SHRI SHIKSHAYATAN SCHOOL

ANNUAL PEDAGOGICAL PLAN [2021 – 2022]

PHYSICS
CLASS - X

SHORT TERM GOALS:

To achieve effective learning outcomes
Managing time, imbibing Values
Applying knowledge and scientific concepts in a meaningful way in practical life
Exposure to cultural differences
To achieve cognitive, affective and psychomotor excellence
To enhance self-awareness and explore innate potential
To promote goal setting, and lifelong learning

LONG TERM GOALS:

To ignite pursuit of knowledge by inculcating the skills of creative learning, critical

thinking, problem solving and research-oriented learning so that learners are keen on
learning more and develop self-confidence for further advanced studies.
To imbibe 21st century learning, literacy and life skills.
To ensure that all students are ready for the Board Examination and enable them to meet
future demands in rapidly changing global society.
To enable the learners to attain mastery over laid down competencies by incorporating
Competency Based Learning in the Teaching-learning process.

To ensure the learners acquiring the ability to utilize technology and information for the
betterment of humankind
To strengthen their knowledge and attitude related to livelihood skills
To develop the ability to appreciate art and show case talents and to promote arts
integrated learning.
Incorporation of experiential learning method in the Teaching-learning process to
promote inquiry-based learning
 PEDAGOGICAL APPROACH: PHYSICS

Experiential Learning

Chapter Topic Method/Tools Learning Outcomes

CURRENT 1. Ohm’s law  Verification of Ohm's law- Learns to study graphical
To study the dependence of
ELECTRICITY representation and variation
potential difference (V)
across a resistor on the of one quantity with respect
current (I) passing through
it and determine its to other.
resistance. Also plot a graph
 Simulation shown from
online teaching site –O-Lab
 Demonstration in Physics
laboratory
2.Series and  To determine the  Comprehends the
equivalent resistance of
Parallel concepts of two mode
two resistors when
Combination connected in series. of connections in
electricity
 To determine the
equivalent resistance of
two resistors when
 Learns to connect
connected in parallel.
 Simulation shown from different circuit
online teaching site –O-Lab
components in series
 Demonstration in Physics
Laboratory mode and parallel
mode as per
requirement

 Application of
theoretical knowledge
and learns to identify
the mode of
connections in
domestic house-hold
 circuit.
LIGHT – Spherical mirror  Introduction to the  Distinguishes the
REFLECTION structure and properties of structure of concave
AND spherical mirror by
REFRACTION and convex mirror
common house-hold
Differentiate objects like- a new  Develops the
between two stainless-steel spoon observation skills
 Identification of mirrors
types of mirrors  Learns to identify
and lenses by the
and two types of formation of image mirrors and lenses by
lenses by the  The activities were observation only
performed by the students
property of image  Applies the scientific
under the guidance of the
formation concepts in day-to-day
teacher during classroom
teaching life to use them
properly

 To determine the focal  Develops the

length of (i) concave observation skills
mirror and (ii) convex lens  Critical thinking,
by obtaining the image of a
distant object. Collaborative learning
takes place
 Applies the concept
 To trace the path of a ray
of light passing through a  Comprehends the
rectangular glass slab for concept of refraction
different angles of  Develops the
incidence. Measure the
observation skills
angle of incidence, angle
of refraction, angle of  Critical thinking,
emergence and interpret Collaborative learning
the result.
takes place
 Analyses the result and
synthesises
 Develops of accurate
measurement skill.
  To trace the path of the  Develops the
rays of light through a observation skills.
glass prism.

 Comprehends the
phenomena of
refraction

 Applies concepts in
daily life with
reasoning while
decision-making and
solving problems
 To find the image
distance for varying  Plans and conducts
object distances in case investigations and
of a convex lens and
draw corresponding ray experiments to arrive at
diagrams to show the and verify the facts,
nature formed.
principles, phenomena,
relationship between
physical quantities, or
to seek answers to
queries on their own;

 Records observation in lab manual along with pictures

SUBMISSION
 Submission in google classroom
AND
ASSESSMENT  Presentation by students in live classes
 Competency Based Learning –

Chapter Topic Method/Tools Learning Outcomes

Human eye Human eye  The students discuss their  Students’
and colourful understanding of the lessons on the competencies are
world basis of their individual perception identified and
and competency developed
 This is then put into one page note,  Students go beyond
which the students accumulate mere accumulation of
from their understanding. knowledge from text-
 Based on the competency of the books
learners regarding their  It supports the
understanding of the lessons and student’s ability to
the scientific concepts, the teacher become an
then prepares a questionnaire independent/ self-
comprises of various types of reliant and lifelong
questions, eg. Numerical learner.
problems, Conceptual questions,  Helps students to
Picture reading and interpretation, reach their full
Presentation skill-based questions. potential.
 Options will be given to the  It promotes remote
students to attempt any one of learning, skill
such questions. According to their development,
interest and competency they will capacity building etc.
solve it, and their learning could  Students’
be assessed . competencies are
identified and
developed
Inter-Disciplinary Learning –
Learning
Chapter Topic Method/Tools
Outcomes
SOURCE OF Application of  Students will do research work  Carries out the
research work on
ENERGY different types of on different forms of alternative
internet, thus
Renewable and renewable source of energy Self-learning
takes place
sources of energy and their application in our life
and collect information.
 Develops artistic
 They will make ppt as group-
and aesthetic
activity[Group of 5 ] sense while
making
 Students will be able to presentation
comprehend and showcase their
 Develops Team
talents by integrating arts.
spirit
 Cross curriculum between  Learns to
correlate
Physics, Chemistry and
Geography to take place
Inquiry Based Learning

