Assessment and Evaluation

The School Academic Year consists of Two Terms beginning in April & October respectively.
For promotion to the next higher class, the marks of all Terms and Unit Tests are consolidated and taken into consideration.

The school emphasizes Continuous & Comprehensive Evaluation (CCE), as per CBSE requirements, which covers scholastic and co-scholastic achievements.

In addition to Unit Tests and Term Tests; pupil's behaviors, development in non cognitive areas; participation in House Activities, Curricular and Co-curricular activities and Community Service are also observed and evaluated. The school gives due weight age to percentage of attendance, home work, projects and practical work.

Efforts are made to evaluate the child in all the three domains of his behavior:
Cognitive, Affective and Psychomotor.

The school maintains a cumulative record file of each child.

The school Academic Session extends from April to March. Unit Tests and Terms Tests are held at regular intervals throughout the academic session to help in the Continuous & Comprehensive Evaluation (CCE) of the performance of the students.




Reading Skills: - Pronunciation
Writing Skills: - Creative writing,
Speaking Skills: - Conversation
Listening Skills: - Comprehension

(Mathematics): –

Mental Ability

(Environmental Science): -

Environmental Sensitivity
Activity/ Project
Group Discussion

(Art / Craft):- Interest

Creativity Skill

(Music / Dance):-


(Co-curricular Activities):-

Team Spirit,

(Personality Development):-

Care of belongings,
Regularity & Punctuality,
Sharing and Caring,
Respect for others property,

Height (Centimeters)
Weight (Kilograms)

Details of CBSE_CCE- Scheme for Classes VI to X

Part 1: Scholastic Areas

There will be two terms. The First Term will be from April –Septemberand the Second Termfrom October-Marchof the same year.
Each term will have two Formativeand one Summative Assessment. Assessment will be indicated in Grades.
The Grading Scale for the Scholastic Areas is a Nine Point Grading Scale.


91-100 A1 10
81-90 A2 9
71-80 B1 8
61-70 B2 7
51-60 C1 6
41-50 C2 5
33-40 D 4
21-32 E1 3
20 & Below E2 2

Minimum qualifying grade in all the subjects under Scholastic Domain is D.

Overall grade of Formative Assessments over the two terms (FA1+FA2+FA3+FA4) and the overall grade of Summative Assessment (SA1+SA2) has to be given.
The total of the two grades which comprises (Formative and Summative) is indicated.

Part-2: Co-Scholastic Areas
Part 2 consists of Co-Scholastic Areas where students’ are assessed in four parts on a Five Point Grading Scale once in a session

Part 2(A): Life Skills consists of:-
Self Awareness
Problem Solving
Decision Making
Critical Thinking
Creative Thinking
Interpersonal Relationship
Effective Communication
Managing Emotions
Dealing with Stress

Part 2(B): Work Education

Part 2(C): Visual and Performing Arts

2(D): Attitudes & Values

Attitudes towards Teachers, Schoolmates, School Programmesand Environment Value system refers to the framework which must be developed right through Primary to Secondary level. These are to be filled in after a period of observation over the year by the Class Teacher in consultation with the subject teachers.

Part 3: Co-Curricular Activities

Part 3 consists of Co-curricular Activities wherein choice in participation and assessment thereof is available. It has two sub parts to be assessed on a five-point grading scale.

Part 3(A)

1. Literary and Creative Skills
2. Scientific Skills
3. Information and Communication Technology (ICT)
4. Organizational and Leadership Skills (Clubs) A student will be expected to choose twoactivities from these four groups and will be assessed on their level of participation and achievement.

Part 3(B)

 Health and Physical Activities
 Eight different kinds of Health and Physical Activities have been provided.
1. Sports/ Indigenous sports (Kho-Kho etc.)
2. NCC / NSS
3. Scouting and Guiding
4. Swimming
5. Gymnastics
6. Yoga
7. First Aid
8. Gardening/Shramdaan
II. Evaluation of Scholastic aspect:
Part 1: Scholastic Areas
 Evaluation of Academic Subjects in Classes VI to X

Type of Assessment Percentage Of Weighting in academy Session Month Term Wise Weighting











Six assessments are proposed:
Total: Formative Assessments (FA) = FA1+FA2+ FA3+FA4 = 40%
Summative Assessments (SA) = SA1+SA2 = 60%

