The NSOF learning map

Nursery (3–4)

• Identifies things that can be eaten and cannot be eaten
• Begins to eat and name a variety of foods with adult prodding
• Names a few healthy food items and a few unhealthy food items
• Gets help to wash and dry hands before and after using the toilet or eating
• Can wear clothes (without buttoning them) and put on their footwear with the help of adults
• Avoids danger by not touching harmful objects like fire, hot stove, knife, electric plugs
• Identifies road safety as important, holds hands of adults and walks on the road
• Differentiates between familiar and strange adults

LKG (4–5)

• Eats a variety of food from different food groups – grains, vegetables, fruits, and proteins (e.g., dal, beans, nuts, dairy) with adult support
• Identifies healthy and unhealthy food items in a shop
• Gives reasons for why some food is healthy
• Follows picture recipes to prepare simple snack
• Eats without spilling
• Begins to wash and dry hands before and after using the toilet or eating
• Can wear clothes and footwear independently
• Begins to use personal care objects (combs, toothbrush) on their own
• Handles harmful or dangerous objects with care like scissors, knife, matchstick
• Looks both ways before crossing the road, holds hands of peers or adult, and walks safely
• Communicates discomfort with trusted adults when asked
• Does not accept toys, chocolates, money, or other things from strangers

UKG (5–6)

• Eats from a variety of food groups independently
• Recognises foods from different food groups and explains the benefits/ill-effects of different food groups
• Names some qualities of good nutritious food (e.g., eggs and dal build strength, palak ‘cleans the blood’, milk gives strong teeth)
• Participates in preparing nutritious snacks (e.g., mixing boiled chana, sprouted salads, bhelpuri) with adult support
• Eats without wasting food when served appropriate portions
• Always washes and dries hands before and after using the toilet or eating
• Begins using needle and thread to do small mends under supervision
• Uses scissors,
• Follows road safety rules (walking on the side, crossing road, etc) independently
• Identifies traffic symbols (signal lights, symbols – zebra crossing, U-turn, bridge/ railway bridge etc)
• Understands the difference between safe and unsafe touch
• Maintains distance from strangers
• Communicates discomfort with trusted adults on their own
• Seeks help from adults when there is an injury (e.g., scraped knee, burns, electrical shock)
• Identifies people in the community who would be of help in an emergency – doctor, fire-fighter, etc

Grade 1 (6–7)

• Enjoys the variety in food from different food groups
• Identifies major ingredients in familiar food with help (e.g., dal in sambar, peanut in chutney)
• Names the connection between ingredients and nutrition (e.g., gur and peanut in chikki is good for health)
• Prepares nutritious snacks based on recipes, independently
• Asks for appropriate portions of food
• Demonstrates appropriate use the of toilet
• Fixes buttons and mends small tears with needle-thread with help
• Use personal care objects appropriately
• Uses nail cutter, knife with care small knife with under care under supervision supervision
• Follows basic safety rules in public transportation, on the street, when riding a bicycle, etc.
• Uses some language to seek adult and peer help
• Understands and uses basic safety protocols (e.g., washing with cold water after a burn)

Grade 2 (7–8)

• Seeks for a variety to fulfill nutritional requirements
• Guesses ingredients of cooked food and says whether they are good or bad for health
• Recognises ingredients in packaged food (e.g., biscuits, noodles) and says whether they are good or bad for health
• Serves appropriate portions of food on their own without spilling
• Becomes independent in basic self-care and hygiene
• Fixes buttons and mends small tears with needle-thread independently
• Independently uses scissors, small knife, nail cutter
• Follows traffic rules while riding a bicycle, walking on the road
• Recognizes most safety symbols and avoids danger (electric, fire, repair, digging, etc)
• Reports any bad touch/behaviour noticed, maintains appropriate distance

Nursery (3–4)

• Differentiates and names the primary colours (red, blue, yellow) and other common colours in their environment (black, white, brown)
• Groups objects based on their colour (e.g., all red things together)

LKG (4–5)

• Differentiates shades within primary colours and secondary colours (e.g., light blue, dark blue, light green, dark green)
• Groups objects based on dimension - length, breadth, height (e.g., all long things together)

UKG (5–6)

• Attempts to predict resulting colour when two colours are mixed (e.g., blue and yellow makes green, or red and white makes pink)
• Groups objects based on combinations of visual characteristics of colours and shapes (e.g., all red triangles together, all large green leaves together)

Grade 1 (6–7)

• Predicts resulting colour when two colours are mixed
• Makes patterns, solves puzzles, plays games using identification and grouping of various shapes, colours and shades

Grade 2 (7–8)

• Experiments and use colours in art forms and drawings, decorating, display

Nursery (3–4)

• Matches two visual symbols with same pattern and orientation and size (e.g., match match ∞ with ∞)

LKG (4–5)

• Matches two visual symbols with same pattern but different orientation and size (e.g., match with , , match ∞ with

UKG (5–6)

• Recalls and matches visual symbols from memory (e.g., memory game using with cards) )

Nursery (3–4)

• Differentiates sounds in the environment as the sound of humans, animals, vehicles, sound of clap, tap, sound of material etc
• Differentiates loud and soft sounds

LKG (4–5)

• Distinguishes between high (uncha swar) and low pitches (neecha swar) in the sounds of birds and animals, musical instruments and the human voice
• Distinguishes between slow and fast tempo (dheemi, teevra gati) in rhythmic beats (taal)

UKG (5–6)

• Able to recognise the mid-range in pitch (madhyam swar)
• Recognises the mid-range in volume and tempo

Grade 1 (6–7)

• Discerns if any two sounds/ notes (sur) match in terms of pitch and volume
• Identifies a change in tempo in any given musical piece

Grade 2 (7–8)

• Distinguishes between a linear and non-linear progression of musical notes in a given scale

Nursery (3–4)

• Identifies good and bad smell (perfume, flowers, garbage etc)
• Identifies sweet, salty, bitter, sour, and hot (spicy) taste
• Differentiates hard and soft, hot and cold, rough and smooth surfaces
• Blows breath with force

LKG (4–5)

• Differentiates fragrance of flowers, perfumes, food items etc
• Explores different tastes and textures from different kinds of food
• Compares two
• Bows light objects (e.g., paper)
• Sits or lies still for a short duration

UKG (5–6)

• Recognizes smells that indicate danger (e.g., smoke, rotten eggs)
• objects based on hard and soft, hot and cold, rough and smooth
• Breathes in and out rhythmically
• Sits still and pays attention to their breath for a short duration

Grade 1 (6–7)

• Seriates 3-5 objects based on hard and soft, hot and cold, rough and smooth with right vocabulary (smoothest, smooth, hard, harder, hardest)
• Breathes out slowly over a longer period of time than breathing in
• Sits still and pays attention to other sensorial perceptions for a short duration

Grade 2 (7–8)

• Extends the comparison of textures to finer variations like fluffy, furry, woven, prickly, pitted, etc.
• Does ‘anulom-vilom’ breathing
• Sits still and is able to observe one’s own flow of thoughts

Nursery (3–4)

• Begins to catch, throw and kick balls with very basic control
• Stands on one foot with support/aid
• Balances on one leg for a short time
• Exhibits fine motor skills, eye-hand coordination and muscle strength in simple activities (e.g., scribbling, tearing paper, pasting, free hand colouring, clay work) Age 3-4
• Walks in straight line
• Able to walk backwards
• Walks on tiptoe (6+ steps)
• Walks, and runs easily changing direction and speed comfortably
• Jumps in place, jumps across one short hurdle
• Jumps landing on feet (height 2½-3 feet)
• Carries simple weights and moves with them (e.g., carries a small mug of sand from one place to another) Along with physical and cognitive development, it is important to pay attention to the emotional development of the child. It is now well established that emotional intelligence, the ability to understand and manage our emotions, is equally if not more important than cognitive intelli-gence. Understanding and managing our own emotions along with understanding others emo-tional states helps us build empathy and compassion. A strong foundation for emotional and social intelligence is articulated through Learning Outcomes in this stage. continuity in the idea of a ‘self’ needs directed attention. abilities to regulate them appropriately is critical and it is better developed earlier than later. It is important to understand that such regulation is a skill developed through voluntary practice and not as a fearful response to a threat. Emotional development can truly occur only in a compassionate environment constitutional values is social intelligence. The development of such intelligence starts early emotional states of others. This “other regarding”, along with recognition of diversity of background and needs of others, develops valuable capacities in young children.

LKG (4–5)

• Catches a large ball,
• Shows some accuracy
• Stands on one foot for longer periods without support
• Hops 4-5 steps
• Balances on variety of surfaces (e.g., bricks, ladders)
• Exhibits motor control for tasks that require fine-motor, eye-hand coordination with moderate precision (e.g., cutting big shapes, threading big beads, buttoning, screwing/ unscrewing bottlecaps, drawing with crayons)
• Walks on straight and curved line/ zigzag with ease
• Walks on 6-inch-wide beam with balance
• Walks up and down stairs, on alternating feet with ease
• Crawls inside tunnels, etc.
• Jumps on both feet and over short objects without/ with little support
• Shows willingness to exert their strength for tasks that require use of the large muscle groups (e.g., helps to move small furniture in classroom)

UKG (5–6)

• throws and kicks balls forward with good force in aiming throws within short distances
• Hops 10-15 steps
• Balances things on head/hand (e.g., walks with a book on their head)
• Shows good body balance (e.g., rides bicycle without support)
• Uses coordinated movements of fine motor muscles for working on activities that require more precision with some assistance (e.g., pencil drawing, cutting on straight or curved line, threading small beads, legible writing of letters, stringing flowers, colouring within closed figure) More Examples Age 4-6
• Serves food to self without assistance.
• Uses spoon properly while eating.
• Uses various drawing and art materials (crayons, brushes, finger paint, etc)
• Copies shapes shown in the book of blocks
• Cuts in a straight line or curve line
• Uses coordinated movements to complete complex tasks like cutting along a line, pouring, buttoning, using large zippers etc
• Builds tower of small blocks (8-10 blocks)
• Strings the Stringing board, Strings whole flowers (may not follow a pattern)
• Independently uses both hands for building things
• Writes some letters or numbers that can be recognized
• Uses one hand consistently for drawing and writing
• Walks and runs easily, coordinating body movements harmoniously
• Walks on toes with hands held above the head (e.g., tadaasana) for 10 metres
• Jumps from a reasonable height with ease (e.g., 2 or 3 steps, bench of height 3 feet)
• Shows comfort in executing tasks that require strength in play situations (e.g., play tug of war)

Grade 1 (6–7)

• Improves catching, throwing, and kicking using different sized balls
• Hops and plays a full game
• Carries heavy objects chairs/ tables/ bag with good balance and technique
• Shows good body balance with speed (e.g., rides bicycle with speed)
• Creates craft and artwork that requires precision in coordinated eye-hand movements of smaller muscles without assistance (e.g., tracing, clear writing, and drawing, catching a small ball, copying geometric shapes, creating patterns)
• Catches a ball that jumps from
• Strings flowers, beads with
• Grips pencil correctly, uses
• Uses coordinated movements
• Demonstrates control and
• Traces outlines of blocks (2”x 2”
• Copies simple geometric shapes
• Walks for a km or more on different terrains with ease
• Stands stably with hands held above the head (e.g., tadaasana) for one minute
• Climbs and jumps with ease (e.g., small trees)
• Shows strength and endurance in work and play situations (e.g., lifts small pots in the garden, carries bucket of water, runs for 15 minutes)

Grade 2 (7–8)

• Catches, throws, and kicks balls in play/game situations
• Skips and hops with rope with comfort
• Shows agility and balance (e.g., climbing on trees, jungle gym)
• Can stand on one leg with the other leg folded for a minute (e.g., dhruvasana)
• Works with precision and detail for activities that require fine motor control for longer duration (e.g., threading needles, needle work, painting, sketching) Age 6-8 the floor desired pattern smooth, controlled finger and hand movements while cutting, holding, threading, buttoning, etc while using writing/colouring tools appropriate pressure when using writing and drawing tools blocks) and designs
• Shows strength and endurance in walking long distance (2-3 kms) on different terrains
• Runs around and jumps over objects with ease

Nursery (3–4)

• Demonstrates awareness of self as a unique individual (e.g., refers to favourite shirt or bag or thing)
• Says own first and family (last) name
• Identifies their wants and feelings (e.g., I don’t want to colour today, I want to go out)
• Recognizes simple emotions (fear, joy, sadness)

LKG (4–5)

• Identifies self as a member of a family, neighbourhood, school, city, with different people doing different roles
• Shares other identifying information (e.g., parent’s name)
• Associates emotions with words and facial expressions
• Expresses emotions through verbal and non-verbal modes (e.g., gestures, drawings)

UKG (5–6)

• Shares personal identifying information such as home address, details of family members, school, etc
• Describes their feelings and their causes (e.g., I am angry because he broke my block tower)
• Shares with others (peer and familiar adults) their feelings/ emotions
• Agrees to change of activity when upset/ angry to help themselves calm down

Grade 1 (6–7)

• Begins to express their capabilities and interest with a view to contribute to society – when I grow up, I want to be a farmer, a doctor, pilot, be a soldier, etc
• Shares personal details about family members occupation, their place of work, details about
• Values the work of adult members of the family (e.g., my mother is a farmer, and her work helps all of us to eat well)
• Describes their emotions in socially approved ways (e.g., stops crying and explains why they were crying)
• Responds with appropriate emotions (e.g., laughs at jokes in circle time, sits quietly when upset)
• Consciously uses strategies to calm themselves down (e.g., breathing, changing activity)

Nursery (3–4)

• Identifies/names close family members/ particular adults
• Interacts comfortably with familiar adults
• Demonstrates comfort in staying in the classroom without parents or familiar adults
• Begins to play with other children
• Participates in everyday activities
• Follows simple instructions with teacher’s support

LKG (4–5)

• Demonstrates spontaneity and preference to play with familiar children, joins a group of children playing, with adult’s help if necessary
• Enjoys playing with other children
• Enjoys everyday activities with other children
• Waits for their turn
• Follows short simple instructions
• Plays and interacts with all children irrespective of background or ability

UKG (5–6)

• Begins to interact comfortably with less familiar adults
• Demonstrates strategies to play and work with other children (e.g., invites them to join a game, accommodates mutual rules, negotiations, roles for play)
• Separates willingly from adults to play with peers, most of the time
• Makes and maintains a close friendship with at least one child
• Asks for help from familiar adults
• Initiates playing with other children and makes plans (e.g., what, how, when to play)
• Demonstrates independence in daily activities,
• Takes responsibility for completing own work
• Shares discomfort and seeks help when in need
• Follows simple rules in school without adult reminders
• Begins to notice similarities and differences among children (e.g., height, gender, skin colour, way of speaking, eating preferences)

Grade 1 (6–7)

• Interacts with familiar and less familiar adults with respect (e.g., namaste, please, thank you, sorry)
• Plays in a coordinated manner with other children, recognises mutual interests with friends
• Enjoys being in the company of peers
• Demonstrates willingness to include other’s ideas during play
• Follows rules while playing with others
• Takes initiative to conduct an activity
• Displays skills to work with different children for different tasks, negotiating responsibility and tasks with other children
• Follows instructions/rules
• Understands consequences of violating rules
• Works well in mixed groups for classroom activities
• Does not bully/ label other children because of their differences

Grade 2 (7–8)

• Understands and responds to specific (procedural) rules in play with other children
• Spends long hours with peers and can manage with adult support in a strange environment (long field trips)
• Has a circle of friends at school
• Asks for help from less familiar adults when in need
• Helps adults or other children when in need
• Frames rules for play with others and follows those rules
• Expresses their point of view while playing or working together
• Takes on a task and completes it
• Shows curiosity and interest in “people not like me”
• Articulates questions on similarities and differences among people
• Engages comfortably with a diverse group of peers despite knowing similarities and differences

Nursery (3–4)

• Places materials and toys back in their appropriate locations after use

LKG (4–5)

• Shows affection towards other children and adults
• Assists the teacher and organizes the classroom

UKG (5–6)

• Shows care in handling materials
• Cleans own plates or tiffin after eating food
• Performs appropriate chores at home and/or at school (e.g., putting away toys, watering plants)

Grade 1 (6–7)

• Shows care and tenderness in dealing with other living things
• Germinates and takes care of seedlings of local trees

Grade 2 (7–8)

• Works in common tasks with kindness and affection to others in the group
• Assists teachers to create TLM
• Helps in the kitchen with cleaning and cutting

Nursery (3–4)

• Shows curiosity in observing plants and animals Children in this age group are rapidly developing concepts about the world around them based on their experiences. For learning with understanding, concept development in formal education should give priority to experience and development of understanding. Mere recollection of facts should not be the intention. Here, cognitive development is seen through development of object knowledge, development of general abilities in logical thinking and problem solving, development of mathemati-cal abilities and thinking, and concepts related to the natural and social environment around the child.

LKG (4–5)

• Does not harm plants and animals unnecessarily

UKG (5–6)

• Shows joy in engaging with plants and animals in the local environment
• Shows no discomfort in physical engagement with nature (e.g., in garden or parks)

Grade 1 (6–7)

• Shows curiosity and interest in identifying specific flora and fauna
• Takes responsibility for tending and caring for saplings and plants

Grade 2 (7–8)

• Takes responsibility for tending to and caring for animals like kittens, puppies, chicken
• Enjoys going out for nature walks and observing plants and animals

Nursery (3–4)

• Identifies and names common objects, people, pictures, animals, birds, events etc. with assistance
• Identifies the missing part of a familiar picture of familiar object
• Recognizes hierarchical relationships within categories (e.g., animals and their younger ones)
• Makes comparisons within and between categories
• Plays using object substitution (e.g., uses banana as telephone)
• Makes connections between objects and their uses (e.g., spoon is for eating, bucket is for bath, mechanic is to a garage as a doctor is to hospital)

LKG (4–5)

• Identifies and describes common objects, people, pictures, animals, birds, events etc. on their own
• Identifies 3-5 missing parts of a picture of familiar object

UKG (5–6)

• Notices and describes general details of common objects, people, pictures, animals, birds in the immediate environment and in pictures/models (e.g., the big door in the house)
• Identifies 4-6 missing parts of a picture of familiar object

Grade 1 (6–7)

• Identifies and describes finer details of the objects, signs, places, common activities in the in the immediate environment and in the picture/models (e.g., the big brown door in the small green house)
• Compares given objects/pictures and identifies similarities and differences

Nursery (3–4)

• Uses ideas based on observations (e.g., imitates adults blowing on hot food before eating)
• Differentiates between day and night
• Makes choices and expresses preferences
• Explains the impact of one’s actions/ behaviour on others (e.g., hitting a dog with a stone hurts a helpless creature, not turning off a tap wastes water)

LKG (4–5)

• Applies known information in a new context (e.g., builds a castle out of blocks as seen in a story book)
• Identifies summer and winter
• Names objects in the sky (sun, moon, stars, clouds)
• Expresses own preferences, interests and makes choices
• Answers simple questions about events and phenomenon in the physical environment with the support of the teacher and peers
• Expresses views on needs of plants, birds and animals

UKG (5–6)

• Recognizes the effect of one object on an another (e.g., if I put salt in water it will dissolve, if I put ice in the sun it will melt)
• Explains effects of simple actions on objects (e.g., the harder I kick the ball the further it goes)
• Makes causal connections (e.g., Abdul did not come to school because he was sick, the plant died because it has not rained)
• Makes predictions based on causal relationships (e.g., if there are white clouds in the sky it will not rain)
• Observes and forms generalizations (e.g., notice things that roll – tires, bangles, have “round” shape)
• Explains clothing and food for summer and winter
• Connects sunrise and sunset today and night
• Takes responsibility and makes choices based on own preferences and interests
• Collaborates with peers to come up with answers to questions related to natural phenomenon that can be investigated (e.g., what floats and sinks, which objects do magnets attract)
• Explains the concept of shared natural resources (e.g., water is used by us, birds, plants)

Grade 1 (6–7)

• Forms and tests simple hypothesis (e.g., plates float and pins sink, drop a piece of paper and a stone together and see which will reach the ground first)
• Applies their understanding to solve simple problems (e.g., while making a sand house, use a stick to support the structure, or add water to set it)
• Differentiates among summer, winter, and monsoon seasons
• Indicates where sun and moon rise and set
• Plays/participates in activities, makes friends according to their own choice, preference and interest
• Develops a list of questions to break up a larger question related to natural phenomenon
• Asks questions about patterns in the natural environment (e.g., different kinds of leaves and flowers, sunrise, and sunset)
• Describes the interdependence between natural environment and humans (e.g., water in homes comes from water bodies)

Grade 2 (7–8)

• Names the directions (north, south, east, west)
• Selects games/ play equipment according to their own choice, preference and interest
• Asks ‘why’ and open-ended questions related to natural phenomenon and seeks answers through dialogue and/or exploration (e.g., why it does rain, what if we did not have sunlight)
• Describes how a balance must be maintained between the needs of human society and the natural environment (e.g., being kind to animals enables them to work with us, correct garbage disposal is necessary to avoid diseases)

Nursery (3–4)

• Shows dexterity in using simple tools for drawing/ colouring

LKG (4–5)

• Shows inclination to use simple tools while playing
• Shows attention and regulation when interacting with digital audio-visual material

UKG (5–6)

• Chooses appropriate tools for appropriate work when doing land work or in arts/crafts
• Engages with digital technology like smartphones/ tablets with the assistance of the teacher

Grade 1 (6–7)

• Uses tools and implements effectively in work situations
• Shows simple usage of digital technology in learning situations (e.g., starting/pausing audio-visual material)

Grade 2 (7–8)

• Builds simple tools and implements for using in day-to-day activities
• Shows fluency and comfort in using digital audio-visual material in learning situations

Nursery (3–4)

• Sorts objects into 2 groups based on size, length, height, and weight (big-small, Long - Short)
• Names shapes and a few properties of shapes

LKG (4–5)

• Sorts objects into 3 groups based on size, length, height, and weight (smaller sized – big sized – bigger sized)
• Listens to and comprehends simple instructions using number words and shape names
• Uses number words, and shape names appropriately

UKG (5–6)

• Sorts objects into groups based on attributes that they recognize
• Uses number words and operations, shape names, and measurements appropriately

Grade 1 (6–7)

• Sorts objects into groups based on attributes they recognize and describes the rule of sorting. (e.g., sort animals that live in the same surrounding - dogs, cats, rats, snakes. Within this are able classify grass-eating and meat-eating animals.)
• Constructs full sentences to describe a mathematical problem related to quantities, shapes, space, and measurements

Grade 2 (7–8)

• Sorts objects into groups and sub-groups (e.g., in a group of blocks, first sorts based on colour, then within the colour, sorts based on shape, then sorts based on size. Sorts between trees and creepers, within that sort fruit bearing and non-fruit bearing, within that edible or non-edible)
• Comprehends texts and extracts simple mathematical problems embedded in the text
• Creates simple mathematical riddles and puzzles

Nursery (3–4)

• Recognizes & repeats the patterns in pairs – Objects, pictures, shapes (leaf, flower, leaf, flower, in A B A B A B A B A B A B A pattern)
• Recognizes and repeats the patterns of sounds (da-ma-ga, da-ma-ga, etc.)
• Recognizes and repeats the patterns of the movements (hop-stand, hop-stand)

LKG (4–5)

• Recognizes the unit of a repeating pattern, and extends the patterns of 3 to 4 objects/ pictures/ shapes repetitions ABC (pen-book -pencil; pen-book-pencil in ABC| ABC| ABC| pattern
• Recognizes, repeats and extends the pattern of action/ sounds
• Recognizes and repeats patterns of 3 different bodily movements clearly

UKG (5–6)

• Creates new pattern based different features – colour, shape, size
• Describes the rule of pattern and creates new pattern in different objects (creating mandalas with twigs, flowers)

Grade 1 (6–7)

• Fills in missing elements of simple, repeating patterns in different aspects (e.g., red - blue, red, blue, red, ___;) with adult help

Grade 2 (7–8)

• Describes the rule of patterns and applies this on abstract patterns such as number, symbol, and analogic thinking patterns. (e.g., using colours in pattern while drawing and painting. Using symbols or dots of same quantity into different patterns – Analogical

Nursery (3–4)

• Says/sings number names verbally till 5 in correct sequence/order with context
• Imitates adults while counting using one to one correspondence between number names and objects till 3
• Counts objects up to 3 and develop understanding of cardinality till 3 (e.g., counts 3 things in a set and says those are 3)
• Counts given manipulatives or objects and can pick and give up to 5 things
• Compares quantities between two sets and can distinguish if they are the same or more up to 3 objects
• Recognizes instantly the count of a collection of 2 or 3 objects

LKG (4–5)

• Says/sings number names in correct sequence up to 10. And keeps one to one correspondence with number words and objects till 5
• Counts objects with understanding of cardinality (recognizing the quantity of set) up to 5
• Demonstrates the understanding of number sense (e.g., 5 could be 5 different objects - 5 people, 5 books, 5 pencils)
• Demonstrates fluency of counting concrete, discrete objects, and abstract things up to 5 (e.g., 5 steps, 5 claps)
• Counts forward up to 10 from memory in correct sequence
• Begins to count up to 20
• Recognizes instantly the count of a collection of 4 objects (e.g., recognize 4 biscuits, chocolates, or blocks without counting)

UKG (5–6)

• Says/sings number names in correct sequence up to 20 and keeps one to one correspondence with counting words and counting objects till 10
• Counts objects with understanding of cardinality till 10 accurately
• Counts objects in any order accurately in a given set and understands that the quantity remains same irrespective of the order in which the objects are being counted, (e.g., given a handful of beads, children can count in any order and be able to tell the quantity accurately)
• Understands the concept of 0 as a number by reducing (backward counting) objects in a set (e.g., backward counting of 3 beads, after 1 what is left?)
• Demonstrates the understanding of the numeral as face value and positioning value (ordinality). And ordinal position of an object from left to right vice versa
• Example: In the following sequence
• Recognizes instantly the count of a collection of 6 objects (e.g., recognize 6 biscuits, chocolates, or blocks without counting)

Grade 1 (6–7)

• Counts objects greater than 20 using number names till 99 and observe the pattern as groups of 10, up to 99
• Counts forward and backward from a specific number (between 0 and 99)
• Recognizes quantities in groups of 2 (e.g., two groups of ten makes 20)

Grade 2 (7–8)

• Demonstrates skip counting in 2s or 3s on a number line (graduated) or blocks / pictures
• Reads and writes Indian numerals for numbers up to ninety-nine using place value in groups of tens and ones.
• Counts in groups of 10s,20s,30s, up to 99

Nursery (3–4)

• Arranges familiar incidents/ events/ objects in an order (e.g., daily routine, story, shapes, size - 2 to 3)

LKG (4–5)

• Arranges objects in order based on size up to 3 levels and verbalizes their levels (Big – Small – Smaller; Long – Short – Shorter; Tall – Short – Shorter)

UKG (5–6)

• Arranges up to 5 objects based on size/length/ weight in increasing or decreasing order

Grade 1 (6–7)

• Arranges the same set of objects in different sequences based on different properties of objects (e.g., by size/length/ weight/colour)

Grade 2 (7–8)

• Arranges numbers from a given set of numbers in ascending and descending order

Nursery (3–4)

• Compares two numbers (orally) up to 3 and uses vocabulary like more and less

LKG (4–5)

• Recognizes numerals up to
• Compares two numbers up to 5 and uses vocabulary like more than, less than

UKG (5–6)

• Recognizes Indian numerals up to 9
• Writes comfortably numerals up to 9
• Compares two numbers up to 9 and uses vocabulary like more than, less than

Grade 1 (6–7)

• Recognizes the symbol zero to represent absence of object/thing
• Recognizes and writes numerals up to 20 and in words up to 10
• Compares two numbers up to 20 and uses vocabulary like bigger than or smaller than

Grade 2 (7–8)

• Recognises, reads, writes number names and numerals up to 99 using place value concept
• Compares and forms the greatest and smallest two-digit numbers (with and without repetition of given digits)

Nursery (3–4)

• Takes/puts away very small collections (totalling up to 3) by grouping and ungrouping rather than answering verbally
• Distributes a given set of objects to multiple recipients

LKG (4–5)

• Combines two groups up to 5 objects and recounts. (e.g., there are 2 chocolates with me and 3 with my sister, put them together and count and tell me how many I have in all)
• Takes out up to 5 objects from a collection and recounts
• Shares objects (up to 6) equally to 2 recipients

UKG (5–6)

• Combines two groups up to 9 objects and recounts. (e.g., there are 5 chocolates with me and 3 with my sister, put them together and count and tell me how many I have in all)
• Takes out up to 9 objects from a collection and recounts
• Makes small groups of objects and counts the total number of objects and groups
• Shares objects (up to 20) equally to 4-5 recipients

Grade 1 (6–7)

• Uses real-world situations and concrete objects to model and solve addition sums up to 18 using addition facts
• Uses real-world situations and concrete objects to model and solve subtraction (e.g., taking away of chocolates in given set) problems up through 9 using subtraction facts
• Develops relationship between addition and subtraction of numbers
• Recognizes the +/- symbols for addition/ subtraction operations
• Solves small-number multiplication problems by grouping
• Recognizes the symbol for multiplication operation
• Uses trial and error and sharing into groups for solving division problems
• Recognizes the symbol for division operation

Grade 2 (7–8)

• Uses flexible strategies and derives combinations of composing (add together) and decomposing numbers (take away for the set) (for e.g., for 57 + 33, the child can take 3 out of the 33 and add it to 57 to make it 60 and then add 30 to it to come to 90)
• Adds two numbers using place value concept (sum not exceeding 99) and applies them to solve simple daily life problems/ situations
• Subtracts two numbers up to 99 using place value and applies them to solve simple daily life problems/ situations
• Appreciates and applies relationship between addition and subtraction of numbers
• Identifies appropriate operation (addition or subtraction) to solve problems in a familiar situation/context
• Comprehends and solves simple word problems
• Uses repeated adding to solve simple multiplication problems up to 99
• Uses repeated subtraction to find out how many groups for solving division problems

Nursery (3–4)

• Matches by shape, size or colour by one attribute
• Compares and classifies objects by one factor like shape, colour and size
• Follows simple instructions and places objects based on shape, colour, and position – e.g., bring red balloon here, keep round ball on the table

LKG (4–5)

• Matches shapes of with different size and colours
• Compares and classifies objects by two factors (e.g., shape & colour, colour and size)
• Describes the physical features of various solids/ shapes in their own language. (e.g., a ball rolls and has no corners, a box slides and has corners)
• Follows instructions with multiple steps with understanding positional words different shapes, colours, and positions to form a pattern (e.g., arranges different things into formation of mandala; making a collage/ by understanding positional words – in between, above, below)

UKG (5–6)

• Matches shapes of different size and orientation (e.g., matches differently oriented triangles and sizes?)
• Compares and classifies objects by three factors (e.g., shape, colour, size)
• Uses positional words (e.g., besides, inside, under) to describe objects
• Describes the physical features of various solids/ shapes in her own language (e.g., a ball rolls and has no corners, a box slides and has corners)
• Identifies the 2D shapes by tracing the faces of 3D shapes on a plane surface
• Draw 2D shapes free hand with some accuracy and control

Grade 1 (6–7)

• Develops and uses vocabulary of spatial relationship (e.g., top, bottom, on, under, inside, outside, above, below, near, far, before, after)
• Collects objects from the surroundings having different sizes and shapes (e.g., pebbles, boxes, balls, cones, pipes)
• Sorts, classifies and describes the objects on the basis of shapes, and other observable properties
• Observes and describes the physical features of various solids/ shapes in her own language (e.g., a ball rolls, a box slides)
• Compares shapes based on specific attributes (e.g., length, area, volume)

Grade 2 (7–8)

• Identifies 3D shapes by their names (e.g., cuboid, cylinder, cone and sphere) and describes their observable characteristics (e.g., a cube has six faces)
• Identifies 2D shapes by their names (e.g., square, rectangle, triangle and circle) and describes their observable characteristics (e.g., the pages of a book are rectangular and have 4 sides, 4 corners)
• Distinguishes between straight and curved lines and draws/ represents straight lines in various orientations (e.g., vertical, horizontal, slant)
• Traces 2D outlines of 3D objects
• Identifies objects by observing their shadows

Nursery (3–4)

• Length
• Uses vocabulary (length, width, height, distance) to express length through poems and stories Weight
• Uses vocabulary to express weight through poems, and stories

LKG (4–5)

• Length
• Compares two objects in terms of their lengths as longer than/ shorter than, taller than/ shorter than Weight
• Compares two objects in terms of their weight as heavier than/ lighter than Volume
• Uses vocabulary to express volume through poems and stories

UKG (5–6)

• Length
• Compares three objects in terms of their lengths as longest/ shortest tallest/ shortest Weight
• Compares three objects in terms of their weight as heaviest/ lightest Volume
• Compares volumes of two vessels like bottles, glasses, bucket etc.

Grade 1 (6–7)

• Length
• Distinguishes between near, far, thin, thick, longer/ taller, shorter, high, low.
• Measures short lengths in terms of non-uniform units (in the context of games e.g., ‘Gilli Danda’ and ‘marble games’).
• Estimates short distance and length, and verifies using non-uniform & non-standards units (e.g., hand span, forearm, footsteps, finger) Weight
• Compares and place in order from light to heavy objects or vice-versa. Volume
• Estimates and measures volumes of containers using uniform non-standard units like a cup/spoon/ mug

Grade 2 (7–8)

• Length
• Measures lengths & distances along short & long paths using uniform (non-standard) units, extends to longer lengths.
• Estimates and measures length/ distances and capacities of containers using uniform non-standard units like a rod/pencil, cup/ spoon/ bucket Weight
• Appreciates the need for a simple balance.
• Compares weights of given objects using simple balance. Volume
• Arranges in order containers as per their volumes based on perception & verifies by pouring out

Nursery (3–4)

• Uses vocabulary in daily life like today, tomorrow, and yesterday

LKG (4–5)

• Identifies special days like Saturday, Sunday, holiday (e.g., Sunday is a holiday)

UKG (5–6)

• Knows the names of the days of the week and months of the year

Grade 1 (6–7)

• Distinguishes between events occurring in time using terms like earlier and later.
• Gets the qualitative feel of long & short duration, of school days v/s holidays.
• Narrates the sequence of events in a day.

Grade 2 (7–8)

• Gets a feel for sequence of seasons (varying locally).
• Measures duration of time using standard units -days, hours (e.g., 7 days a week and 24 hours in a day)

Nursery (3–4)

• Uses vocabulary related to money using poems and stories

LKG (4–5)

• Identifies Indian currency coins

UKG (5–6)

• Identifies Indian currency notes

Grade 1 (6–7)

• Adds up notes and coins to form amounts up to Rs. 20

Grade 2 (7–8)

• Adds up notes and coins to form amounts up to Rs.

Nursery (3–4)

• Solves simple inset puzzles with geometric and non-geometric shapes Language and literacy development are among the fundamental aims of education. All forms of understanding are mediated through our linguistic capacities. There is a very strong connection between our linguistic capacities and cognition. Whether as a form of communication, or as a medium of understanding, or as an aesthetic experience language is central to human experi-ence. While language is innate to our human biology, literacy is a cultural achievement and hence needs more directed attention. Literacy is not a mere decoding of text but making meaning out of the text and the world that it represents.

LKG (4–5)

• Creates specific figures from tangram shapes

UKG (5–6)

• Uses their number knowledge to solve simple riddles and puzzles

Grade 1 (6–7)

• Recognizes situations in the real world as simple mathematical problems
• Solves simple numerical problems using different strategies

Grade 2 (7–8)

• Talks about different ways in which to solve a simple mathematical problem
• Rechecks their solutions to see if there are any errors.
• Engages in games and puzzles that require quantification

Nursery (3–4)

• Listens to a wide variety of songs and poems
• Repeats a simple song or a rhyme
• Enjoys familiar songs and poems

LKG (4–5)

• Listens and enjoys humming a variety of songs in different languages regularly heard in the home and neighbourhood
• Sings along to songs and rhymes with intonation and gestures
• Enjoys rhyming words in songs and poems

UKG (5–6)

• Listens to longer (4-8 sentences) songs/poems (familiar) with attention and have conversations about them
• Sings/recites short (4-5 sentences) songs/poems
• Identifies rhyming words from familiar poems and creates new rhyming words

Grade 1 (6–7)

• Listens to longer (4-8 sentences) songs/poems (unfamiliar) with attention and have conversations about them and ask questions
• Sings/recites longer (10 sentences) songs/ poems
• Extends/Creates short poems/ rhymes with the help of the teacher

Grade 2 (7–8)

• Shows interest in listening to certain kinds of songs and poems and explains the reason for their preference
• Sings/recites songs/poems with two to three stanzas
• Creates short poems/rhymes independently in their own words

Nursery (3–4)

• Listens attentively and speaks in short conversations with familiar people around
• Expresses their needs and feelings through short meaningful sentences
• Listens and follows short instructions (e.g., bring the blocks here, wash hands properly, etc.)

LKG (4–5)

• Initiates conversations in daily life with peers and teachers in a variety of school settings
• Narrates daily experiences in simple sentences and ask simple questions, using what/when/ how/whom, etc
• Follows some simple instructions comprising of several steps (2 to 3 instructions at a time).

UKG (5–6)

• Engages in conversations based on events, stories, or their needs and asks questions
• Narrates daily experiences in elaborate descriptions and asks why questions too
• Follows instructions comprising of several steps - 4 to 5 instructions at a time
• Gives clear instructions to accomplish short tasks to other children or adults

Grade 1 (6–7)

• Engages in conversations, waits for their turn to speak, and allows others to speak
• Engages with non-fictional content read aloud or discussed in class, is able to link knowledge from their own experiences, and talks about it
• Follows instructions comprising of several steps (8 to 9 instructions at a time)
• Gives clear instructions comprising of several steps (8 to 9 instructions at a time)

Grade 2 (7–8)

• Maintains the thread of the conversation across multiple exchanges
• Engages in discussion about a topic and raise and respond to questions
• Follows instructions that have conditional branching (for e.g., if it is raining, do not water the plans, do weeding instead, otherwise water the plants)
• Gives clear instruction that includes mathematical (e.g., precise directions, spatial and temporal dimensions)

Nursery (3–4)

• Listens attentively to stories for a short period of time (5-7 minutes)

LKG (4–5)

• Recalls the characters and a few events in the story that is narrated and is able to retell in their own words.
• Imagines and

UKG (5–6)

• Identifies plots and characters in a story and retells it in the correct sequence using vocabulary from the story
• narrates personalized endings of the story

Grade 1 (6–7)

• Interprets the intent of the plot and characters in a story and retells the story in a different form
• Narrates their own short stories with simple plots and characters.

Grade 2 (7–8)

• Interprets the motivations of the author to write the story and retell the story as if they were the author
• Creates their own stories, with complex plots and multiple characters (as a group)

Nursery (3–4)

• Begins to use appropriate vocabulary for some common and familiar objects and experiences. (e.g., tells their name, names of friends, common objects, and pictures, sweet, sour, round, big)

LKG (4–5)

• Uses vocabulary acquired from specific themes, and topics introduced in class in their conversations

UKG (5–6)

• Uses expanded vocabulary with intentional use of action words, descriptive words, tenses, etc.

Grade 1 (6–7)

• Predicts meaning of unknown words in texts using picture and context cues

Grade 2 (7–8)

• Uses children’s dictionaries to identify meanings of unknown words encountered in texts

Nursery (3–4)

• Recognizes/ identifies common signs, logos, and labels (e.g., brand of biscuit based on wrapper colour, soap cover)
• Distinguishes between printed text and pictures
• Pretends to read familiar books based on pictures in the story

LKG (4–5)

• Holds the book, opens it and flips the pages to explore
• Follows words from left to right and from top to bottom on a printed page
• Pretends to read while making appropriate word-like sounds while following a text

UKG (5–6)

• Describes that printed material provides information (book, newspaper, pamphlet)
• Speaks about the book by looking at the cover page (prediction using the cues on the cover)

Grade 1 (6–7)

• Recognizes simple punctuation marks (full stop, question mark)

Grade 2 (7–8)

• Uses simple punctuation marks (full stop, question mark) appropriately

Nursery (3–4)

• Sings rhymes
• Mimics and reproduces syllabic sounds

LKG (4–5)

• Identifies rhyming words and alliterations
• Identifies the beginning and end syllables in words
• Combines 2-3 syllables to form simple words

UKG (5–6)

• Produces rhyming words and alliterations
• Breaks down syllables into their consonant and vowel sounds
• Combines sounds (vowel and consonant) to form the most familiar words
• Sings rhymes
• Mimics and reproduces syllabic sounds

Grade 1 (6–7)

• Identifies rhyming words and alliterations
• Identifies the beginning and end syllables in words
• Combines 2-3 syllables to form simple words

Grade 2 (7–8)

• Produces rhyming words and alliterations
• Breaks down syllables into their consonant and vowel sounds
• Combines sounds (vowel and consonant) to form the most familiar words

Nursery (3–4)

• Knows that

LKG (4–5)

• Begins to visually words are made of letters
• Reads simple
• Recognizes as
• Children of this age group are not only enjoying expression of art and beauty they also develop their sensorial and fine motor abilities through engagement with arts. Artistic expression is also a medium of emotional expression and regulation. Talk and oral articulation of the work in art should be encouraged. Observing, reproducing, and extending patterns is a core ability in all forms of art. Thus, engagement with arts, through visual arts, music, movement, and drama is a holistic engagement of all aspects of development in the Foundational Stage. It has to be remem-bered that in this stage of development, more emphasis should be given to free and creative ex-pressions of the child rather than building skills.

UKG (5–6)

• Recognizes most recognize and connects letters (Moolaksharas/ Bharakadi/ Kaguniita) to corresponding sounds
• Reads simple three two-syllable words that are familiar and with known aksharas
• Recognizes as sight sight words their names and labels of objects in their environment

Grade 1 (6–7)

• frequently used aksharas (including samyuktaksharas) and connects to corresponding sounds to four-syllable words (including a few commonly occurring double-consonants) that are familiar and with known aksharas words commonly used articles, pronouns, and connecting words
• Begins to visually recognize and connect letters to corresponding sounds
• Reads simple two-syllable words that are familiar and with known letters
• Recognizes as sight words their names and labels of objects in their environment
• Writes down short words on dictation

Grade 2 (7–8)

• Recognizes all aksharas (including samyuktaksharas) and connects to corresponding sounds
• Reads multi-
• Reads multi-syllable words syllable words (including (including consonant consonant clusters) clusters) and non-words with accuracy
• Recognizes all the letters in the alphabet
• Reads simple three to four-syllable words that are familiar
• Recognizes as sight words commonly used articles, pronouns, and connecting words

Nursery (3–4)

• Listens to “Read Alouds” and responds to questions posed by the Teacher
• Reads picture books and identifies objects and actions

LKG (4–5)

• Reads short sentences of known words by recognizing individual letter sounds and sight words
• Reads a short set of simple written instructions and follows them

UKG (5–6)

• Reads a few sentences of familiar words with accuracy
• Participates in “Shared Reading” along with the Teacher and in discussions about the reading
• Reads picture books and identifies characters and plots and narrates the story in short sequence
• Reads simple instructions to play a game and plays it with a group

Grade 1 (6–7)

• Reads short passages accurately with appropriate intonation and pauses
• Participates in “Guided Reading” along with the Teacher and in discussions about the reading
• Reads books aloud with short simple texts and uses both visual cues and text to infer and retell the story with accurate sequence and elaboration
• Reads short poems and narrates the literal meaning of the poem

Grade 2 (7–8)

• Reads short passages accurately and fluently with appropriate intonation, pauses, and voice modulation
• Begins “Independent Reading” of books of equal textual and visual content
• Begins to read unfamiliar story books and comprehend with guidance from the Teacher
• Identifies plots, and characters
• Reads short poems and infers the imagination of the poet
• Reads short news items, and publicity pamphlets, and explains the content

Nursery (3–4)

• Uses various writing instruments like; chalk piece, pencils, coloured pencils, painting brushes, crayons in
• Draws and colours, and orally expresses the intent of the drawing
• Shows interest in stories and poems being read out
• Handles books with care

LKG (4–5)

• Uses writing/ drawing instruments with ease and fluency
• Begins to write the aksharas they recognize and uses them to form simple words
• Draws and paints with more accuracy with visible forms and objects, and orally describes the drawing/painting
• Picks one out of several books offered by the teacher and explains why they have chosen the book
• Puts books back in their appropriate place in the classroom

UKG (5–6)

• Writes aksharas with accuracy and forms simple words and sentences
• Draws/paints and adds simple words/sentences to the drawing/ painting (including invented spellings)
• Picks and reads

Grade 1 (6–7)

• Writes down with accuracy 3 or 4 syllable words when dictated
• Creates a sequence of pictures and writes short sentences along with them
• