VALUE BASED TEACHING – XI
- Harnessing the competitive spirit
- Officer Like Qualities
- Military Science
- Maritime heritage of India
- Space research of India
- Command Structure–Indian Army
| CLASSXI | ||||||
| THEME: PERSONALITYDEVELOPMENT | UNIT: | SUBJECT: COMPETITIVE SPIRIT | DURATION: 02HOURS | |||
| LEARNINGOBJECTIVES: 1. Studentslearnemotionalandsociallearningthroughcompetitivespirit | ||||||
| 2. Competitionamongthestudentsisgettingmoreandmore stiffineducation/games | ||||||
| /highercourse. | ||||||
| PEDAGOGICALPROCESS: Studentsneedguidancetounderstandthedifferencebetweencompetitivespirit and honestyTeachingstudentstherightcompetitiveattitudewhichwillinstilinthemhumility, respect, and confidence.Ithelpstoincreasetheirinterestintheactivityandallowsthemtohavefunwhile competing with others. | ||||||
| CONTENT | ||||||
| CompetitiveSpirit:Whatis’competitivespirit’andwhatisnot. TipstoharnesstheCompetitivespirit:Passion – Passion towards your objective drives you to push yourself harder than you thought possible and strive to achieve goals, propelling yourself beyond mediocrity and into the elite status.Self-belief– You must have complete faith in yourself, your talent, your abilities and your internal strength if you are to become the best possible version of yourself.Ensure your focus is laser-sharp – Strive to deliver excellence ineverything you do.Measure your growth – Formulate criteria by which you will measure your progress. Evaluate progress periodically.Set high expectations – Always keep expectations for yourself at high levels, never become complacent, and you will never lose your sense of direction. | ||||||
| ACTIVITIES | ||||||
| Encourageself-evaluationofprogressbystudents. | ||||||
| CLASSXI | |||
| THEME: PERSONALITY DEVEOPMENT | UNIT: | SUBJECT: OFFICERLIKE QUALITIES | DURATION: 02 HOURS |
| LEARNINGOBJECTIVES: Students will appreciate the OLQs which can be divided into four factors (Planning and Organising, Social Adjustment, Social Effectiveness, Dynamic)15qualitiesofofficerswillbeportrayedbytheclassroomteachingwithexamples. | |||
| PEDAGOGICAL PROCESS:The specific approaches promote the student-centred learning activity. The activity based approach will help students in imbibing officer like qualities. | |||
| CONTENT | |||
| Effective Intelligence: Effective Intelligence refers to the ability of the person to deal with various complex situations using the available resources and find the best effective solution.Reasoning Ability: It refers to the abilityof the student to be able to think rationally and logically. It requires the person to identify the essentials of a problem, analyze it logically and arrive at the best solution. Organising Ability: Thisreferstothe clarity thata person hasin his/herlife. It tests the ability of a person to be able to arrange things in a systematic way and also possess skills to be able to lead a group of people in a way which leads to an effective outcome. Power of Expression: This refers to the ability of a person to be able to express oneself clearly and with ease and confidence. Social Adaptability: It refers to the ability of an individual to be able to adjust with different surroundings, people and groups. It also includes the attitude that a person possesses in relation with other people.Cooperation: It refers to the quality of an individual to be able to participate in a workalongwithotherpeopleandworkinco-ordination.Itimpliestheteamspiritthatoneis supposed to have in order to be able to work effectively with a group of people.Sense of Responsibility: It refers to the quality of a person to recognise and be able to fulfill his/her duty faithfully. Initiative: It refers to the quality of a person to be able to take the lead in any task.It requires a person to be able to take the first step in any task and fulfill it with complete dedication. Self-Confidence:Itreferstothebeliefthatapersonhasonhimself/herselfwith respect to his/her abilities to complete a given task. SpeedofDecision:Itreferstomakingsensibleandeffectivedecisionsinashort period of time. Ability to Influence the Group: It refers the ability of an individual to be able to influenceagroupthathe/sheisleadingandtobeabletomotivatethemandinspirethem toachievetherequiredobjective. | |||
| CLASSXI | |||
| THEME: INDIANARMEDFORCES | UNIT: | SUBJECT: MILITARYSCIENCE | DURATION: 02HOURS |