 III. Grading Scale
 Assessment of Scholastic attainments Part 1 will be reported twice in a year.
The nine point grading scale for measuring Scholastic achievements is given below:-

Grade Mark Range Grade Point
A1 91-100 10
A2 81-90 9
B1 71-80 8
B2 61-70 7
C1 51-60 6
C2 41-50 5
D 33-40 4
E1 21-32 3
E2 00-20 2

Minimum qualifying grade in all the subjects under Scholastic Domain is D.
Note:All assessment with regard to the academic status of the students shall be done in marks and the assessment will be given in grades.
Co-Scholastic attainments 2(A, B, C & D) and 3(A ,B) will be done on 5 point Scale (shown in the table below). It will be done once in a session.

A 4.1- 5.0
B 3.1- 4.0
C 2.1- 3.0
D 1.1- 2.0
E 0- 1.0

Minimum qualifying grade in Co-Scholastic Domain is D.
Note: As per the Directives of RTE, no child will be detained till class VIII Languages

Oral and listening - these could be listening comprehension, prepared speech, conversation or dialogue
Written assignments - short/ long question answers, creative writing, reports, newspaper articles, diary entries, poetry etc.
Speeches - debates, oratory, recitation, extempore etc.
Research projects - information gathering, deductive reasoning, analysis and synthesis and a presentation using a variety of forms including the use of Information Technology (IT)
Pair work/group work
Peer assessment

It is suggested in Languages at least some assessment should be for assessing Conversation Skills.


 Problem solving, Multiple choice questions (MCQ)
Data handling and analysis
Investigative projects
Math Lab activities
Models including origami etc.
Research projects and presentations
Group projects
Peer assessment
Presentations including the use of Information Technology (IT)

It is suggested for Mathematics at least some formative assessment tasks should be based on Math’s Lab Activities.


Written assignments, MCQ
Experimental work which may involve one or more of setting experiments, making observations, handling data, making deductions, working safely
Planning or designing experiments to collect data or to investigate properties, laws, phenomena etc.
Research work which could be investigative or information gathering and deducing
Group work - research or experimental
Contextual research projects
Peer assessment
Presentations including the use of Information Technology (IT)
Science Quiz
Field Tour
Class Response
Model Making

It is suggested that for Science at least some formative assessments in the year are Experiments and hands-on activities.

Social Sciences

Written assignments - short and long answers
Source-based analysis
Projects - investigative, informative, deductive and analytical
Group work - projects and presentations
Models and charts
Presentations, including the use of Information Technology (IT)
Using authentic sources and primary texts
Open book tests
Secondary sources
Comparison and contrast

It is suggested in Social Science that at least some assessment should be based on projects which are done in groups as in-class activities under the direct supervision of the teacher.


Life Skills (Part 2A)

Life Skills are abilities for adaptive and positive behavior that enable individuals to deal effectively with the demands and challenges of everyday life. They are abilities that facilitate the physical, mental and emotional well-being of individuals.

means that a person is flexible in approach and able to adjust to different circumstances.

‘Positive behavior’ implies that a person is forward looking and finds a ray of hope, solution and opportunities even in difficult situations.

Life Skills are abilities that will help students to be successful in living a productive life. Learning and practicing Life Skills help students to improve their personal and social qualities.

There are a large number of Life Skills emanating from various sources, and the total list is very large. For practical purposes and for feasibility, we have chosen ten Life Skills as given in the table below. Although a life skill may transgress more than one domain, each life skill has a dominant feature. Further, there are overlapping processes, e.g. problem solving and decision making. All problem solving involves decision making.

We have classified the life skills according to their dominant features in the following table.

Life Skills Matrix

                                          Life Skills                                                Thinking                                      Social

                                       1. Self-Awareness                                         - -
                                       2. Problem Solving                                         - -
                                       3. Decision Making                                         - -
                                       4. Critical Thinking                                         - -
                                       5. Creative Thinking                                       - -
                                       6. Interpersonal Relationships                                                                               - -
                                       7. Effective Communication                                                                                   - -
                                       8. Empathy                                                                                                          - -
                                       9. Managing Feelings/Emotions - -
                                       10. Dealing with stress - -

Although all or most of the Life Skills can be measured by standardized tests and inventories, such skills can also be reasonably assessed on the basis of displayed behavior by the student. We have provided a few sampled observable behaviors pertaining to thinking, social and emotional skills.

