“MULTIGRADE TEACHING, CHILD

FRIENDLY LEARNING ENVIRONMENT”

Participant Manual

TRAINING PROGRAM
Elementary & Secondary Education GOAJK

Directorate of Education Extension

Muzaffarabad GoAJK
 Table of Contents

S. No Table of Contents Pages

1. List of Abbreviations
2. Teaching and Learning Methods 03
3. Day Wise Plan 04
4. Day 1 05
5. Multi Grade Teaching Learning Outcomes 05
6. Day 1 – Activity Sheets (Multi Grade Teaching) 06
7. Session 1- Activity 1: 06
8. Session 2-Activity 1 & 2 07
9. Session 2-Activity -3 08
10. Session 2-Activity – 4 08
11. Session 2 Activity - 5: 10
12. Day 1–Reflection Sheet 11
13. DAY 2 12
14. Plan the context of Multi Grade Teaching 12
15. Learning Outcomes 12
16. Day 2-Activity Sheets 13
17. Activity 1: Combining Grade Groups 13
18. Activity 2: Classroom Structure of MGT class 17
19. Multi Grade Time Table and Syllabus 22
20. Prepare the Time Table 22
21. Multi Grade Syllabus 23
22. Multigrade lesson plan 23
23. Activity: 25
24. Learning and Teaching of Mathematics 25
25. Lesson Planning: 25
26. Day 2– Reflection Sheet 26
27. DAY 3 27
28. Activity Based Teaching Science 27
29. Learning Outcomes 27
30. Day 2 Science Activities 27
31. Matter & its Changes 27
32. Group 1& 2 – Activity: 27
33. Group 3 & 4 – Activity: 29
34. Forces & Machines 29
35. Group 1 – Activity: 29
36. Group 2 &3 – Activity: 30
37. Group 4– Activity: 31
38. Electricity & Magnetism 31
39. Group 1 – Activity: 31
40. Earth & Space Activity 1 32
41. Activity Based Teaching (Mathematics) 33
42. Mental Mathematics 33
43. Angles and its Types 33
44. Group 1-Activity: 34
45. Group 2 – Activity 34
46. Group3 – Activity 34
47. Group 4: Activity 34
48. Triangles and its Types 35
49. Group 1,2, 3 and 4-Activity: 35
50. Perimeter and Area 36
51. Group 1 and 2 – Activity: 36
52. Group 3 – Activity: 37
53. Group 4 – Activity: 37
54. Fractions (Addition & Subtraction) 37
55. Group 1 – Activity: 37
56. Fraction: (Multiplication) 37
57. Group 2 – Activity: 37
58. Group 3 – Activity 38
59. Fraction Spinner 38
60. Group 4 – Activity 39
61. Students’ Learning Outcomes: Solve real life problems involving decimals 40
62. Group 1 –Activity 40
63. Group 2 – Activity 40
64. Group 3 – Activity 40
65. Group 4- Activity: 40
66. Day 4 – English Activities 41
67. Day 4 – Activities of English Reading Skill 42
68. Activity – Letter Recognition 42
69. Alphabet Teaching Method: Direct 42
70. Activity 43
71. Activity: Ali’s Story 44
72. Activity 4: Topic (Picture Description) 45
73. Activity: 45
74. Helping Verbs 47
75. Activity5: How many words can you make? 48
76. Topic: Writing about self 49
77. Child Friendly Learning Environment (CFLE 50
78. Characteristics of Child Friendly Learning Environment 50
79. Activity1: Characteristics of child friendly learning environment 50
80. Activity: 50
81. Framework of Child Friendly School 50
82. Essential Aspects of Child Friendly School 51
83. Activity 52
84. Day 4 – Reflection Sheet 53
85. Day 4- Micro Teaching and Closing 53
86. Steps of Micro teaching 53
87. Activity-Pair work (1-7) 53
88. Activity-Post Test 53
89. Follow-up Session 55
90. Notes:- 57
List of Abbreviations

AJK Azad Jammu and Kashmir

CFLE Child Friendly Learning Environment

CP Course Participants

DAP Developmentally Appropriate Practices

MGT Multi Grade Teaching

RP Resource Person

SSDEE Subject Specialist Directorate of Education Extension

2
About the Training Program
Multi-grade teaching builds the capacity of teachers by adapting different teaching/ learning
methods and techniques in order to cater the diverse needs of children. It provides access to
education for children in remote and isolated communities, minimizes cost of educational
expenditure on government resources and helps government to meet their international
commitment in raising the literacy rate of the populace. The strategy provides opportunities
for peer learning, independent learning and can help to build confidence in children.
Multigrade can also sharpen the creativity of teachers in modelling curriculum content to
support the learning needs of children.
Rationale
To enhance the knowledge and skills of participant about:
1. Concept of Multi grade Teaching Methods, Structure and Time tabling.
2. Effective & diverse role of Multi Grade Teacher.
3. Topic based integrated syllabus based upon National Curriculum.
4. Child friendly Environment
5. Peer learning
6. Activity based teaching
General Structure of Training Program
1. Four days training program
2. Two days follow-up session
Timings
Timings for the training program will be 8:30AM to 2:00 PM
SESSION DURATION
Recitation 8:30 – 2:00AM
SESSION 1 9:00 AM – 10:00 AM

SESSION 2 10:00 AM – 11:00AM

SESSION 3 11:00 AM – 12:00 PM

LUNCH AND PRAYERS 12:00 PM – 12:30 PM

SESSION 4 12:30 PM – 1:30 PM

SESSION 5 1:30 PM – 2:00 PM

3
Assessment of Participants
Throughout the program, participants will be assessed in the following areas mentioned
below;
Class Participation
1. Participation in discussions (small groups and whole class) by sharing ideas, asking
questions, responding to questions and giving suggestions.
2. Participation in presentations.
3. Participation in completing group tasks.
Regularity and Punctuality
1. Daily attendance in class from 8:30 AM to 2:00 PM.
2. Attending sessions on time at the beginning and after the breaks.
Writing Reflective Journal
1. Regularity in writing journal.
2. Level of reflection i.e. whether reflection.
• Only describe the event/s.
• Raises questions, poses and identifies problems
• Presents suggestions to address problems
Teaching and Learning Methods
The program allows learning through a variety of methods that encourage active and
reflective learning. Innovative and varied teaching methodologies will be used, including
classes in small and large groups. Role-playing games and various activities are integrated in
the learning process.

