such as organizing parties or picnic would help them understand the procedures of information gathering and its importance. Teachers can help them gather relevant information from various sources like other teachers, parents, newspapers, library and other medias
• Ways to teach target skills:
  1. Prompting: This skill can be used at any stage of the porogramme. Physical guidance, physical prompts, gestures, verbal prompts, eye pointing etc. prompts should only be used when required and should be faded out as soon as children attain mastery.
  2. Shaping: Increase in precision in the behaviour to be performed. For example teaching children to thread a needle with a big eye using thick thread and then gradually increasing the precision by using an ordinary needle and sewing thread
  3. Fading: This means gradual removal of various prompts as the children begin to master the target behaviour. At the initial stage, the teacher can use prompts with more help. Then at a later stage, he can use prompts with less help.
  4. Generalization: when children know how to apply the knowledge or skills they have acquired to new situations, they have achieved generalization. The ultimate purpose of generalization is to reinforce the children’s social adjustment. For example, when a child applies the table manners he has learnt at school to the environment of his home or a restaurant, generalization is achieved.
     • Observing children’s behaviour, planning goals and targets appropriate to their ages, levels of development and interests and building on their areas of strength.
     • Using activities which are as practical as possible.
     • Using situations familiar to the children and those which they can experience in their everyday life.
     • Making the ;children feel secure and willing to express themselves and giving them opportunities to learn by doing.
     • Breaking down a task into simple steps to make easy learning.
     • Providing opportunities for children for direct contact, for manipulating real objects or relating learning experiences to real life situations.
     • Using various media extensively and varying the teaching approaches and techniques according to individual learning needs.
• Record Keeping: An appropriate curriculum design should include ongoing assessment and a clear record of progress. This will ensure that teaching procedures will be consistent and continuous. This consistency and continuity will in turn insure that the planned programmes will match the actual progress of the child.
• Organization of Resources: The success of the curriculum development depends on the effective utilization of the resources in the school and in the community.
  All staff members should contribute to the curriculum development in terms of knowledge and experience. Through regular contacts with the children, the teacher can identify the range of knowledge, concepts, skills and attitudes which need to be developed in them. Understanding of the children’s learning needs will enable the teacher to see the different parts of the curriculum as an integral whole.
  Parents are also valuable resources of the school. They should be encouraged to participate in curriculum development and to follow-up at home on what their children have learnt at school, thus reinforcing their learning. This joint effort between the school and the parents will contribute much to the education of the children.
  The effective use of space in the school helps to develop in the children an awareness, understanding and appreciation of their surroundings. Physical constraints can be overcome by careful planning and flexible utilization of teaching bases and common areas.
  Community resources should be utilized for teaching purposes as well. Appropriate use of these resources will help to enhance the children’s understanding of the people around them, their role in society and the relationship between people and their environment. Therefore, facilities available n the community should be used or introduced to the children to enrich their life experiences
• Time Allocation: It is one of the major concerns in curriculum planning. We can decide how curriculum is to be organized in terms of content and time allocation. Basically, we should be flexible to that various needs of different schools, classes and individual children can be met. In designing a time-table, apart from classroom availability, options etc. others like children’s abilities and learning needs should also be given importance. Priority of learning should be given to the skills and emphasis in training should vary according to the present and future goals of the children. The understanding of the children’s needs will facilitate time-table arrangements, with due weight given to various subject areas.
  Apart from basic and functional academics, the children also need to develop their capacity to respond appropriately to sensory and social experiences, regardless of their ages and abilities. This involves the exploration and understanding of aesthetic and creative experiences, which may be integrated in any part of the curriculum. Music, Art and Craft and Physical Education contribute particularly to such development. The children also need to acquire these skills as leisure time activities. Emphasis should be given to both junior and senior sections of the school while allocating time to these areas of learning.
• Curriculum Transaction We follow Chrysalis curriculum for Pre Primary and Classes I and II for English, Math and EVS. Tamil Nadu state board prescribed Tamil book for second language and Third language Hindi as per NCERT.
• For Classes III to Class X only NCERT books are followed for the core subjects. Students from Class V to VIII write the exams prescribed by Hindi Prachar Sabha, Trichy for Hindi (Prathmic, Madhyama, Rashtrabasha) and also the usual Periodic tests and Terminal assessments.
• Teacher DevelopmentDevelopment of teachers is done through in-service training programmes. Principal, Academic co-ordinators and senior teachers regularly give subject enrichment programs for the teachers. Teachers also attend various training programs conducted by COE, CBSE and various sahodhayas. We collaborate with organizations like Chrysalis and Next education to provide orientation programs to teachers on regular basis.
• Morning AssemblyThe school begins with the morning assembly for which twenty minutes are taken. Assembly includes School prayer, Flag hoisting (Mondays and Fridays only) followed by Pledge, Thirukural, Thought for the day, News reading, special activity based on the Theme of the month. Assembly is taken over by one class per week so that all student of that class get a chance to perform in the assembly. Thursday assembly is based on the houses with same theme.

