Foundational Stage

Pre-Primary

Theme based teaching is done for pre-primary section mapped with the competencies from NCF-FS.
No formal test /examination is conducted for Pre-Primary.
Promotion is given on the basis of continuous & comprehensive assessment (CCE) of a child's personality, physical & emotional development, academic performance & participation in school activities under the umbrella of the following developmental domains:

Physical and motor development
Socio-emotional-ethical development
Cognitive development (including numeracy)
Language and literacy development
Aesthetic and cultural development
Parent observation, self-assessment and peer assessment are included in the Holistic Progress Cardin order to ensure 360 ^?evaluation and to provide a holistic view of the progress of the child.
The academic session is divided into three assessment cycles as mentioned below:

ASSESSMENT

Formative Assessment Cycles

LEVEL	Symbols	INTERPRETATION: Student is…
Beginner-LEVEL-1	L1	at the beginning stage of the target competency and needs a great deal of support.
Progressing LEVEL-2	L2	able to meet some part of target competency independently but needs occasional support.
Proficient LEVEL-3	L3	able to meet the target competency independently without any support
Advanced LEVEL-4	L4	able to achieve the target competency independently. Helps & supports others to achieve LO. Requires more challenging tasks.

The Holistic Progress Card for preprimary classesis published thrice a year (after every assessment cycle)

Classes I and II

No formal test /examination are conducted for Classes I and II.
Promotion is given on the basis of continuous & comprehensive assessment (CCE) of a child's personality, physical & emotional development, academic performance & participation in school activities under the umbrella of the following developmental domains:

Physical and motor development
Socio-emotional-ethical development
Cognitive development (including numeracy) (EVS, Mathematics, Computational thinking)
Language and literacy development (English and Hindi)
Aesthetic and cultural development (visual & performing arts including Art, Craft, Music, Dance, Theatre)
The assessment structure is focused on Formative Assessment throughout the year mapped with the competencies from NCF_SE_Aug 23.
The FAs are taken in parallelwith teaching learning activities to act as a feedback loop for teachers and learners.
There is no summative assessment (No PT/ HY/ Annual) for classes I and II.
Parent observation, self-assessment and peer assessment are included in the Holistic Progress Card in order to ensure 360 ^?evaluation and to provide a holistic view of the progress of the child.
Portfolio containing students’ work would be maintained by teachers however; it would not be assessed.
The academic session is divided into four assessment cycles.

Formative Assessment Cycles

LEVEL	Symbol	INTERPRETATION: Student is…
Beginner-LEVEL-1	L1	at the beginning stage of the target competency and needs a great deal of support.
Progressing LEVEL-2	L2	able to meet some part of target competency independently but needs occasional support.
Proficient LEVEL-3	L3	able to meet the target competency independently without any support
Advanced LEVEL-4	L4	Able to achieve the target competency independently. Helps & supports others to achieve LO. Requires more challenging tasks.

Holistic Progress Card (HPC) is published twice in a sessionfor the Classes I and II ie. after FAC2 &FAC4).

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