| LEARNINGOBJECTIVES: Conceptandevolutionofmilitarystudies.Afterstudyingthelesson,the studentwill be able to explain military science. | |||
| PEDAGOGICALPROCESS: Explanationandexamplestobeusedforteachingtheconcepts. | |||
| CONTENT | |||
| Militaryscience: Militaryscienceisthestudyofmilitaryprocesses,institutions,and behaviour, along with the study of warfare, and the theory and application of organized coercive force. It is mainly focused on theory, method, and practice of producing military capability in a manner consistent with national defence policy.ImportantAspectsinMilitaryStudies:(Basicconcepts)TerrainTacticsMapsandAstronomyLeadershipLogistics | |||
| ACTIVITIES | |||
| Usechartsandpictureswhereverpossible. | |||
| CLASSXI | |||
| THEME: PRIDE AND LOVE TOWARDSNATION | UNIT: | SUBJECT: MARITIMEHERITAGEOF INDIA | DURATION: 02HOURS |
| LEARNINGOBJECTIVES: Studentswilllearnaboutportsof India. | |||
| PEDAGOGICALPROCESS: Lectures/discussionmodetobefollowedfor teaching. | |||
| CONTENT | |||
| Ports of India: Portsplay an important role in the overall economicdevelopment of a country. India is one of the fastest-growing and large economies in the world, with aGDP growth rate of 6.1% as of 2018-19. Approximately95%of India’s merchandise trade is done through sea ports.India’s Maritime Sector: India has12majorand 200 non-majorports. Indian ports are categorised into two parts:Major ports (under central Govt administration) and Non-Major ports(under state Govt administration). The ports in India serve as a backbone for EXIM, international trade, coastal shipping and cruise shipping. India’s top export destinations are the US, UAE, Saudi Arabia, Hong Kong, China, Germany and Republic of Korea. Key commodities handled at the Indian ports are petroleum products, coal, automobile, iron ore, engineering goods, chemicals and electronics. POL:37.5%Container:20.8%Thermalcoal:23.1%Ironore:5.8% 3.Sagarmala: The Government of India has planned to modernise thecountry’s ports through a project called Sagarmala. It is the flagship programme of the Ministry ofShipping and Waterways to promote and develop ports in the country by harnessingIndia’s 7500 km-long coastline and potentially navigable waterways. Sagarmala can be a game changer for the maritime sector due to its focus on port-led development. | |||
| ACTIVITIES | |||
| IndianPortsanditsphotographs. Fieldtripifpossible. | |||
| CLASSXI | |||
| THEME: SCIENTIFIC TEMPER | UNIT: | SUBJECT: SPACERESEARCHININDIA | DURATION: 02HOURS |
| LEARNINGOBJECTIVES: AcquireknowledgeofthePhysicaluniverseanditsevolutionDefineandusefundamentalprinciplesandtechniquesofspacescience. | |||
| PEDAGOGICALPROCESS:Lecture,demonstrations,pictures,discussions. | |||
| CONTENT | |||
| Introduction of space science: Space science,body of scientific knowledge as it relates tospace exploration; itis sometimesalso called astronautics. Space science draws on the conventional sciences of physics, chemistry, biology, and engineering, as well as requiring specific research of its own.BasicCategories:Therearefourbasiccategoriesofspacemission.Thesoundingrocketisrestrictedtosuborbitalflightswithmaximumaltitude between 35 and 1,300 mi (55–2,100 km).Artificialsatellitesorbittheearthataltitudesbetweenonehundredand several thousand miles.Spaceprobestraveltothemoonandplanets.Thefinal andmost complexcategoryis human spaceflight,of which the Apollomoonlandings,the spaceshuttle,andtheSkylab,Mir,andInternational space stations are the outstanding examples.ISRO’smissionsandtimelinefrom1960stotodayanddiscussiononMission Mars. | |||
| ACTIVITIES | |||
| FieldtriptoISROasandwhenpossible. | |||
| CLASSXI | |||
| THEME: INDIANARMEDFORCES | UNIT: | SUBJECT: INDIANARMY | DURATION: 02HOURS |
| LEARNING OUTCOME:The Student must be made aware of the Command Structure of the Indian Army, Its dispositions. On completion the Student must be able to Differentiate between, Corps, Division, Brigade, Battalion, regiment etc. He must also be able to acquire knowledge on various Equipment/Missiles in the Army Inventory. | |||
| PEDAGOGICAL PROCESS: The student can learn through class room teaching, watching videos or documentaries, Visiting Indian Army Units | |||
| CONTENT | |||
| ConceptsofvariousformationsofIndianArmy,i.e.,Command,Corps,Division, Brigade, Regiment, Battalion, Unit.Basicsofequipment,weaponsandcapabilitiesofIndianArmy. | |||