Chapter Topic Method/Tools Learning Outcomes

Magnetic Domestic Circuit:  Formulating Questions  Inquiry-based
effects of Why different types and Initial approaches are
current of switches are used Understandings: First, intended to foster
for different students are oriented to a critical thinking
electrical problem- Studying  By supporting
appliances? domestic circuit and students in their
observing electricians initial
They wonder why repairing faults. Here, they explorations,
electrical fuses are learn about the topic in more in-depth
replaced by MCBS general ways by becoming analyses, and
in the domestic oriented to it and then synthesizing
circuits nowadays. formulating their own processes
understandings. From  These pedagogies
these initial explorations deepen the
students begin to learning
formulate questions and
hypotheses, and to reflect
on their own current
knowledge.
 Exploration & Analysis:
In the next phase, students
might conduct research,
design experiments, and
collect data from multiple
perspectives and sources
 by common daily
observations in their
surroundings. Students are
able to access data that has
been collected and are
expected to critically use
this data to formulate their
own theories to explain
the use of certain circuit
components to ensure
safely in our daily life. By
doing this, students are
engaging in the kinds of
hypothesis testing and
theory-building.
 Drawing Conclusions:
In the final phase of critical
inquiry, arguments are made
and conclusions are drawn as
students work to synthesize
their explorations.

GUIDELINES FOR LESSON PLAN:

Maintaining Lesson Plan records and monitoring its implementation in the classes
Specific Learning Outcomes
Innovative Pedagogical Strategies
Activities/experiments/hands-on-learning
Interdisciplinary Linkages and infusion of Life-skills, Values, Gender sensitivity etc.
Use of resources (including ICT)
Inclusive Practices and continuous monitoring of the performance of students
 Assessment items for measuring the attainment of the Learning Outcome
Feedback and Remedial Teaching Plan

ASSESSMENTS AND MEASURES TAKEN FOR THE ATTAINMENT OF

LEARNING OUTCOMES:
Short feedback assessments will be taken after the completion of each chapter/topic
Term based examinations will be taken to assess the learning curve of the students
The assessments will help the teacher to assess whether the Learning Outcomes have
been met
Graphical analysis of the performance of the students throughout a year

REMEDIAL TEACHING PLAN AND MENTORING SESSION:

Remedial Class- Students who have not performed well and have learning gaps will be
given one to one attention, after school/ during short breaks.
Mentoring Session- An open forum that brings the parents and the teachers face to face
to analyze the performance of their wards which helps them to improve their
understanding of concepts and make the learning permanent.

INCLUSIVE PRACTICES:

All students will be given an opportunity to be heard and encouraged to participate.

Getting every student involved through various techniques such as group work and peer
teaching-learning and feedback
Small groups will be made to reduce the potential for discussion to be dominated by an
individual or specific group of students
 To present content in different and more interactive ways. For example, using objects,
images and video can be more engaging and accessible for students than always having
text-based materials which will help CWSN students to participate as well
To allocate students to groups rather than allowing them to choose their own when
organizing group work to ensure students having various skills are a part of the group.
This will lead to a more diverse learning environment
To ensure students have extra needs get help from the Special Educators.
To gather together a variety of hands-on and engaging activities and experiences,
investigations and quizzes. The wide selection of materials encourages and enable
students, and allow teachers to tailor activities to students' needs.
To have a solid understanding of the subject, linking it to current events, maintaining a
supportive environment, providing reflection time, and using varied assessments
[Supporting assessment techniques with individual conferences, group discussions,
providing scope of resubmission] ensures that teachers create an inclusive science
classroom.

VALUES INCULCATED DURING THE TEACHING – LEARNING

PROCESS:

Develop the values of sharing and empathy, cooperation and team work
Democratic values like equity and equality will be elucidated practically
Inculcating the value of reflection of our thoughts through actions
To inculcate the values such as honesty, integrity and foundation of character to enhance
quality of life
To sensitize the students to differentiate between right and wrong action and learn
decision making skills
To create awareness about pollution free environment and sustainable development

ANNUAL CURRICULUM PLAN:

Lesson Plan for 2021 – 2022 will be prepared with reference to NEP 2020, 21st Century
Pedagogical Methods and the CBSE recommended Learning Outcomes
New session will commence from 5th April 2021