During the year 1999-2000 SCERT completed the crucial second phase of the ongoing curriculum and textbook revision process that began from Standard I. The first phase covered the curriculum and textbooks of the lower primary classes. With the preparation of textbooks for standard VII, the primary and upper primary sections now have new curriculum and textbooks. The highpoint of the year's activities was that the new textbooks for Std. VII, to be introduced all over the State during the academic year 2000 - 2001, have been prepared sufficiently early to ensure that the textbooks are distributed much before the schools reopen. This is one area which proved problematic for quite some time now. The task of co-ordinating and managing the preparation, printing and distribution of text books which involves different authorities like SCERT, DPI, Textbook Office, Stationery and Printing Department etc. has become increasingly complex. There have been instances when a textbook prepared quite early, could not be printed in time or when those printed well in advance could not be distributed in time. To overcome such problems the SCERT decided to prepare new textbooks one year in advance. However this could not be achieved at a stroke. This year textbook preparation was completed 5 - 6 months earlier than usual time. This would facilitate an early start for the preparation of the curriculum and textbooks for the next year.

New Textbooks were prepared for Std. VII which would be introduced in all districts of the State. The new textbooks introduced in 6 districts in Std. VI last year are to be introduced in the remaining districts also. This would bring all the schools (up to standard VII) in the state under a single curricular scheme. 

Twenty new titles were prepared for Std. VII. This includes the three textbooks in the core subjects namely, Mathematics, Basic Science and Social Science and their translated versions in English, Tamil and Kannada. The language textbooks prepared are :  Malayalam , Tamil , Kannada , Arabic, Urdu , Hindi , English and Sanskrit. 

Textbooks of standard VI which were introduced in 8 districts last year were revised before introduction in other districts. All the other textbooks were scrutinised and corrected before reprinting.

New textbooks in Std. VII continue the pedagogic approach followed in the lower classes, with modifications suited for the higher age group of the students. There is a total departure from the content orientation of the earlier textbooks. The textbook is visualised as a link between a variety of activities within and outside the classroom that would lead to specific cognitive outcomes. The lessons are planned in such a way as to instill the curiosity of the students about central themes and ideas in the curriculum. The skills and knowledge targetted through various activities that take place in the class room are linked together through the textual materials. The lessons serve to introduce an area or the main theme of a particular curricular area and stimulate student interest and curiosity. Pointers for self learning and exploratory activities are also provided in the textbooks. Ideas for group and individual projects are taken up mainly in the teachers' handbook. The textbooks together with the handbooks provide a potent tool for the transaction of the curriculum. The child centred, activity based and enjoyable learning methods that characterise the new curriculum provides the basis for these textbooks also. Content coverage, compared to the primary stage, has been enhanced to effect a smooth transition to the secondary stage where curriculum content is expected to increase significantly.

To facilitate a smooth passage for the ongoing curriculum revision, an approach paper to school curriculum was prepared by SCERT. This gives a general orientation and specifies the thrust areas for the process of modification. Based on the approach paper, a document on childhood education was also prepared. This document visualizes certain clearcut features of the proposed curriculum and provide the sketch for curriculum framework preparation.

The new curriculum envisages the implementation of new evaluation practices also. Deviating from the conventional written, term-end examinations, under the new evaluation policy non-terminal continuous and comprehensive evaluation involving activities, project work and oral expression has been introduced. As the majority of teachers were not familiar with the methods of continuous and comprehensive evaluation, serious practical problems came up in the classrooms, especially at the UP level. The SCERT organised a training programme in three stages to address the issues and to give pratical training on evaluation methods. Though terminal examinations are not encouraged in the new curriculum, it was felt that an abrupt change would not be accepted by the parents and the society in general, and it was decided that the terminal examination in a modified form would be continued for sometime more. The training programmes were conducted in time for these examinations and model question papers were set in these workshops. These training programmes helped to equip the teachers in methods of continuous and comprehensive evaluation which will be the corner stone of the new evaluation policy.

A new evaluation policy covering various aspects of evaluation procedures, marking and reporting strategies etc. for the entire school stage is to be finalised shortly. The SCERT conducted three workshops to consolidate the issues in this field. An internal team is working on the final draft of the policy document. The proposed evaluation policy document and the evaluation handbook that is to follow will serve to introduce globally accepted modern evaluation practices in our classrooms.