  Morning Assembly Schedule 2019 - 20

  Month	Theme for KG (4 classes; I class/week)	Theme for Class I to X	Classes
  April	Healthy Diet	Memories	IX, X
  June	Colours	Team Work	VI,VII, VIII
  July	Flowers	Trees	IV, V
  August	Shapes	National Integration	IV, III
  September	Respect	Festivals	I, II
  October	Festivals	Swatch Vidhyalaya	IX, X
  November	Sharing and caring	Honesty, Loyalty and Sincerity	VI,VII, VIII
  December	Seasons	Inventors and Invention	IV, V
  January	Rain	Family	IV, III
  February	My Family	Science and Technology	IX, X
  March	Friends	Women in History	VI,VII, VIII

• Assessment A well structured curriculum should enable the school to follow a procedure of teaching intervention, incorporating assessment, programme planning and evaluation. To achieve this aim, criterion-referenced assessment designed by the teacher is recommended. Assessment is not something external to the learning environment or something added at the end of the learning process for administration purpose or parents reporting. It is an integral part of effective learning, where the children are provided with a feedback on their progress.
• Purposes of Assessments
  • To identify the children’s needs.
  • To help the teacher to plan next.
  • To indicate which specific educational objective has or has not been achieved.
  • To serve as continuous evaluation.
  • Set learning objectives and implementing curriculum programmes.
  • Evaluate the effectiveness of curriculum of curriculum programmes & making adaptations to curriculum programmes.
• Assessment Flow
  
  
• System of Assessment and Examination (Class I to IX)
  

  Subject Enrichment Activities:

  These are subject specific activities aimed at enhancing the understanding and skill of the students. These activities are to be carried out throughout the term and should be evaluted at the term-end.

  • Languages: Aimed at equipping the learners to develop effective listening and speaking skills. The language teachers may device their own methods and parameters for assesment of the language
  • Mathematics: For the activities in Mathematics, practical work and activities in Math may be done as suggested by the NCERT syllabus and text books.
  • Science : For the activities in Science, practical work and activities in Math may be done as suggested by the NCERT syllabus and text books.
  • Social Science: Map work or project work may be undertaken as suggested by NCERT syllabus and text books.

• Co-Scholastic Activities

  For the holistic development of a student, co-curricular activities in the following areas can be carried out by the teachers and will be graded term-wise on a 3-point grading scale (A= Outstanding; B- Very Good; C = Fair). The aspect of regularity, sincere participation, teamwork be the generic criteria for grading in the following co-scholastic activities.

  • Work EducationWork education refers to skill based activities resulting in goods or services useful to the community. (Organic farming, Food processing and preservation, Cookery skills, making bio-fertilizers)
  • Art Education Visual and Performing arts; (Dances various forms, Dramatic club, Language clubs, Craft works)
  • Health and Physical Education(HPE): Sports, Martial arts and Yoga
• Discipline

  The students will also be assessed for the discipline, which will be based on the factors like attendance, sincerity, behaviour, values, tidiness, respect towards others, for rules and regulations, attitude towards society, nation. Grading on discipline will be done on a 3-point scale. (A= Outstanding; B- Very Good; C = Fair).

• Scholastic Evaluation

  The entire academic session is divided into two terms and student’s evaluation record is given during the end of the terms i.e., in the month of September and March.

  Rules for Promotion

  • Promotion is based on the grades obtained in the Annual Assessments. Minimum qualifying grade in scholastic is D or 33% in all subjects.
  • A student must have at least 75% of attendance.
• Developing School Resources:

  As for now schools are urged to formulate and put in place their school-based environmental policy with an aim to enhance students’ environmental awareness, develop their environment friendly attitude, and promote green practices and environmental education. Schools join hands with staff and students to implement various measures to use resources effectively and avoid and reduce waste.

Formulation of School Environmental Policy:

• Promotion of Renewable Energy in Schools
• Measures to save Resources and Reduce Expenses.
• Economy in use of Paper
• Use one-sided paper for drafting
• Print on both sides of the paper.
• Use recycled paper.
• Use blank side of used paper as notepads.
• Use Fountain pen throughout the school so that the paper can be recycled.
• Communication using E-mails
• Usage of steel cups only.
• Economy in use of Electricity:
  • Use compact fluorescent lamps where ever necessary.
  • Modify group lighting switches to individual switches.
  • Keep all windows, light bulbs and light fittings clean to maintain optimal lighting performance.
• Economy in Use of Water:
• Educate students not to play with water in the toilets and other areas.
• Avoid flushing the toilets unnecessarily
• Irrigate plants in the morning or in the evening to avoid rapid evaporation under the mid day sun.
• Arrange for prompt repair to any dripping tap or leaking water main found.
• House Keeping Practices

  Make appropriate green lunch arrangements and follow the principles of reducing waste. Educate children to bring only healthy food and do not allow any junk food inside the campus. Encourage students the practice of sharing food once in a while atleast.

  • Appoint designated staff member to follow up on the implementation of the energy saving measures in school premises.
  • Monitor the usage of electricity, water and paper.
  • Conduct routine checks to ensure unnecessary lighting/ air-conditioners/fans.
  • During recesses, lunch breaks and after classes, switch off the lights/ airconditioners/fans/ computers/smart boards when nobody is in the class.
  • Remind staff and students on regular basis of the need to save resources.
• Parent – Teachers Meeting:

  Parents and Teacher co-operation is essential to ensure the complete and harmonious development of child’s personality. We therefore have parent teacher meeting at the end of Periodic assessments and at the end of each term. Parents can also meet the teachers after school hours from 4.15 to 5.00 P.M. from Monday through Friday.

• Extra Classes and Remedial Classes:

  Extra classes and remedial classes will be taken in the school after the school hours. Remedial classes will be conducted for the learners who need extra support. Attendance is compulsory for these classes.