CIRCULAR NO 01

1. 74% of students in our schools belong to PBOR category who mostly hail from rural background and many of them are first generation learners. Most of the students who join Army Schools have very little or no exposure to English. This language deficit becomes a hurdle in child’s overall academic growth.

2. It therefore, became essential for AWES to evolve a course which would Bridge this ‘English Gap’ and help children to come into the main-stream. With this in view, Mrs. Nirmala Tambe, Principal Army School Kirkee devised Three Modules of English Bridge Course in 2004. Accordingly, English Bridge Course is being conducted in Army Schools/APSs since then as part of school curriculum. Based on the feedback from environment and experience gained over past three years, a need has been felt to refine the existing methodology of conduct of English Bridge Course wef academic year 08-09.

(a) Modules are related to the exposure level of English and Not necessarily to class or age of the student.

(b) The Principal and English Faculty head can decide how many rounds to be conducted and how many batches to constitute. It is recommended that we start with a small group of highly motivated teachers (5-6) with 10 students per teacher and cover 50-60 really weak students well, rather than enroll a large number of students and fail to improve them.

(c) The exposure level of English of newly joined children should be evaluated to slot the child in the appropriate Module. This should be done initially in Apr - May and if needed repeated in Jul.

(d) First round of one or more Modules should simultaneously commence and spread over one and half to two months i.e. mid Jul to till end Aug.

(e) Thereafter, Second and Third rounds should be conducted in Sep - Oct & Nov - Dec respectively. These could be ‘repeat’ or up graded Modules.

(f) Assess the progress made by each child, at the end of each Module. In addition to the evaluation carried out by the senior nominated teachers, evaluation forms will be given to the Class Teacher and Science / Math / Social studies Teachers for their feedback on how far the Basic English Course has facilitated learning of other subjects. The Senior Teachers will use the forms given at Appx ‘A’, which are the same as those used by the teachers conducting the module. The Class Teacher will use the forms given as Appx ‘B’ and Subject Teachers will use the form given at Appx ‘C’.

(g) Schools will maintain a record of individual student’s progress on completion of each module. This should include :-

(i) Names of children covered in the module- their educational background and entry level test performance.

4. Coloured reprint Booklets of Modules I to III are under compilation and adequate number of copies will reach all Army Schools/APSs in due course.

5. In the mean time, schools are requested to plan and schedule the programme of English Bridge Course as per guidelines mentioned above in the school curriculum.

6. A consolidated feedback will be submitted by HQ Commands (AWES) for schools under jurisdictions as per format at Appendix ‘D’ on culmination of each round of Module i.e. by 15 Oct, 15 Jan & 15 Mar.

7. Principals should cover this aspect in their briefing to MD AWES / inspecting teams / senior officers visiting their schools.

All Army Schools/ APSs - Circular No 01/SCHOOLS/2008 dated 10 Apr 2008 E-mailed for necessary action.

Appx `A’

(Ref Para 3 (e) of letter No B/45846/EBC/AWES

of 10 Apr 08)

MODULE 1

FORMAT FOR ASSESSMENT BY SENIOR TEACHERS & TEACHERS CONDUCTING EBC MODULE

Ser No	Competencies			Name of the Child
1.	Listening	1.1.1	Listen with understanding to simple familiar and popular rhymes, poems and tales
		1.1.2	Understand conversation and dialogue in familiar situations.
		1.1.3	Understand oral requests and simple instructions in familiar situations.
2.	Speaking	1.2.1	Repeat simple sentences correctly
		1.2.2	Recite simple rhymes, poems and songs in a group with gestures and actions
		1.2.3	Answer simple questions requiring yes/no answers
		1.2.4	Ask simple questions
3.	Reading	1.3.1	Recognize common letters of alphabet in combination and singly.
		1.3.2	Read large print and handwriting on blackboards, flash cards, etc.
		1.3.3	Read aloud simple known words (of generally not more than three syllables)