The SCERT took up the task of preparing the curriculum and textbooks of higher secondary course. The higher secondary stage in Kerala has been delinked from Universities. However, curriculum and textbooks prescribed by the NCERT and Universities are still followed in the Higher Secondary Course. As the first stage of new curriculum and textbook preparation under SCERT, the curriculum and textbooks of Hindi, English and Malayalam were prepared by SCERT. This will be followed up by the curriculum and textbooks of core subjects in the next academic year. SCERT also prepared the curriculum for the newly introduced subjects in the Higher Secondary. Statistics, Music, Gandhian studies, German, French, Latin, Sociology and Geology were introduced as optional subjects in Higher Secondary. The curriculum for these subjects were prepared by expert committees constituted by the SCERT. The Higher Secondary Curriculum Committee under the chairmanship of the Hon. Minister for Education approved these curricula.

The majority of teachers in the higher secondary schools were drawn from high school teachers with postgraduate qualifications. Most of them have been teaching in high schools for periods ranging from 10 -15 years and more, and consequently have lost touch with higher secondary curriculum and textbooks. Shifting to English as a medium of education was also problematic to them. The SCERT organised statewide training of higher secondary teachers, focusing on these areas of difficulty. Experienced higher secondary teachers identified the hardspots in the higher secondary curriculum and this formed the basis of the training module. Communicative English and adolescence psychology were also dealt with in the training programme. The five day training programme in two spells were held at 4 centres in the State. For science subjects, laboratory training was also part of the training package. 

Another major programme taken up by the SCERT in the higher secondary sector was inspection of laboratory and academic facilities in the newly sanctioned higher secondary schools, both in government and private sectors. Expert committees including Higher Secondary curriculum committee members, subject experts and SCERT faculty were constituted to inspect the facilities and give directions for setting up laboratory, libraries etc. The committees ensured that the various specifications for setting up laboratories and other academic facilities are maintained in schools. Additional batches for the Higher Secondary course were sanctioned based on the expert committee reports. 

FACULTIES UNDER THE DEPARTMENT OF CURRICULUM, TEXTBOOKS AND EVALUATION.

Academic programmes other than preparation of Textbooks and Handbooks carried out by the faculties are listed below.

MALAYALAM

• Preparation of approach paper on secondary level Malayalam curriculum. (Jan. 2000) 
  The revision of curriculum for secondary stage is to begin during the next academic year. As a prelude to this, an approach paper examining the various aspects of language curriculum at the secondary stage was prepared. The objective of the paper is to provide guidelines for effecting a shift from the conventional textbook based language study. The approach paper takes a fresh look at aesthetic understanding of literature, developing a wide appreciation of various literary genres and enhancing communicative competence in various domains of language use.

• Seminar on the approach paper developed. (Feb. 2000)
  A seminar attended by educationalists, language experts and teachers made a critical evaluation of the approach paper. Prof. O.N.V. Kurup, George Onakkoor, P. Govinda Pillai, Puthusserry Ramachandran, and Prof. M.M. Basheer took part in the deliberations along with other experts. 

• Workshop for preparation of Activity Bank for Primary Classes.
  The activity bank is organised in two parts. The first part comprises of the basic philosophy and broad framework of the proposed curriculum. Salient features of the new approach to teaching of languages from the view point of activity oriented classroom are outlined. Competencies targetted by the language curriculum are also listed followed by guidelines on converting these into classroom activities. The second part contains different kinds of activities produced in the workshop by teachers.

• Workshop for Preparation of Additional Reading Materials.
  The workshop produced additional reading materials to elaborate on the textual materials produced at the UP stage. This includes :
  ¨ Dictionary of literary history
  ¨ Glossary of writers included in the textbook
  ¨ Selections of poetry
  ¨ Selections of folksongs
  ¨ Short biographies 
  

ENGLISH.

• Inservice Training for U.P. School teachers in methods of English Language Teaching.
  The programme was conducted with the following objectives.
  ¨ To orient the teachers, working at UP level, on the new pedagogy.
  ¨ To familiarise the teachers with the revised Textbooks and Handbooks for UP classes.

• Inservice Training for +2 teachers on evaluation in English Language Teaching.
  The participants were oriented on the various strategies of evaluation.They also developed a question bank and model question papers in English for +1 and +2 classes.

• Workshop for the training of Resource Persons (July 1999)
  The structural method followed in the English curriculum at all levels in our schools is fast giving way to communicative approaches aimed at equipping the students to use the language in real life situations. The above training programme concentrated on various methods of teaching English from a communicative perspective.

• As part of the extention activities of SCERT a DISTRICT CENTRE FOR ENGLISH was set up at Govt. Boys' Higher Secondary school, Neyyattinkara. The centre started functioning from 31 - Jan. 2000. It is the fourth centre of its kind in the State. Sponsored by Central Institute of English and Foreign Languages (CIEFL), Hyderabad, the centre is financed by the Union Ministry of Human Resource Development.
  The Centre will train all teachers of English in the district through short term courses on modern approaches to the teaching of English. Correspondence - cum - contact course to facilitate teachers' professional improvement, short term courses and workshop sessions for Headmasters and orientation for teachers on the effective use of educational technology are the other programmes offered by the Centre. It also functions as a Resource Centre catering to the needs of the schools in the district, relating to library books, consultancy services and audio and video materials.

HINDI.

• Seminar for UPSAs and HSAs. (3 programmes - November - January - 2000)
  The Seminar was designed to focus on the following areas.
  ¨ Hardspots in teaching / learning process.
  ¨ New approach to language teaching.
  ¨ Communicative skills in Hindi

• Workshop for the preparation of handouts for action research. (Feb. 2000)

• Training of HSAs on action research.
  It has been felt that the currently followed second language pedagogy helps the student to know about the language rather than to know the language. The SCERT has been developing a common approach for effective teaching of second languages. The inservice training for the year was aimed at developing an awareness of the need for such a shift.

• The programmes on action research were conducted to enable the teachers to seek solutions to classroom problems through research based programmes that teachers themselves can carry out.

MATHEMATICS

• International Seminar on "Aryabhateeyam". (Jan. 2000)
  The international seminar aimed at linking the indigeneous trends to modern mathematical thinking and pedagogy. 20 eminent scholars from various Universities outside India, experts from other states in the country and 140 teachers from Kerala participated in the seminar. The seminar focussed on : 
  ¨ Historical background of Aryabhateeyam - contributions of Indian Mathematicians. 
  ¨ Aryabhateeyam and the contributions of Aryabhata.
  ¨ Mathematical and astronomical thinking in Kerala related to Aryabhateeyam.
  ¨ Impact of Aryabhateeyam on the evolution of oriental mathematics and astronomy.
  ¨ History of mathematics, maths pedagogy, interdisciplinary view of mathematics and education.
  ¨ Mathematical culture.
  This seminar was named after Aryabhata who lived in Kerala in the 5th century AD. He was a great mathematician and astronomer who had a profound impact on the development of not only Indian mathematics, but on mathematical traditions elsewhere in the world. His famed work 'Aryabhateeyam' written in 499 AD was a definite milestone in oriental mathematics. The 1500 th year of Aryabhateeyam is being commemorated this year and linking this ancient tradition to the existing mathematical thinking and education would be the fitting tribute that Keralites can pay to Aryabhata. Thus the programme was named as 'Aryabhateeyam'.
  The seminar was jointly organised by SCERT, Centre for Mathematical Studies, Thiruvananthapuram and Kerala Sastra Sahithya Parishat. His excellency Sukhdev Singh Kang, Governer of Kerala inaugurated the seminar on 12 - 01 - 2000 at Technopark. 

• Workshop for the preparation of Training module for content enrichment programme. (HSS Level)
  Many teachers working in the government higher secondary schools are promotees from High Schools. Most of them have undergone postgraduate studies years back. Therefore, they may not have a sound knowledge of the subject. In the private sector, most of the teachers are fresh hands. They may not have sufficient experience in the field. The above circumstances necessitated an inservice training for HSS Teachers. The workshop : 
  ¨ prepared a timetable for the course.
  ¨ identified the difficult areas.
  ¨ identified the areas which need in depth training.
  ¨ prioritised the areas for the training.
  ¨ determined the strategy for implementation.

• Workshop for the preparation of training module in Maths based on the revised curriculum. (UP Level)
  The objectives achieved by the workshop are the following : 
  ¨ Prepared a timetable for the training.
  ¨ Gave shape to the strategy for the implementation of the programme.
  ¨ Prepared discussion papers and sufficient number of activities.

• SRG Booster Training Programme (U.P.Level)
  Based on the module prepared, an SRG training was conducted in order to give training at the grassroot level. In this programme, the feasibility of the training module was tested and necessary modifications were made. 
  

CHEMISTRY, BIOLOGY, AND PHYSICS

• Resource Persons' Training in Chemistry for High School teachers. (Jan. 2000)

• Resource Persons' Training in Biology for High School teachers. (Jan. 2000)

• Resource Persons' Training in Physics for High School teachers. (Jan. 2000) 
  The inservice training programmes for the year focussed on those areas where the H.S. teachers had consistent difficulty in terms of content knowledge and pedagogy. Such areas were identified and a training module was prepared to train Resource Persons. Through three separate programmes for Physics, Chemistry and Biology, a group of Resource Persons were equipped to help teachers transact these areas effectively.

GEOGRAPHY

• Enrichment programme for HSAs (Social studies) in Geography. (5 programmes. Nov. - March 2000)
  During the year 1999 - 2000 five enrichment programmes of nine days duration each were conducted for HSAs in geography at five centres viz. Tiruvalla, Tirur, Kasaragod, Kollam and Thiruvananthapuram. The main objective of the programme was to enrich the knowledge of geography of High School Assistants. Eminent resource persons from universities, colleges and research institutes engaged classes for the participants. The modules for different topics were prepared by experts in the subject. 160 social science teachers from different educational districts attended the training. 

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• Printing and distribution of Teacher's Handbook in Geography.
  A Handbook for H.S. teachers in geography was prepared two years back and some copies were distributed to the teachers. There was great demand from teachers for the book. It was very useful to geography teachers who were not specalised in geography. More cpoies of the book were printed in SCERT press and distributed through the DIETs. 

SOCIAL SCIENCE

• Seminar cum Workshop for Secretaries of District Social Science Councils (December - 1999)
  ¨ Reviewed the activities done by the social science clubs and councils.
  ¨ Discussed the role of social science councils.
  ¨ Discussed the modern trends in conducting social science activities in schools.
  ¨ Planned the activities of the council for the coming year.

• Creative workshop for the preparation of Training modules on revised curriculum and textbooks (Social science) UP level. 
  Curriculum and textbooks of UP classes have been revised. Pedagogy and the approach to teaching social science in UP level has also changed. Intensive training of UP teachers in these areas is essential. A training module preparation workshop was conducted for the purpose. Experts who have participated in textbook preparation also participated in this workshop. The module covers topics such as approach to social science, activity based pedagogy in social science, development of learning activities, role of textbooks, teachers handbook, other reading materials in learning social science, continuous and comprehensive evaluation in social science and terminal evaluation. This module was used in the massive training of UP school teachers in social science. 

ARABIC

• Residential Resource Person's training; Arabic teachers - State level.

• Inservice-cum-orientation programme to oriental school teachers. (March 2000).

• Inservice-cum-textbook orientation to primary Arabic teachers.

• Educational districtwise academic complex seminars.(March 2000).
  The curriculum and classroom transaction processes in the oriental schools have generally remained in the conventional mould. The approach to language teaching now advocated in schools have had no impact on the oriental schools. The above programme was aimed at giving the oriental teachers a basic understanding of the new approach. Based on this, the participants discussed the methodology and techniques that can be used upto the UP level.

URDU.

• Creative workshop for the preparation of specimen learning aids in Urdu. (Jan. 2000).

• Creative workshop for the preparation of training modules in Urdu.

• Key resource person's training course for Urdu teachers.

• Orientation of the secretaries of pedagogical academic complexes of sub district level. (March 2000).

• Inservice training-cum-textbook orientation course for untrained primary Urdu teachers.

• Inservice training-cum-textbook orientation course for untrained Urdu HSAs.

• Educational Seminars on remedial teaching in Urdu (April 2000).
  In this programme, the participants listed classroom problems and classified them. This was followed by discussion and codification of methods to solve the problems. Finally, the whole exercise was analysed in the background of remedial teaching principles. Problems in teaching of poetry, grammar and communicative language were discussed.

• Academic complex programmes for Urdu teachers.

• Creative workshop for the preparation of handouts for Urdu teachers on action research. (April 2000).

• Creative workshop for the preparation of a handbook on teaching of Urdu grammar for HS level teachers. (Feb. 2000).

SANSKRIT.

• Preparation of training modules for action research, HSA training and academic complex activity (April 2000).

• Preparation of handouts for action research. (April 2000).

• The handouts on action research were prepared to help the teachers to find solutions to classroom problems through research. The handouts provided guidelines on stating the problem, objectives, statement of action hypothesis, preparation of action research design and action plan, and implementation and follow up activities. The teachers prepared a few model action programmes based on the format developed. 

• Orientation of HSA's.

• Academic complex meeting (March 2000).

• Scholarship to minor language learning pupils. (March 2000).

KANNADA

• Familiarisation of curriculum to Kannada HSA's. (August - Sep. 1999 - 4 programmes).

• Workshop for the preparation of teaching-learning materials for Kannada primary teachers. (Oct. 1999)

• Workshop for the preparation of teaching learning materials for Kannada upper primary teachers. (Nov. 1999)

• Workshop for the preparation of teaching-learning materials for Kannada HSA's. (Dec.& Jan. 1999 - 2 programmes)

• Resource person's training in Kannada.

TAMIL.

• Orientation programme on Bilingualism and Colloquialism for Tamil Teachers. (at 3 centres - Palakkad, Thiruvananthapuram and Idukki.)
  The State of Kerala has a considerable number of native speakers of Tamil. The State provides facilities for conducting the entire school education in Tamil medium. These students are however placed at a great disadvantage due to the complex sociolinguistic situation. Malayalam being language of communication outside their homes, these students have limited opportunuties to use Tamil in everyday situations.The bilingual situation thus has a detrimental effect on student achievement. The three training programmes this year focussed on this area. The training covered the following aspects.
  ¨ Impact of bilingualism on achievement in mother tongue.
  ¨ Educating bilingual children 
  ¨ Providing opportunuties for expressing in mother tongue in bilingual situations.
  ¨ Use of colloquial language for education. 
  Experts in the field of linguistics , education and teaching of Tamil prepared the training module and conducted the training programme.
  

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  PRE PRIMARY EDUCATION.

• The draft curriculum of ECCE prepared during the last year was edited and finalised, incorporating suggestions from experts and teachers. A series of discussions on the revised ECCE curriculum were conducted. Three orientation programmes for teachers of PTA run schools were conducted in Feb. 2000. 
  
  PRIMARY EDUCATION.

• Training of trainers on 'Creative Drama and Puppetry in Education (April 2000)
  The pedagogic potential of performing art forms have been demonstrated through many programmes all over the world. In Kerala, however, this has not been made use of in class rooms. This programme was aimed at providing such a thrust. A group of trainers were given ten day training in the use of creative drama and puppetry for teaching. The participants were given a general orientation on the principles of puppetry and creative drama. They used these techniques to develop dramatic presentations based on selected topics from the primary curriculum. The performance of the participants were supervised by experts in the field of dramatics. 
  
  SPECIAL EDUCATION.

• Source book on Learning Disabilities. (April 2000)
  The purpose of this book is to enable teachers, parents and other professionals to acquire knowledge, understanding and skills related to learning disabilities. The important objectives are :
  ¨ To make the teacher aware of the difference between learning disabilities and other difficulties causing poor school performance.
  ¨ To develop an understanding of the nature and characteristics of learning disabilities.
  ¨ To become aware of the types of learning disabilities.
  ¨ To understand the cause of learning disabilities.
  ¨ To appreciate the need for identification and intervention of learning disabilities.
  ¨ To motivate the teachers in seeking support services within and outside the school.

• Orientation to special school teachers (I - IV)- (Hearing impaired.)

• Orientation to special school teachers (I - IV) - (Visually impaired.) 

• State Resource Group training in IED.

• District Resource Group training in IED.

• Workshop for the preparation of materials for parental guidance.
  A statewide training programme was organised for teachers on the theme of IED. Selected faculty from DIETS, teachers from special schools and teachers from regular schools were given four day training to function as a State Resource Group. The training programme was co-ordinated by experts from national bodies. The State Resource Group in turn, trained the District Resource Group. 
  The new primary curriculum was adapted to suit the requirements of hearing impaired and visually impaired children.
  

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  POPULATION EDUCATION

• Advocacy programme for Educational Administrators. (G.U.P.S Kollam.)

• Development of folder and booklet on Adolescent Education/Population Education.

• State level conceptualisation workshop on Population and Development Education.

• Inter Sectoral Co-ordination Committee meeting.

• Need Assessment Study of Adolescent Students.

• Poster contest on Population Education.

• Revision of Project document

• Interstate study visit of personnel from NCERT and different states.

• World Population Day celebrations.

• Population Education Week celebrations (4 centres).

• State Debate Competition and District debate Competition.

• Student Activities (AIDs Education).

• Innovative Activities on Adolescence Education.

• Review and collection of materials on POPED & AE. (20-12-1999 to 24-12-1999)

• State Advisory committee meeting (01-01-2000)

• Advocacy programme for leaders, Educational Administration & media. (Jan. 2000)

• Development of advocacy materials on POPED &AE. (February - March 2000)

• Procurement of Video Cassettes. (March 2000)

• Adolescent Education planning workshop. (March 2000)

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• Master Training of Teachers on Population Education and Adolescence Education. 
  Training of Master trainers in population and adolescence education was a key programme of the population education wing during the year. 40 Master trainers were given training under the supervision of experts in the field of health, education and social work. Basic source materials on adolescence education were printed and distributed during the year. 34 high schools were identified for AIDS awareness activities. Question box activities, competition and seminars were conducted in these schools involving experts in various fields. District and State level debate competition on issues related to population education were also carried out. World population day celebration was conducted at Govt. Higher Secondary school, Ernakulam. Population Education week programmes were conducted at Kollam, Kottayam, Palakkad and Kasargod.
  
  NON-FORMAL EDUCATION.

• Key Resource Person's Training.
  The key Resource Persons Training on Continuing Education was a major programme in the year 1999 - 2000. The DRU faculty of DIETs was the target group for the programme. The themes of substitute education, complementary education, prolonged education and individual development of every person were taken up in the programme. 
  
  EDUCATIONAL TECHNOLOGY.

• Training in the use of computers in Education.
  This programme was aimed at the training of SCERT personnel. Regional Institute of Education (RIE) at Mysore, organized the same and ten academic staff members were given training in computer skills.

• Creative workshop for script and screen play writing for the production of CDs on various subjects. (Feb.2000)
  The programme aimed at the development of software specifications for the production of CDs.

        VOCATIONAL, PHYSICAL AND HEALTH EDUCATION.

• Printing of Kerala School Health Clubs guidelines.

• Training programme for physical education teachers.

• Training programme for establishment of production-cum- training centre in VHSS.
  A four day training programme on new trends in physical education was conducted for physical education teachers. This programme is visualised as the first phase of massive training programme for physical education teachers to be undertaken during the coming years. The performance of these teachers are to be evaluated next year before planning the full fledged training programmes.With resource support from PSSCIVE, Bhopal, a training programme was organised to equip vocational teachers to organise production-cum-training centres in their schools. Guidelines for school health clubs were compiled into a book and distributed in the schools of Kerala. Along with this a one day orientation programme for educational officers on school health clubs was also conducted.

• A research project on 'The Status of Vocational Education in Kerala, problems and prospects' was carried out. This study consoliditated the responses of parents, students, teachers, managers and employers relating to the problems in the field of vocational education. It lays down guidelines for restructuring the courses and has identified subjects and areas which are relevant to the needs of the present day society.

• The Principals of Vocational Higher Secondary Schools were given two spells of training under the quality improvement programme. Various aspects of educational management, school management and management of vocational courses were taken up in this programme.
  

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  MUSIC AND ART EDUCATION

• Preparation of music curriculum for Higher Secondary.

• State Resource Group training for music teachers.

• State Resource Group training for drawing teachers.
  The teaching of music and art in schools now proceed in a haphazard way without a definite plan or philosophy. These subjects are now used as "fillers" to make up time when regular teachers are absent. They do not have systematic curriculum or plan for integration with other subjects. The above training programmes were planned as the first step to conscientise the music / drawing teachers in the following aspects.
  ¨ Improving the musical / artistic talents inherent in each child.
  ¨ Harnessing musical potentials of the child in teaching/learning of curricular subjects.
  ¨ Giving suggestions for implementing some feasible music/drawing activities in the classroom which are accessible to the general child along with the gifted. 
  ¨ Inculcation of aesthetic appreciation for the general student.
  ¨ Integration of activities in art/music with curricular subjects.
  ¨ Group activities in art/music
  ¨ Expressing through art
  It was the first time that drawing teachers were given training by the SCERT.
  

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  DEPARTMENT OF RESEARCH DOCUMENTATION AND DISSEMINATION.

• The Department initiated two basic research projects during the year; preparation of Graded Vocabulary for Malayalam and Tamil. The vocabulary range of primary school children (native speakers of Malayalam and Tamil) was studied in these two projects. The type of vocabulary and vocabulary range possessed by children of age groups 4 -9 were studied by field workers. A representative sample including rural, urban and different dialect areas was studied. A word list standardised through a pilot study was used for eliciting and classifying the vocabulary items. The graded vocabulary thus prepared would serve as an invaluable tool for textbook preparation and research on language aquisition.

• A project on Compilation of a material production archives was taken up by the Department during the year. The aim of this project was to compile a reference source for textbook preparation. The selection of literary pieces for textbooks take up human and time resources. A compilation of poems classified according to the age group of learners would serve as a ready reference for textbook writers. The poems included in the collection were primarly selected from children's literature published during the last 25 years. The compilation also includes poems from earlier textbooks and unpublished pieces of upcoming writers. 
  £ The responses of teachers on the new textbooks introduced in class V & VI were studied through a project Field Analysis of Textbooks of Std. V and VI. The data from textbook analysis were linked to the opinion of the teachers elicited through questionnaires prepared for the purpose. The sample was drawn from eight districts, namely, Trivandrum, Kollam, Alappuzha, Kottayam, Idukki, Palakkad, Malappuram and Waynad. The study shows that the pedagogic principles followed in these textbooks are accepted by the teacher community in general. It also brought to light some of the gray areas in classroom transaction, textbook preparation, organisation of teachers handbook and in teacher training. 

• The project "Educational programmes of Panchayat Bodies - a Status survey" studied various aspects of panchayat level educational programmes. Formulation, planning, implementation, monitoring and financing of the programmes were studied. Programmes of all the panchayats in four districts namely Palakkad, Kannur, Trivandrum and Kollam form the representative sample for the study. In addition to this, major programmes of selected panchayats in Kasargode, Malappuram and Kozhikode districts were also surveyed. The study classified the programmes implemented by the panchayats. 
  

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  GUIDANCE AND COUNSELLING.
  The following programmes were implemented during 1999 - 2000.

• Review meeting of the District Guidance Counsellors (34 Nos.) Recasting of action plan for July to December 1999.

• Orientation programme for Secondary School Guidance Counsellors (200 Nos.) held at Thalassery, Kozhikode, Tirur, Malappuram and Trivandrum educational districts.

• Orientation course for the teachers of the Handicapped (40 Nos.) on Guidance and Counselling. (February 1999).

• School level and District level Career Day Celebrations and Competitions to popularise the guidance programmes among the teachers, parents, students and public. 

• Strengthening of District Model Guidance Centres.

• Academic and financial support to the District Guidance Counsellors/School Guidance Counsellors.

• Monitoring and follow up activities in certain Educational Districts.

• Meeting of State Guidance bureau to chalk out new programmes for school students.
  The programmes concentrated on the following areas
  ¨ Protecting the individuals
  ¨ Enabling the students to understand their strengths and weaknesses.
  ¨ Help the students in self realization.
  ¨ Enabling the students to get information about educational and career Opportunities and requirements.
  ¨ Leading a large number of students to the world of work.
  ¨ Providing opportunities for vocational exploration and occupational information.
  ¨ Helping the students develop realistic occupational concepts.
  ¨ Enabling the students to make realistic educational and vocational choices and plans based on a consideration of all relevant factors.
  ¨ Helping the students in finding solutions for problems in school and at home. 
  ¨ Helping in the development of their proper self concept.
  ¨ Encouraging lifelong education, and maintaining peace and guidance for all, at all times. 
  

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  KERALA STATE OPEN SCHOOL
  Kerala State Open School (KSOS) was established in the year 1999-2000 under the SCERT, with the mission of universalitation of education, by providing greater access and equal opportunuties. The inherent flexibilities and options in this system, aim to cover a large population of learners facilitating the evolution of a learning society. It is the objective of KSOS to widen the horizon of learning by offsetting the disadvantages of the formal system so that the adults who are employed or unemployed, and others who cannot access the formal system due to various reasons, and drop-outs from the formal system who wish to resume studies after a gap, can all be covered within the roof of universal education. SSLC and Higher Secondary courses, job-oriented short term vocational courses and also vocational Secondary certificate courses are all on the agenda of KSOS, though currently only the Higher Secondary course is offered. 
  Kerala State Open School was inaugurated by Sri. P.J. Joseph, Hon.Minister for Education of Kerala on 2 February 2000. Three regional centres were opened for the convenience of students at Trivandrum, Ernakulam and Thrissur. This year anticipating a high enrolment, 43 centres more have been identified, spread out in all districts.
  The Higher Secondary course of KSOS is a two year course. A student who has passed SSLC or equivalent examination is eligible to undergo this course. The examination will be conducted by Higher Secondary Board and the certificate will also be issued by the Higher Secondary Directorate. Students can attend contact programmes organised at the study centres where they can clarify their doubts. Science students can attend practical classes at these centres.
  In the year, 5 workshops were conducted and the learning materials for first year and second year Higher Secondary were prepared. 

• Creative workshop for the preparation of learning materials for first year higher secondary course.(Nov.'99)

• Orientation and module preparation workshop for the II year higher secondary course. (Feb.2000).

• Workshop for the development of self learning materials. (Mach 2000.)

• Preparation of practical Hand Books in Physics, Chemistry and Biology. (Feb-Mar.2000).
  The learning materials were prepared by a team of experts from Universities, Colleges and Higher Secondary Schools with guidance of experts in the area of Self Learning Materials Development invited from other States.
  

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  NATIONAL TALENT SEARCH EXAMINATION (NTSE)
  Every year the Central government conducts a National Talent Search Examination (NTSE), to identify academically outstanding students. The students of tenth standard of government schools, aided schools and unaided schools, who had secured not less than 60% marks at the previous year's examination will be eligible to appear for the test which will be based on the syllabi for the eigth and nineth standards. The first step of this venture is the state level test conducted by the State Government. Those who win the qualifying test will be given coaching to improve their potential. Then the national level examination will be conducted by the Central Government. The students who have secured the prescribed marks in the qualifying examination will come under the NTS scheme.
  In the year 1999 - 2000, SCERT conducted the State level test on 27-11-1999. The preliminary test was conducted at 34 educational districts of Kerala and Lakshadweep was also a centre. Out of the 11767 students who wrote the examination 185 were selected for the National Level Examination. After the coaching camp they appeared for the national level test on 14 May 2000 at SRV High School, Ernakulam. 81 students qualified for the interview on the basis of National Level Examinations. The selected candidates will be given financial assistance towards getting better education. 
  

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  INTERSTATE MILLENNIUM CAMP.
  The interstate millennium camp organised by the SCERT Kerala was conducted at Lay Training Centre, Kovalam from 18 December 1999 to 1 January 2000. School students from Jammu and Kashmir, Tamil Nadu and Kerala participated in the Camp. 
  The idea of interstate millennium camp grew out of a sensitive response to some of the problems that haunt the country. The National Council for Educational research and Training (NCERT) conceived the millennium camp as forums where young people from different states would come together to learn the art of living together. The camps were expected to foster unity by providing an experiential base for cultivating social values relevent to our times.
  The major activities planned for the camp are;
  ¨ Group-Singing - based on National Integration Songs produced by NCERT.
  ¨ Language learning - through active interaction between students from different linguistic groups.
  ¨ Cultural activities - to familiarise the Students with art forms of different states as well as for providing opportunities for the students to exhibit their own talents.
  ¨ Field trips - to get to know the beauty of the state where the programme was being conducted.
  Nelliyodu Vasudevan Namboothiri (Kathakali Artiste) Sukumar (Cartoonist) and Srinath (Theatre expert) were some of the famed artistes who interacted with the students of the camp. Mr. Suresan (DIET Trivandrum) conducted classes on drawing, print making and paper folding. Sri N.K.Sathyapalan (SCERT Kerala) conducted the training on puppet play. There were regular sessions on yoga and meditation . The students were entertained with native art forms every day. Quiz programmes, language learning sessions and debates were also part of the programme.
  Sri K. Jayakumar, Secretary, General Education, inaugurated the camp. Smt. Lida Jacob, DPI., delivered the valedictory address.
  

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  TEACHER EDUCATION (PRE - SERVICE)

• New curriculum for TTC.