As mentioned earlier, students will be assessed in these domains on the basis of their overt behavior. We will take three different courses of action to build in objectivity and reliability:

Day-to-day observation
Rating at the end of the term
Annual Assessment

Day to day observation:

Please keep ‘a watchful eye’ on your student, whenever you notice a significant behavior that may shed light on any one of the thirty (30) descriptors under the three domains. Record it in your diary. It should not be time bound; it should be as and when such a thing happens. Here are a few examples.

Rohan shared his tiffin with his friends today
Jiten gulped his tiffin quickly and then looked at others
Though Sara did not figure in the list of awardees, she was all smiles and helped me in organizing the event
George visited his sick classmate at home and briefed him about the work done in class as well as the assignments
Sarbari differed with my viewpoint; she argued but never got irritated; but Shanti got angry because Sarbari was arguing with me
Mohammad connected the computer to the LCD projector, set the screen so proficiently that I could use it in the classroom

While you rate such behavior, please remember ‘5’ stands for desirable behavior and less than ‘1’ for the undesirable one. For example in the above case Sarbari gets ‘5’, but Shanti gets ‘2’ or ‘1’. Although you would observe on a day to day basis and record, you would accumulate it at the end of the term and then convert into a grade.

All these statements reveal certain styles of behavior of a student, e.g. effective communication of Sarbari, excellent interpersonal skills exhibited by Mohammad and Sara’s ability to manage her emotions, etc.
Also refer to the Life Skill’s Manual for teachers brought out by CBSE for classes IX and X. It has a few exemplar activities for all Life Skills which teachers can do with their students. Others can also be created by the teachers themselves.

Rating at the end of the term: In the following pages, we present the behavioral descriptors for each of the Co-Scholastic dimensions. Human behavior, as you know, is not a binary function; does not appear in ‘yes’ or ‘no’. It differs in degrees. Hence, rate each behavior on five-point scale once in a session–
                                                   Grade                                               Grade Points
                                                      A                                                        4.1 - 5.0
                                                      B                                                        3.1 - 4.0
                                                      C                                                        2.1 - 3.0
                                                      D                                                        1.1 - 2.0
                                                      E                                                         0 -1.0

How to calculate Grades in Co-Scholastic Areas

1. Each student will be graded on each of the 03 Life Skills, Work Education, Visual and Performing Arts, 03 Attitudes, Values, 02 Co-curricular Activities and 02 Health and Physical Education (HPE) activities.
2. Maximum score for each Life Skill, Work Education and Visual and Performing Arts and Attitudes is 50, for Values is 200 and for Co-curricular Activities and HPE is 50.
3. Before assigning the Grades on each component using the conversion table, please calculate the average or grade points by dividing the total score obtained by a student by number of items in that component. For example, for a student who has a score of 35 in Thinking Skills; you need to divide it by the number of descriptors, i.e. 10; the average or grade point is 3.5; hence grade is B.
4. A Sample Sheet to calculate grades in Co-Scholastic Areas is given after the discussion of the indicators.

(i) Thinking Skills Descriptors                                                                         Score out of 5
1. knows his/her strengths and weaknesses
2. Demonstrates internal/External locus of control
3. knows her/his way of dealing with people, events, and things
4. Recognizes and analyzes a problem
5. Collects relevant information from reliable sources
6. Evaluates each alternative for advantageous and adverse consequences of each alternative solution
7. Chooses the best alternative (takes decision); Shows originality and innovation
8. Demonstrates fluency in ideas – get lots of new ideas
9. Open to modification and flexibility in thinking
10. Demonstrates divergent (out-of-the-box) thinking

(ii) Social Skills Descriptors                                                                           Score out of 5
1. Helps classmates in case of difficulties in academic and personal issues
2. Seeks feedback from teachers and peers for self-improvement
3. Actively listens and pays attention to others
4. Sees and appreciates others’ point of view.
5. Draws attention of others when speaking in the class, school assembly and other occasions
6. Explains and articulates a concept differently so that others can understand in simple language
7. Sensitive to the needs of differently abled students
8. Demonstrates Leadership Skills, like responsibility, initiative etc.
9. Demonstrates awareness of norms and social conducts and follows them
10. Helps develop skills and competencies in others instead of making them dependent

(iii) Emotional Skills Descriptors                                                                      Score out of 5
1. Is optimistic
2. Believes in self–self confidence and thinks “I can”
3. Manages Scholastics, Co-Scholastics and personal challenges
4. If unsuccessful, gracefully takes the task again
5. Seeks help of teachers and classmates in difficult situations
6. Does not get into unhealthy habits when under stress
7. Maintains decency under stressful interpersonal situations
8. Expresses feelings and reactions frankly in the class
9. Supports and empathizes with others
10. Politely declines - ‘says no’, when he/she does not want to undertake a task

2. Work Education (Part 2B) Descriptors                                                        Score out of 5
1. Has a collaborative approach towards the process of learning
2. Is Innovative in ideas
3. Plans and adheres to timelines
4. Is Involved and motivated
5. Demonstrates a positive attitude
6. Is helpful, guides and facilitates others
7. Demonstrates an understanding of correlation with real life situations
8. Has a step-by-step approach to solving a problem
9. Has clear understanding of output to be generated
10. Is able to apply the theoretical knowledge into practical usage
3. Visual and Performing Arts (Part 2C)

(i) Visual Arts Descriptors                                                                                Score out of 5
1. Takes an innovative and creative approach
2. Shows aesthetic sensibilities
3. Displays observation skills
4. Demonstrates interpretation and originality
5. Co-relates with real life
6. Shows willingness to experiment with different art modes/ mediums
7. Sketches or paints
8. Generates computer animation
9. Demonstrates proportion in size and clarity
10. Understands the importance of color, balance and brightness

(ii) Performing Arts Descriptors                                                                        Score out of 5
1. Sings and plays instrumental music
2. Dances and acts in drama
3. Awareness and appreciation of works of artists
4. Demonstrates appreciation skills
5. Participates actively in aesthetic activities at various levels
6. Takes initiative to plan, create and direct various creative events
7. Reads and shows a degree of awareness of particular domain of art
8. Experiments with art forms
9. Shows a high degree of imagination and innovation
10. Displays artistic temperament in all of his/her actions in school and outside

4a. Attitudes (Part 2D)

(i) Attitudes towards Teachers Descriptors
                                                      Score out of 5
1. Shows decency and courtesy to teachers inside and outside the class
2. Demonstrates positive attitudes towards learning
3. Takes suggestions and criticism in the right spirit
4. Respects teachers’ instructions
5. Accepts norms and rules of the school
6. Communicates his/her thoughts with teachers
7. Confides his/her problems with teachers
8. Shows honesty and sincerity towards teachers
9. Feels free to ask questions
10. Helpful to teachers

(ii) Attitude towards School-mates Descriptors                                                 Score out of 5
1. Is friendly with most of the classmates
2. Expresses ideas and opinions freely in a group
3. Is receptive to ideas and opinion of others
4. Treats classmates as equals, without any sense of superiority or inferiority
5. Sensitive and supportive towards peers and differently-abled school-mates
6. Treats peers from different social, religious and economic background without any discrimination
7. Respects opposite gender and is comfortable in their company
8. Does not bully others
9. Deals tactfully with the peers having aggressive behavior.
10. Shares credit and praise with team members and peers

(iii) Attitude towards School Programmes and Environment Descriptors                       Score out of 5
1. Attaches a lot of importance to school activities and programmes
2. Participates in school activities relating to improvement of environment
3. Enthusiastically participates in school programs
4. Shoulders responsibility happily
5. Confronts anyone who criticizes school and school programmes
6. Insists on parents to participate/witness school programmes
7. Participates in community activities relating to environment
8. Takes care of school property
9. Sensitive and concerned about environmental degradation
10. Takes initiative in planning activities for the betterment of environment

4b. Value Systems (Part 2D)

Values are determining qualities of life. There is a very large body of knowledge and lists of values. Article 51A of the Indian Constitution—Fundamental Duties – provides the most comprehensive list of values that should be inculcated by every Indian citizen. There are 10 principles; we have identified four behaviors as descriptors for each – in all 40 descriptors. Like the previous ones, please assign a score out of 5 and calculate the average across the 40 behavior as descriptors and assign the grades as per the scheme.

(i) To abide by the constitution and respect its ideals and institutions, the National Flag and the National Anthem Descriptors                  Score out of 5
a. Is aware of the Directive Principle and Fundamental Rights enshrined in the Constitution
b. Sings National Anthem and patriotic song with decorum
c. Attends hoisting of National Flag with respect and decorum
d. Understands the meaning of tri color and the Ashok Chakra

(ii) To cherish and follow the noble ideals which inspired freedom struggle Descriptors                                                     Score out of 5
a. Takes interest in the national freedom struggle
b. Displays pride in being an Indian citizen
c. Participates in celebration of Republic Day and Independence Day with enthusiasm
d. Reads biographies of freedom fighters

(iii)To uphold and protect the sovereignty, unity and integrity of India Descriptors                                      Score out of 5
a. Stays alert and raises voice against divisive forces
b. Respects armed forces and paramilitary forces
c. Respects Indian diversity
d. Maintains peace and love

(iv) To defend the country and render national service when called upon to do so Descriptors                      Score out of 5
a. Shows a proactive and responsible behavior during crisis
b. Helpful towards disadvantaged section of the society
c. Renders social work enthusiastically
d. Actively participates in community development programs of the school

(v) To promote harmony and spirit of unity, brotherhood amongst all the people of India transcending religious, linguistic and regional or sectional diversities; to remove the practices derogatory to the dignity of women Descriptors                                       
                                                                                                                                                                                Score out of 5
a. Respects opposite gender
b. Respects teachers from different religious and linguistic communities
c. Takes up issues in case of indignity to women
d. Kind and helpful towards classmates and people of community

(vi)To value and preserve the rich heritage of our culture Descriptors                                                               Score out of 5
a. Reads and discusses about the Indian culture and heritage
b. Appreciates diversity of cultures and social practices
c. Treasures the belongings of the school, community and the country with a sense of pride
d. Protects and prevents defacing of national monuments

(vii) To protect and improve natural environment Descriptors                                                                               Score out of 5
a. Shows compassion for living creatures
b. Takes active interest in maintaining flora, fauna, plants and gardens
c. Participates in movements for protecting endangered animals and green cover
d. Takes care to clean classroom, school and neighborhood

(viii) To develop scientific temper and the spirit of enquiry Descriptors                                                                 Score out of 5
a. Experiments to find new solutions
b. Analyzes and critically evaluates events on the basis of data and information
c. Questions and verifies knowledge
d. Explains processes and products logically

(ix) To safeguard public property and to abjure violence Descriptors                                                                     Score out of 5
a. Takes care of school furniture and property
b. Resists defacing and decimation of public property
c. Does not fight and harm others
d. Does not affiliate to groups and communities who believe and promote violence

(x). To strive towards excellence in all spheres of individual and collective activity which leads to higher level of performance Descriptors
                                                                                                                                                                                     Score out of 5
a. Makes an effort to improve academic performance in school
b. Makes special efforts to improve in co-scholastic areas
c. Strives to identify potential and actualize with effort
d. Aspires and strives for excellence in education and life

5a. Co-Curricular Activities (Part 3A)
(Assess the student in any two areas)

The teacher will record the two activities from the following (i) Literary and Creative Skills (ii) Scientific Skills (iii) Information and Communication Technology (ICT) (iv) Organizational and Leadership Skills.

(i) Literary and Creative Skills Descriptors                                                                                         Score out of 5
1. Composes poems or lyrics
2. Writes short stories
3. Writes literary criticisms
4. Participates actively in literary and creative activities at school, inter-school, state, national and international levels
5. Plans and organizes literary events like debates, recitation, book clubs etc.
6. Reads books and shows a high degree of awareness in the field of literature
7. Appreciates well written or spoken pieces representing various genre’s (prose, poetry, plays)
8. Expresses ideas and opinions creatively in different forms
9. Displays originality of ideas and opinions
10. Is able to inspire others and involve a large part of the school and community in different events

(ii) Scientific Skills Descriptors                                                                                                                Score out of 5
1. Verifies existing knowledge before accepting
2. Does not get carried away by rumors and media reports
3. Tries to find new and more effective solutions to problems
4. Conducts experiments with efficiency and effectiveness
5. Takes keen interest in scientific activities in laboratory and field-based experiment at school, inter-school, state, national and international level
6. Takes the initiative to plan, organize and evaluate various science-related events like quizzes, seminars, model making etc.
7. Shows a high degree of curiosity and reads science related literature
8. Is a keen observer and is able to make decisions
9. Displays good experimental skills and a practical knowledge of every day phenomena
10. Makes use of technology in making projects and models

(iii) Information and Communication Technology (ICT) Descriptors                                                     Score out of 5
1. Is efficient in handling IT equipments and gadgets
2. Has a step by step approach to solving a problem
3. Is able to apply theoretical knowledge into practical usage
4. Plants and adheres to activities and project time lines
5. Takes initiative in organizing and participating in technology related events e.g IT fairs, competitions etc.
6. Takes keen interest in computer related activities
7. Is helpful, guides and facilitates others.
8. Is a keen observer and is able to make decisions
9. Is innovative in ideas
10. Adheres to ethical norms while using technology

(iv) Organizational and Leadership Skills Please record the club in which the student is participating. Descriptors                     Score out of 5
1. Helps and organizes events in that capacity
2. Demonstrates ability to work in teams
3. Can organize work groups in short time
4. Actively participates in School Clubs, (e.g. Science Club, Eco Clubs, Health and Wellness Clubs, Heritage Club, Disaster Management, AEP and other clubs)
5. Represents class, school and inter-school at various other levels
6. Takes initiative to plan and manage different kinds of events like festivals, environment week, fund raisers, seminars, quizzes, arranging morning assemblies etc.
7. Exhibits collaboration and co-ordination skills while executing the tasks
8. Displays originality of ideas and the ability to see them through
9. Delivers assigned jobs with responsibility
10. Is a keen observer and is able to take decisions

5b. Health and Physical Education (Part 3B)
Proper development of the body is essential for the healthy growth of the mind. It is therefore, necessary that the students should be examined by qualified doctors once in the session along with a follow-up session. If this facility is not available general information about health i.e. height & weight, etc. could be obtained by the teacher. There are already, age and gender related charts of height and weight. Teachers should use these charts and note observations on the basis of entries he/she makes on the Report Book / Certificate of School Based Assessment (SBA).
In addition to this general information, physical disabilities and diseases e.g. defective vision, maintenance of teeth, deafness, long absence due to illness, which the teacher can detect at one’s own level, should also be noted. He/she should also bring any noticeable deformity of the child in the notice of the parents. In the assessment of Health Status, the recordings of height shall be in centimeters and the weight shall be mentioned in kilograms. The Health Manuals (in four volumes) brought out by CBSE must be referred to and the graded activities taken up as part of the curriculum in schools. Moreover features of Health Promoting Schools, format of Health Cards and the themes and Annexures must be adhered to.
The suggested format of Health Cards has also been given in the Comprehensive School Health Manual (Volume I). The Health Card records the history in terms of health for all learners from the time of admission in the school, till the time they leave. While the area of Physical Education of the curriculum will be judging the skills and proficiencies acquired by the students in games, sports etc. the area of Health Education will concentrate on those aspects which constitute the criteria for determining the physical health of an individual. The following aspects will be taken care of in this area.
Health Education needs to be assessed on the basis of:
􀂄 Basic understanding about health
􀂄 Physical fitness
􀂄 Attitude development
􀂄 Participation in Health and Wellness Club activities The teacher’s responsibility in this area will be limited to general observations. These must be communicated to the parents and guardians for all students. We divided this domain into two segments. One is rating certain Health and Physical Education related behaviors, and second is information on actual participation in Physical Education, Sports and Games. General descriptors for HPE are given for appraising a student on any specific activity, these general guideline may be modified accordingly.

Descriptors                                                                                                                                     Score out of 5
1. Demonstrates physical fitness and agility
2. Displays courage and determination
3. Demonstrates flexibility of the body
4. Demonstrates sportsman spirit
5. Follows all safety norms of games and sports
6. Follows rules of the games
7. Has undergone training and coaching in the chosen sports and games items
8. Makes strategic decisions within the games
9. Organizes and provides leadership in this area
10. Takes initiative and interest in Physical Education and wellness

Health and Physical Activities
Participation and Performance:

Instead of rating, the following information should be entered into student portfolio as descriptive statements.
Choose any two of the following activities.

Participation / Achievement Record

Activities/Activity Inter-class Inter- Inter- Inter-state done school district and beyond
1. Sports/ Indigenous sports (mention item/s)
2. NCC
3. NSS
4. Scouting and Guiding
5. Swimming
6. Gymnastics
7. Yoga
8. First Aid
9. Gardening
10. Shramdaan