Progress : Red – Needs to repeat

Amber - Can be upgraded to next module

Green – Progress Good

EV Class I

4.	Writing	1.4.1	Copy consonants vowels, matras and conjunct letters
		1.4.2	Write (from dictation) consonants, vowels, matras and conjunct letters.
		1.4.3	Write simple familiar words and simple sentences
5.	Comprehension of ideas (through listening and reading)	1.5.1	Recall simple information given in a short spoken text.
5.	Comprehension of ideas (through listening and reading)	1.5.2	After listening be able to answer questions of `who’ `when’ and `where’
6.	Functional Grammar	1.6.1	Become aware of similarities between words on the basis of word ending.
7.	Self learning	1.7.1	Be able to use simple picture glossary where available.
8.	Language use	1.8.1	Understand and use simple polite formula.
9.	Vocabulary Control	1.9.1	Be able to acquire reading comprehension vocabulary of approx 1500 words

EV Class I

MODULE - 2

FORMAT FOR ASSESSMENT BY SENIOR TEACHERS & TEACHERS CONDUCTING EBC MODULE

Ser No

Competencies

Name of the Child

1.	Listening	2.1.1	Listen with understanding to simple but unfamiliar poems, songs and stories.
		2.1.2	Understand conversation and dialogue in unfamiliar situations.
		2.1.3	Understand oral instructions for playing games, carrying out simple activities.
2.	Speaking	2.2.1	Pronounce all sounds of the languages.
		2.2.2	Narrate simple known stories with proper modulations and action.
		2.2.3	Answer simple questions requiring full answers
		2.2.4	Describe familiar things and objects.
3.	Reading	2.3.1	Read large and small prints.
		2.3.2	Read road signs, hoardings and simple notices (as on a notice board).
		2.3.3	Read simple story books and other children’s books.

Ser No	Competencies				Name of the Child
4.		Writing	2.4.1	Take distinctions of correct shape, sequence, spacing of letters and words.
			2.4.2	Take simple dictation of known and simple unknown words.
			2.4.3	Write simple guided composition.
5.		Comprehension of ideas (through listening and reading)	2.5.1	Locate main ideas in a spoken or written text.
5.		Comprehension of ideas (through listening and reading)	2.5.2	After listening be able to answer questions of `what’ and `How’ and `why’.
6.		Functional Grammar	2.6.1	Become aware of meaning and relationship between words.
7.		Self learning	2.7.1	Be able to use children’s illustrated dictionary where available.
8.		Language use	2.8.1	Speak politely and be attentive while listening.
9.		Vocabulary Control	2.9.1	Be able to0 acquire reading comprehension vocabulary of approx 1500 words.

MODULE -3

FORMAT FOR ASSESSMENT BY SENIOR TEACHERS & TEACHERS CONDUCTING EBC MODULE

Ser No	Competencies					Name of the Child
1.		Listening	3.1.1		Listen with understanding to simple speeches in familiar situations.
			3.1.2		Understand conversation and dialogues in unfamiliar situations.
			3.1.3		Understand series of oral instructions for performing and activity.
2.		Speaking	3.2.1		Speak without stopping unnaturally
			3.2.2		Recite with proper delivery.
			3.2.3		Describe unfamiliar things and objects.
			3.2.4		Speak on simple known themes.
			3.2.5		Take part in simple classroom discussion.
3.		Reading	3.3.1		Read simple figures, charts, maps.
			3.3.2		Read print and handwriting freely.
			3.3.3		Read children’s magazines.
4.		Writing	3.4.1	Write neatly and legibly.
			3.4.2	Take dictation with punctuation marks.
			3.4.3	Write short free compositions including simple informal letters and dialogues.
5.		Comprehension of ideas (through listening and reading)	3.5.1	Recognize simple cause-and-effect relationship between ideas and events in a spoken or written text.
5.		Comprehension of ideas (through listening and reading)	3.5.2	Make inferences from the information given in a spoken or written text.
6.		Functional Grammar	3.6.1	Understand simple functional rules of sentence construction and parts of speech.
7.		Self learning	3.7.1	Be able to use junior dictionary where available.
8.		Language use	3.8.1	Use appropriate languages in formal and informal situations.
9.		Vocabulary Control	3.9.1	Be able to acquire reading comprehension vocabulary of approx 4000 words.

Ser No	Name of School	No of children attended (Module wise)			Date of modules			Level of Proficiency Module Wise
Ser No	Name of School	One	Two	Three	One	Two	Three	One	Two	Three

Name of the Child

Name of the Child

Name of the Child

Ser No

Competencies

Name of the Child

EVALUATION SHEET – CLASS TEACHER

EVALUATION SHEET – SUBJECT TEACHER