4
TIME TABLE OF FOUR DAYS MULTI GRADE TRANINING (MGT) FOR PRIMARY
TEACHERS
DATE 8:30 – 9:00 - 10:00 - 11:00- 12:0 12:30- 1:30-2:00
9:00 10:00 11:00 12:00 0- 1:30
12:3
0
DAY 1 Recitation Introdu Activity Activity Brea Role of Introducti
+ ction of 1 2 k MGT on to
regrestrati worksh Introduct Function micro
on + op ion of and role teaching
Attendanc + MGT of MGT
e Pre - +
test Importan
ce
DAY 2 Recitation Compos Class Multigra BREAK Multi Introducti
+ ition room de Time grade on to
and structure Table syllabus integrated
Reflection
teachin lesson
g of plan
MGT

DAY 3 Recitation Activity Activity Activity Brea Child Aspect

+ based based based k friendly and
teachin teaching teaching learning characteri
Reflection
g of of math of Environ stics of
science English ment CFLE
DAY 4 Recitation Micro Micro Micro Brea Post test Closing
+ teachin teaching teaching k +
g
Reflection Result
portfolio
Note: In case of Friday reschedule the time table for one hour
Friday Timing 8:30 – 2:30

5
DAY 1
Multi Grade Teaching

After the completion of day one, course participants will be

able to;
1. Understand the meaning of Multi Grade Teaching
Learning Outcomes
2. Explain the significance of Multi Grade Teaching
3. Understand the role and function of MGT teachers.

6
Day 1 – Activity Sheets
Multi Grade Teaching
Session 1- Activity 1:

Individual work
Note down your understanding and knowledge about MGT and its
Instructions: importance
Share with the class

What is MGT and why it is important?

7
Session 2-Activity 1 & 2
Work in groups
Discuss step 1-3 in groups
Instructions: Note down the important points under each heading.

After completing this chart, share with the class

STEP 1 STEP 2 STEP 3

Advantages of MGT class What type of place school
Function of MGT school teaching should be?

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Session 2-
Diverse role of MGT Teacher
Discuss each role in groups especially the specific qualities
Instructions
Present each role in the form of Role Play

Role of MGT Teacher Qualities

Facilitator

Observer

Demonstrator

Coach

Session 3
Jig saw Method (Group of five members)
Make a home group of 5 members each
Assign numbers to each member
Assign the separate text/ subheading to each member
Make expert groups comprised of ALL 1s, 2s, 3s,4s & 5s of each home
group)
Instructions: Ask the expert groups to discuss and explain each other the assigned task/
subheading
Ask each member to come back to home group
Each member of the home group is responsible to explain the assigned
text/ subheading to all members of the group
Share understanding with the class as per RP instructions

Group member # 1: Discuss Literature: Meaning of Multi Grade Teaching

The term ‘Multi grade teaching’ generally refers to a teaching situation where a single teacher
has to take responsibility for teaching pupils across more than one curriculum grade within a

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timetabled period. Schools with Multi grade classes are referred to as Multi grade schools. The
main function of the Multi grade teacher is to teach students by imparting knowledge not just
follow a curriculum. Teacher must be able to develop skills and inculcate desirable values and
attitudes among pupils.
Group member # 2: Discuss Function of Multi Grade Teaching
The main function of the Multi grade teacher is to teach students by imparting knowledge.
The teacher is expected to be versatile and utilize different strategies to make learning
meaningful and effective for all students in his or her classroom, no matter what individual
differences may exist among the students’ transfers which result in frequent fluctuations of
teacher numbers in remote schools. Still another reason for the lack of a teacher per grade is
teacher absenteeism.
Group member # 3: Discuss Advantages of Multi-Grade Teaching
Off-task behaviors diminish as self-discipline and accountability increases. Lengthier time
with the same teacher can increase trust, understanding of expectations, and positive
relationships between teacher and students, and teacher and parents.
Group member # 4: Discuss Advantages of Multi-Grade Classroom
Pre-learning and Re-teaching: Students are continuously exposed to re-teaching, as they listen
in on, and benefit from lessons which are being taught. Students are also exposed to pre-
teaching. These both prepare and stimulate the young students thinking
Group member # 5: Discuss Role of the Multi-Grade Teacher Multi-grade
teachers play different roles that include being:
Facilitators of the teaching/ learning process;
Resource mobilizers to support the delivery of the curriculum content;
Curriculum adapters in order to be able to integrate themes and topics for different grade
levels;
Strategists as well as moderators and negotiators as they strive to mobilize resources from
both within and outside their immediate environment.
Despite the advantages associated with multi-grade teaching as a strategy, there are also
some challenges such as:
Lack of self-instructional guides to help the teachers and teacher trainers;
Time required for planning by teachers; and
Sometimes unsupportive, attitude of parents and the community.
Why does your school need to adopt Multi grade teaching?
The following is a comprehensive list of conditions found from schools of different districts
that have been found to make Multi grade teaching a necessity.
Schools in areas of low population density where schools are widely scattered and
inaccessible and enrolment is low.
Schools that comprise a cluster of classrooms in different locations, in which some classes are
Multi grade and some are monograde.

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Schools in areas of declining population, where previously there was monograde teaching,
and where now, only a small number of teachers is employed.
Schools in areas of population growth and school expansion, where enrolment in the
expanding upper grades remains small.
Schools in areas where parents send their children to more popular schools within reasonable
traveling distance, leading to a decline in enrolment and a fewer teachers in the less popular
school.
Schools in which the official number of teachers deployed justify monograde teaching but
where the actual number deployed is less. The inadequate deployment arises from a number
of reasons including inadequate supply of teachers, teachers not reporting fully though posted
to a school or teachers going on medical or casual leave.
Schools in which the number of students admitted to a class comprise more than ‘one class
group’, necessitating a combination of some of them with students in a class group of a
different grade.
Schools in which teacher absenteeism is high and ‘supplementary teacher’ arrangements are
‘non-effectual’ or ‘non-existent’.

Session 4
Introduction of micro teaching.

11
Day 1–Reflection Sheet
How will you
Topic/Session What Learned? How Learned?
implement?

12
DAY 2
Plan the context of Multi Grade Teaching
Syllabus-Timetable and Classroom Structure
By the end of Module 2 participants will be able to;
1. Organize instructional settings such as combining grade groups
in Multi Grade Settings.
2. Discuss suggested Multi Grade School Time Table and prepare
Learning Outcomes
as per contextual need.
3. Manage Physical arrangements in Multi Grade Classes/Schools.
4. Design integrated Multigrade Syllabus.
5. Design integrated lesson plan.

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Day 2-Activity Sheets
Multi grade Teaching and Learning Process
Activity 1: Combining Grade Groups
Instructions:
Read the following descriptions of the three schools having Multi Grade Teaching. Study the
nature of Multi Grade Teaching in the primary grades. When reading the descriptions focus
your attention on the available resources and the grade combinations adopted in each
school.
CASE STUDY SCHOOL-A
School ‘A’ is an isolated, difficult-to-access small, village primary school. The annual average
enrolment in School ‘A’ has been around 50 or fewer students over the past decade. In the
current year the enrolment is 46. The distribution of students across the five grades is given
in the following table;
SCHOOL A

GRADE NUMBER OF STUDENTS

1 12
2 8
3 7
4 12
5 7
TOTAL 46
STUDENTS

The school has only two teachers including the principal. The principal who lives in the town
often is late to arrive in school or absent from school. In accordance to the circular the school
is entitled to have only two teachers. The teacher is allocated with the Grades 1 and 2, while
the principal is responsible for Grades 3, 4 and5.

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SCHOOL-B
School B is a school which has permission to function up to Grade 8. However, only five
grades function in this school. Students from several villages attend this school as there is no
other school for them to attend in the next 5km distance.
SCHOOL-B

GRADE NUMBER OF STUDENTS

1 26

2 39

3 24

4 24

5 13

TOTAL 126

School B is officially entitled (according to Ministry guidelines) to seven teachers: five

primary teachers, one primary English teacher and a principal. However, the school had
been facing a severe shortage of teachers for more than a decade. At present there is a
shortage of five primary teachers. The school had only a principal and an English teacher.
The main reasons for the teacher shortage are the distance from the town, poor transport
facilities, and lack of residential facilities. The Principal is the only qualified teacher from this
community. The English master is from a distant town and he faces difficulties in finding a
suitable place to live. He returns to his home village weekly. He is generally absent from
school on Mondays and Fridays. In order to compensate for the lack of teachers two
volunteers who taken from the communities are mobilized by the principal as voluntary
teachers. With these arrangements the grade groups are allocated among the members in
the following manner.
Grade 1 and Grade 2 are assigned to the two volunteers. The Grades 3 and 4 are taught by
the English Master and the Grade 5 is taught by the principal.
Although allocations are made in this manner this arrangement has not been practical due to
irregularities of the presence of all members of the staff. Often the school has only one
teacher.

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Activity
Express your views about the grade combinations of school B

What are your views about assigning the responsibilities of Grades 1 and 2 to volunteers who
are not teachers recruited by the ministry?

What are your views about assigning a separate teacher for Grade 5?

What do you think are the challenges this school face in combining grade groups when
compared to School A?

SCHOOL-C
School C is a village school having both primary and secondary grades in the same school
premises. The numbers of students across the grades are given in the following table
SCHOOL-C
GRADE NUMBER OF STUDENTS TOTAL
1 16 PRIMARY STUDENTS=61
2 23
3 5
4 11
5 6
6 0 SECONDARY
STUNDENTS=17
7 3
8 7
9 5

16
 10 2
TOTAL 78 78

The school has a principal and a staff of six teachers. Of the six, three are assigned to the five
primary grades and the other three are assigned to secondary grades. The numbers of
teachers in the school changes frequently, as teachers are moved to and from the school
through ad hoc transfers. Only three of the teachers are from this village and the others have
to use the very poor transport facilities to reach this school which is 10 km away from the
town. The teachers are assigned with the five grade groups in the following manner:
Grade 1 and 2 are assigned with two separate teachers while Grades 3 and 4 are assigned to
one teacher. The Grade 5 has no teacher. The other three teachers are assigned with the
teaching to the secondary grades. The principal when time permits would teacher the
Grade5.
TASK: Develop a suggested grade combinations (three to four/five situations) for a two
room school

GRADES GRADE COMBINATIONS

A B C D RATIONALE

Remarks

Total
number eachof
combination

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Activity: Grade combinations prevailing in school
1. How are the grade/student groups organized?

2. Which grade groups constitute your Multi grade class?

3. What are the numbers of student groups in each grade?

4. What are the reasons for deciding on these grade combination

Activity 2: Classroom Structure of MGT class

Instructions: Study the assign models and complete the task
Model-1 Physical arrangements of grade groups
In the above section we considered the possible combinations grade groups among the
available teachers. The next important aspect is the physical arrangement of the grade
groups of a Multi grade class. At times the nature of the school building is an important
factor determining the physical layout of Multi grade classes. The following diagrams show
the different physical layouts.

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 LAYOUT-A
BLACKBOARD

TEACHERS TABLE

GRADE-3 GRADE-4

Layout A: Here two grade groups are arranged separately in the same classroom facing a
common black board and a single teacher’s table.
Grade groups in the same classroom facing their own blackboards

19
 LAYOUT-B
BLACKBOARD BLACKBOARD

TEACHER TABLE TEACHER TABLE

GRADE-1 GRADE-2

20
 LAYOUT-C
BLACKBOARD BLACKBOARD

TEACHER TABLE TEACHER TABLE

GRADE-1 GRADE-2
-
-
--

--
--

--
--

Layouts B and C. Here two grade groups are arranged in the same classroom side by side as
two different classes. However in Layout B the grade groups are separated by a screen or a
cupboard while in Layout C they separated only by a space. They face two separate
blackboards and two teacher’s tables. The teacher moves between the two tables and
blackboards. In Layout B the grade groups are arranged as groups around a table while in
Layout C the grade groups are arranged as rows.
Layout D
Here grade groups are arranged in a large hall with no partition. Some grades face their own
blackboard and others sharing a common black board. Some grades sit circles and some are
arranged in rows. Frequently two to three teachers are responsible for these grade groups.
The un-partitioned open hall was preferred by the teachers as it
enabledthem‘tohaveaneyeonallthegradegroups’duringtheabsenceofeachother. Multi grade
arrangement in hall type buildings

21
 Blackboard

Teacher Table

Students Tables

Activity:-
Look at the four layouts A to D of the Multi Grade Classes.
What might be the reasons for these arrangements of the classrooms?

What are the advantages and the disadvantages that might result out of these arrangements
in each situation?

Suggest possible classroom arrangement/s for your own Multi grade class considering the
above aspects.
Discuss in groups and present.

Task:-
Class combination of Multi grade System
OPTION-A OPTION-B
NURSERY & KG NURSERY & KG

I & II I-II & III

III-IV-V IV-V

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Multi Grade Time Table and Syllabus
Multi grade Time Table Sample will be shown by trainer.
Activity: Course participants will prepare and complete their own time table.
Instructions:
Prepare the Time Table
Complete the dummy time table n of ECE and Grade 1
Please keep the circle time: 8:30 AM to 9:00 AM
Time Monday Tuesday Wednesday Thursday Friday Saturday
9:10 to Math (I)
10:10 Numeracy
(ECE)
10:10 English (I)
to Language
11:10 corner (
ECE)

11:10 Break
to
11:30
11:30 Science/
to GK (I)
12:30 English
Writing
(ECE)
12:30 Urdu (I)
to 1:00
1:00 to Art Work
1:30

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 Multi Grade Syllabus
Multi Grade Syllabus sample will be shown by RP.
Sample (Integrated Syllabus of Mathematics)
Themes Topic Key Stage 1 Key Stage 2 Key Stage 3
Gr1 Gr2 Gr3 Gr4 Gr5
Pre-number Sorting X X - - -
Concepts One-to-one correspondence X - - - -
Ordering X X
Counting X X - -
Number Concept X X X X X
Number Number Patterns X X X X X
Fraction - - X X X
Decimals - - X X
Roman numerals - - - X X
Number operations Addition X X X X X
Subtraction - X X X X
Multiplication - - X X X
Division - - X X X
Money Identification and transaction - X X X X
Length and distance X X X X X
Measurement Weight X X X X X
Volume and Capacity X X X X X
Time - X X X X
Area - - - X X
Solids and plane figures X X X X X
Shapes and space Right angle - - - X X
Directions - - X X X
Spatial concepts X X X X X
Information Tables and Graphs - - X X X
handling

Total Topics 12 14 16 20 20

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Activity: CPs will be divided in three groups and will be asked to prepare syllabus consulting
Classes I-V text books
GROUP-1 GROUP-2 GROUP-3
ENGLISH SCIENCE MATHS

Format for designing Multi Grade Syllabus (Topic wise integrated approach)
Subject CLASSES
SLO’s Methodology
[Link] Topics I II III IV V

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Learning and Teaching of Mathematics
1) Lesson Planning:
Sample Format of Lesson Plan
Class Subject Topic Date: Duration

Objectives/SLO’s
Class_____
Class_____
Class_____
PROCEDURE
/ METHOD RESOURCES
Stages of Lesson
Class Topic OF /page # of Time
Plan
TEACHING book

Motivation/
Introduction

Development
(Presentation and
Practice etc.)

Assessment

Conclusion

Activity:
CPs work in groups and develop an integrated lesson plan of selected topics for grade I-V
Present to the whole class

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Day 2– Reflection Sheet
Topic/ How will you
What learned? How learned?
Session Implement?

27
DAY 3

By the end of Module 3 participants will be able to :

• Perform activity based teaching & solve SLO based activities
of sciences
• Activity based teaching & solve SLO based activities of
mathematic.
• Activity based teaching & solve SLO based activities of
Learning Outcomes English.
• . Comprehend the concept of child friendly learning
environment.
• Discuss characteristics & framework of CFLE.
• Describe essential aspects of CFLE.
•

Day 2 – Science Activities

Matter & its Changes
Students’ Learning Outcome:
Investigate the effect of heat on particle motion during a change in states Group
1& 2 – Activity:
Conduct experiment and record, observation and write answer in your copy.
Make your own Thermometer
Material (Per group of pupils):
A rigid plastic bottle with a lid
Play dough or modeling clay, e.g. plasticine
A transparent plastic drinking straw
A pair of scissors
Food coloring (optional)

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Tap water
Procedure

What Happens?

Answer the following

Was it really heat that caused the
The Homemade Thermometer
liquid to rise up the straw? (Yes
/NO) Justify. Use a pair of scissors to make a hole in the top of the bottle lid,
big enough for the drinking straw to fit through.
Fill the bottle halfway with cold water.
How can we test this
experimentally? Add a few drops of food coloring and mix.
Screw on the bottle lid and insert the straw through it into the
water, making sure that the straw does not touch the base of
the bottle.
Seal around the hole in the lid using play dough, thereby fixing
the straw in place. The seal must be completely airtight.
Place one hand on the upper part of the bottle. What happens to
the liquid in the straw, and why?
Formulate one example of your own.

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Group 3 & 4 – Activity:
Students’ Learning Outcome:
Describe the role of evaporation and condensation in the water cycle.
Conduct an experiment and record your observation in your copy
Wet Cloth in a Bag
Material
A transparent plastic bag
An elastic band
A small cloth
Water
Ice
Steel glass
Procedure
Run the cloth under a tap to make it wet and then
squeeze it to remove the excess water.
Place the cloth inside a plastic bag. Trap some air
inside the bag and seal it.
Leave the bag in a warm place, such as on a radiator or
in direct sunlight, for one hour. What do you see?
Put water and ice in a steel glass and observe the outer
part of the glass and write your observation
State one example of your own What
Happens?
In this experiment we cooled a gas (water vapor), but what happens when we cool a liquid?
Think about how you make ice cubes.
How could we modify our experiment to make the water droplets faster?
What causes fog: evaporation or condensation and why?

Forces & Machines

Students’ Learning Outcomes:
Name and Explain different types of simple and compound machines Watch
video on YouTube: [Link]
Group 1 – Activity:
Material

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Wooden ruler
Text Book
Desktop
Procedure
Lay a ruler on your desk with part of it hanging over the edge. Place a textbook on the other
end. Try to lift the book by pressing down on the part of the ruler that is sticking out. Repeat
this procedure several times. Move the book closer to the edge by pulling on the ruler.
Continue until the book is right at the table's edge.
Things to think about during the experiment
Which simple machine was used in this experiment?
Was it easier to lift the book with a short or long ruler?
Think of a time when you use a simple machine like this and mention the purpose of using
them.
Students’ Learning Outcomes: Suggest methods to reduce friction
Group 2 &3 – Activity:
Materials:
Large stone
Rubber band
Ruler or measuring tape
Weight (something to put in the stone to make it heavier)
Aluminum foil (optional)
Test how much force is needed to overcome static friction, you can try dragging a shoe over
various surfaces.
Cut a rubber band in half.
Tie one end to a stone.
Tug on the other end of the rubber band until the stone starts moving (drag the stone).
Measure how far the rubber band had to stretch in order for the stone to move.
Now tie something with the stone to make it heavier, like rocks or small pieces of wood. Try
pulling the stone to see how far the rubber band has to stretch before the stone starts
moving.

Questions:
Tape some aluminum foil to the ground. Drag the stone over it and measure the rubber band.
Try oiling the aluminum foil. How hard do you need to pull the rubber band now?
What is that inevitable force that makes it difficult to move a heavy object?
What will happen if you put some cooking oil on the surface over which the stone has to
move? Explain reasons.
Students’ Learning Outcomes: Compare three kinds of levers using examples

31
Group 4– Activity:
With the help of diagram, explain with examples the different types of lever.
First Class Lever Example Diagram

Second Class Lever Example Diagram

Third Class Lever Example Diagram

32
Electricity & Magnetism
Students Learning Outcomes: Explain the production of static electrical charges
Group 1 – Activity:
a) Explain the dispersal of electrical charges in the figure below. Positive: +ve Negative: -ve

b) Watch the video at [Link]

c) Demonstrate/ conduct any one experiment

Earth & Space

Students’ Learning Outcomes: Explain the difference between star and planet
Activity 1
Watch the video at [Link] a)
Label the diagram with the name of planets

33
List down the names of planets in the table given below and write down number of stars
each planet has:
Planets Number of Stars

Watch the video at [Link] what is the

difference between star and planet?
PLANET STAR

Activity Based Teaching (Mathematics)

Mental Mathematics
PSYCHIC MATH:
Trainer will ask participants to follow the instructions of the trainer and respond.
Think of a number (Assume you have that much rupees in your pocket)_______________
Add the same amount of rupees for your friend in it _______________
Add my 12 rupees. _______________
Give half of the amount to charity. _______________
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Return your friend’s amount._______________
You should have _______________ in your pocket.
Angles and its Types
A) Students’ Learning Outcomes
1:Use protractor to construct a right angle, a straight angle and reflex angles of different
measure.

Group 1-Activity:
Make right angle using toothpicks or Geo box.
Convert the above to straight and reflex angle i.e. to observe the change in angles
Record the observation
B) Students’ Learning Outcomes
2: Describe adjacent, complementary and supplementary angles.

Group 2 - Activity:
Identify a right angle, angle less than a right angle and angle more than a right angle using
body parts and to draw them using stick drawings.

Group3 - Activity:
Write the word mathematics using straight lines and observe the number of right angles,
number of obtuse angles and number of acute angles.
Observe hands of the clock at different time in a day and record four observations each of the
following:
Right angle between hands of the clock
Angle less than a right angle (acute angle) between hands of the clock.
Group 4: Activity

Find the complement of each angle

A) B) C)

35
 Find the supplementary of each angle

Triangles and its Types

Students’ Learning Outcomes
Use protractor and straightedge/ruler to construct a triangle when two angles and included
side are given.
Group 1-Activity
Construct a triangle STU in which ∠T = 60°, ∠U = 70° and TU = 7.5 cm.
Group 2-Activity
Represent the following by folding paper:
Straight Angle Right Angle Acute Angle
Obtuse Angle Reflex Angle
Students’ Learning Outcomes :
Define hypotenuse of a right-angled triangle.
Group 3-Activity:
Make right-angled triangle using skewers (Bar BQ sticks) and identify the longest side
(hypotenuse), base and perpendicular.
Construct a right triangle ABC in which ∠C = 90° and ∠B = 45°, CB = 5 cm.
Students’ Learning Outcomes1:
Use compasses and straightedge/ruler to construct equilateral, isosceles and scalene
triangles when three sides are given.
Group 4-Activity:
Using a straightedge ruler and a pair of compasses, construct the following triangles draw
triangles and name the triangle AB = 5 cm; BC = 3 cm and AC = 5 cm
PQ = 8 cm; QR = 8 cm and PR = 8 cm ST = 6.1cm; UT = 5.8cm and SU = 4.6cm

36
Perimeter and Area
Students’ Learning Outcomes 1:
Differentiate between perimeter and area of a region.
Group 1 and 2 – Activity:
Draw any three shapes and calculate the perimeter and area of each shape (Each square is of
1cm). One has been done for you.
P= 14cm
A= 6cm2

37
Group 3 – Activity:
Solve the following questions:
Length of a side of a square field is 275 m. What will be cost of leveling the field at a rate of
Rs.10 per square meter?

The perimeter of a rectangular playground is 46 m. If the length of the park is 7 m, what is

the width of the park?

Jamil and Javed are making a banner for a Kabaddi game this Saturday. How much poster
paper will they need for a rectangular shaped banner with a height of 3 feet and a base of 9
feet?
Group 4 – Activity:
Solve the problem.
Head teacher wants to install new carpet in her office. She doesn’t know the size of her room.
What she should do?
What will be the total cost to carpet if the cost is Rs. 15 per square foot?
Fractions (Addition & Subtraction)
Students’ Learning Outcomes
Add and subtract two or more fractions with different denominators
Group 1 – Activity:

(a) Present the fractions , , , etc. using rectangular strips of papers by paper
folding.

(b) Present the fractions , , , , etc. of a circular region by paper folding

Fraction: (Multiplication)
Students’ Learning Outcomes 1:
Multiply a fraction by a number and demonstrate with the help of diagrams
Multiply a fraction by another fraction

Group 2 – Activity:
Draw diagram of the following fraction multiplication:
3 2 3×2
× =
4 5 4×5
38
Example

Group 3 – Activity:
Make a fraction spinner. Follow the instructions to:
Add the fractions
Subtract the fractions

39
Fraction Spinner

Directions:
To use the spinner, you’ll need a paper clip and a pencil. Put the paper clip down with one
end over the center dot. Put the pencil point down inside the paper clip and hold the pencil
in place. Thump the paper clip. It will spin around the pencil point and point to one section
on the Fraction Spinner.
Group 4 – Activity:
Mrs. Jamel left a tray of cookies on the counter early one morning. Laraib walked by before
lunch and decided to take of the cookies on the tray. Later that afternoon Baqar came in
and ate of the remaining cookies. After supper Tahir saw the tray of cookies and ate of the
cookies remaining at that time. The next morning Mrs. Jamel found the tray with only 6
cookies left. How many cookies were on the tray when Mrs. Jamel first left it on the counter?

40
Students’ Learning Outcomes: Solve real life problems involving decimals.
Group 1 –Activity:
Open the link on you mobile, watch and solve the problem:
[Link]
Participants views about importance of technology in learning Mathematics.
Group 2 – Activity:
Yasmeen has Rs 3.50 she gave RS 2.15 to her friend. How much money does she have?
Ali bought a ball for Rs 5.50 and a bat for Rs 30. How much has he spent?

Group 3 – Activity:
There are 500 tickets for a stage drama. 90% of the tickets were sold. 60% of the tickets sold
were adult tickets and the rest sold were children’s tickets.
How many tickets were sold for adults?

How manyts were sold for children?

ticke

Group 4- Activity:
Find the minimum number of toffees that can be divided among 25, 40 and 50 students
exactly?

A man spends 40% of his income on his children’s education. If he spends Rs. 12000 monthly
on his children’s education, what is his monthly income?

41
 Day 4 – English Activities
Answer the following questions and share with the whole class.
a) How do you teach English?

b) What do you understand by Reading Skill and how do you develop reading ability?

c) What do you understand by Writing Skill and how do you teach students?

d) How do you teach ‘Grammar’ to the students?

42
Day 4 – Activities of English Reading Skill
Activity:
1. Work in groups. Read the hand out ‘Early grade Reading’ and formulate activities for each
of them;
2. Present to the whole class.
Activity – Letter Recognition
Alphabet Teaching Method: Direct
Description: Teacher pronounces words (names of things) related with alphabet letter,
shows students the actual pictures, flashcards, models etc. of that word (e.g. things. A for
Apple, B for Bat, C for cat).
Activity:

APPLE

BIRD

CAT

DOG

43
Topic:
Simple Instructions
Activity
Method: Drill, Communicative
Description: Teacher tells students the commands and requests in English with use of
gestures and body language. Activity One: Commands and requests Commands:
Come here
Go back
Take it
Give it
Stand up
Sit down
Write your name
Write your school name

Requests:
May I come?
May I go?
Water me please
Please give me pen
Shut the door please
Please open the window

44
 Activity: Ali’s Story
Method: Communicative
Find the text at the side inside the maze by tracing it with a pencil.

My Name is Ali. I go to school on

Monday, Tuesday, Wednesday,
Thursday and Friday. On Monday
and Thursday I play football. I do
my homework on Tuesday and
watch TV on Friday.
On weekends I do not go to school.
On Saturday I go swimming, I also
ride my bicycle on Saturday.
On Sunday I draw a picture and
play table tennis. This is my week.

Days What does Ali do?

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

45
Activity 4: Topic (Picture Description)
Method: Drill, Communicative
Resource Dice (10)
Participants in a group take turns rolling the dice. Every time they roll the dice they count the number of spaces
in the game and wherever they land, they use the picture to say two sentences about it.

46
Topic: Actions
Method: Communicative
Description: RP asks participants the actions by giving gestures
Activity:
Find the following words in the puzzle and fill the table given below by differencing actions
and names
Ball Flying Riding
Ball House Signing
Bicycle Kicking Song
Cleaning Kite Washing
Dinner Newspaper Watching
Dishes Plants Watering
Eating Reading
R Q L G F G U G I V L K B R D Q
J E E A S N V J N N B L A J J S
M R E N N I D N A I E S L T D K
G Q P H A H Y Z L H K T L X A L
F T Q N H C R L A U C C I T A W
R X E R L T F U H L E
C I K Q OSPG L E A H
L E O G A B K N P
S E N B C W S A Y N U
G T T E GWG I H Z Y
N T I I N S E I N K
RN D O E I C R N O N U E I N Q
EI I T N D E I S A O G H I G G
VN R G E T A P B R L S O T D G
KG K N A N E W S P A P E R Y V
FI X W P C X G A W Q U L L A B
NS M S E H S I D L S B C W Q K
CZ B L K O H R E A D I N G O F

47
 Actions Names

Helping Verbs
Method: Communicative
Description: RP explains the use of helping verbs with making groups of students and
individual examples.
Activity: Participants fill in the blanks with am, is or are and act out the given sentences

I a pupil at Government School.

She ____________________________ a beautiful girl.

It __________________a hot day today.

They __________________________________late again.

You _____ ___ _taller than me.

He ______________ a sales man.

She a housewife.

We from Police Force.

It already dark.

I your friend.

48
Activity: How many words can you make?
Playground

Activity: Word train (make new words with ending letter of the word and let the train go)
TEACHER R

Topic: Family Game (questions and answers)

Method: Game
Resource: Dice (10)
Description: Participants work in groups, take turns rolling the dice. Every time roll the dice
count the number of spaces in the game and wherever you land, the answer the question.

Activity: Family Q & A

49
Topic: Writing about self
Method: Guided writing
Description: Teacher explains students about writing through outlines, and/or given
guidance.
Activity: Write about yourself with help of following chart.

School

Brothers Best
& Sisters Friend

Favourite
Age Myself Subject

Class in Name

Favourite
Place

50
Day 4 – Reflection Sheet
Topic/ How will you
What learned? How learned?
Session Implement?

Child-Friendly Environment
A supportive educational and community environment that is inclusive, healthy, friendly,
and protective and rights based. The Child-Friendly School model, developed by UNICEF,
promotes inclusiveness, gender-sensitivity, tolerance, dignity and Personal empowerment.
Characteristics of Child Friendly Learning Environment
The school is a significant personal and social environment in the lives of its students. A
child-friendly school ensures every child an environment that is physically safe,
emotionally secure and psychologically enabling.
Teachers are the single most important factor in creating an effective and inclusive
classroom.
Children are natural learners, but this capacity to learn can be undermined and sometimes
destroyed. A child-friendly school recognizes, encourages and supports children's growing
capacities as learners by providing a school culture, teaching behaviors and curriculum
content that are focused on learning and the learner.
The ability of a school to be and to call itself child-friendly is directly linked to the support,
participation and collaboration it receives from families.
Child-friendly schools aim to develop a learning environment in which children are
motivated and able to learn. Staff members are friendly and welcoming to children and
attend to all their health and safety needs.
Activity1: Characteristics of child friendly learning environment
Pair work:
Characteristics Role of Teacher

Activity:
• Work in groups and discuss the below mentioned text
• Present to the whole class
Framework of Child Friendly School
A rights-based, child-friendly school has two basic characteristics:
It is a child-seeking school:
Actively identifying excluded children to get them enrolled in school and included in
learning, treating children as subjects with rights and State as duty-bearers with
obligations to fulfill these rights, and demonstrating, promoting, and helping to monitor the
rights and well-being of all children in the community.
It is a child-centered school:

51
Acting in the best interests of the child, leading to the realization of the child’s full potential,
and concerned both about the "whole" child (including health, nutritional status, and
wellbeing) and about what happens to children in their families and communities -before
they enter school and after they leave it.
Essential Aspects of Child Friendly School
a) It is inclusive of children
Does not exclude, discriminate, or stereotype on the basis of difference.
Provides education that is free and compulsory, affordable and accessible, especially to
families and children at risk.
Respects diversity and ensures equality of learning for all children (e.g., girls, working
children, children of ethnic minorities and children with disabilities, victims of exploitation
and violence).
Responds to diversity by meeting the differing circumstances and needs of children (e.g.,
based on gender, social class, ethnicity, and ability level).
b) It is effective for learning
Promotes good quality teaching and learning processes with individualized instruction
appropriate to each child's developmental level, abilities, and learning style and with
active, cooperative, and democratic learning methods.
Provides structured content and good quality materials and resources.
Promotes quality learning outcomes by defining and helping children learn what they need
to learn and teaching them how to learn.
c) It is healthy and protective of children
Ensures a healthy, hygienic, and safe learning environment, with adequate water and
sanitation facilities and healthy classrooms, healthy policies and practices (e.g., a school
free of drugs, corporal punishment, and harassment), and the provision of health services
such as nutritional supplementation and counseling.

d) Provides life skills-based health education.

Promotes both the physical and the psycho-socio-emotional health of teachers and
learners.
Helps to defend and protect all children from abuse and harm.
Provides positive experiences for children.
e) It is gender-sensitive
Promotes gender equality in enrolment and achievement.
Guarantees girl-friendly facilities, curricula, textbooks, and teaching-learning processes.
Socializes girls and boys in a non-violent environment.
Encourages respect for each other’s' rights, dignity, and equality.
f) It is involved with children, families, and communities
Child-centered: Promoting child participation in all aspects of school life.
Family-focused: Working to strengthen families as the child's primary caregivers and
educators and helping children, parents, and teachers establish harmonious relationships.
Community-based: Encouraging local partnership in education, acting in the community
for the sake of children, and working with other actors to ensure the fulfillment of
children’s' rights.
Experience is now showing that a framework of rights-based, child-friendly schools can be
a powerful tool for both helping to fulfill the rights of children and providing them an
education of good quality. At the national level, for ministries, development agencies, and
civil society organizations, the framework can be used as a normative goal for policies and
programs leading to child-friendly systems and environments, as a focus for collaborative

52
programming leading to greater resource allocations for education, and as a component of
staff training. At the community level, for school staff, parents, and other community
members, the framework can serve as both a goal and a tool of quality improvement
through localized self-assessment, planning, and management and as a means for
mobilizing the community around education and child rights.
Activity:
Work in groups and discuss the ‘’Possibilities to implement CFLE in existing AJK primary
school context and present to the class.
Implementation
Possibilities Challenges
Strategies

53
DAY 4
Micro Teaching
Steps of Microteaching
The Micro-teaching program involves the following steps
Step1
Particular skill to be practiced is explained to the teacher trainees in terms of the purpose
and components of the skill with suitable examples.
Step 2
The teacher trainer gives the demonstration of the skill in Micro-teaching in simulated
conditions to the teacher trainees.
Step 3
The teacher trainee plans a short lesson plan on the basis of the demonstrated skill for
his/her practice.
Step 4
The teacher trainee teaches the lesson to a small group of pupils. Lesson is supervised by
the supervisor and peers.
Step 5
On the basis of the observation of a lesson, the supervisor gives feedback to the teacher
trainee. The supervisor reinforces the instances of effective use of the skill and draws
attention of the teacher trainee to the points where he could not do well.
Step 6
In the light of the feed-back given by the supervisor, the teacher trainee replans the lesson
plan in order to use the skill in more effective manner in the second trial.
Step 7

The revised lesson is taught to another comparable group of pupils.

Step 8
The supervisor observes the re-teach lesson and gives re-feed back to the teacher trainee
with convincing arguments and reasons.
Step 9
The ‘teach – re-teach’ cycle may be repeated several times till adequate mastery level is
achieved.
Activity-Pair work (1-7)
• Prepare a lesson for class ECE and I
• Prepare resource material
• Demonstrate lesson in 10 minutes
Activity-Pair work (8-14)
• Prepare a lesson for class II,III, IV &V
• Prepare resource material
• Demonstrate lesson in 10 minutes
Activity-Post Test
Evaluation of the Program
Handout for Master Trainer (only) Teacher’s Observation Form

District: _______________, Name of School: ____________________Name of Teacher: _________________

Subject: _________________________________ Topic: ___________________________________________
Observer’s Name: ______________________ Duration: ___________________ Date: _________________
54
 Total Score: _______________________ Score Obtained: _______________ Percentage: _____________
Instructions to Observer: Rating Scale (Good 4, Satisfactory 3, Unsatisfactory 2, Need
Improvement 1)
Teacher’s Teaching Plan 4 3 2 1
1 Syllabus available with the teacher
2 Teacher is teaching according to the syllabus
3 Lesson Plan and teaching material pre-prepared
Lesson plan reflects SLOs from national curriculum
4
2006
Lesson has systematic logical sequences
Objectives, Review, Relevant Material , Guided practice,
5 Independent practice, Added practice through
homework)
Total Points :

REMARKS:

Teacher’s Knowledge of Subject Matter 4 3 2 1

1 Demonstrates basic knowledge of the topic

Uses other sources, apart from the prescribed

2 textbook, to enrich the topic
3 Presents concepts clearly to students

Uses local resource materials (apart from the textbook

4 and whiteboard) to facilitate and support learning
Total Points:

Classroom Management / Atmosphere

(Teacher’s behaviors that maximize student 4 3 2 1
on task behavior)

There are established rules which students

1 understand and automatically follow

2 Furniture arrangement is flexible

3 Shows respect for students

Praises or encourages students when they perform
4 well
5 Monitors students’ progress when they are on task

6 Classroom environment is clean

Other Observations (If Any)

Total Points:

55
 TEACHING SKILLS 4 3 2 1
1 Came to class prepared (e.g. lesson plan, materials, etc.)

2 Lesson started on time

3 Lesson finished on time

4 Lesson was delivered interruption

5 Maximum time was spent on student tasks

Able to relate classroom knowledge to students’ lives,

6 needs and interests
7 Engage students in Group work to stimulate students

8 Able to follow the planned lesson

9 Able to achieve

Allowed students to share their knowledge and

10 experiences
Construct students’ knowledge by TASK/ asking
11 questions/ discussions
12 Allowed student to ask questions

Checked students’ understanding by assessing their

13 knowledge
Use Cooperative Learning strategies for developing
14 students’ understanding
Enough practice task given to the students to construct
15 knowledge

Improvement Areas:

Signatures ___________________________
Follow-up Session
Participants will have a 2 days follow up session after a one month of training. Participants
are required to implement the learnings of the training in their schools and answer the
questions during the follow up session after one month.
[Link] did you implement from the training?
[Link] TOPICS/STRATEGIES

56
[Link] successfully you put the skills and strategies learned during the training?

[Link] in the table below

[Link] ACHIEVEMENTS SUCCESS STORY INDICATORS/EVIDENCES

Q4. List down Challenges and Remedies

[Link] CHALLENGES INDICATORS/EVIDENCES REMEDIES/SOLUTIONS

Q5. List down existing problems.

57
Q6. Suggestions (If Any)

Notes:-

58
59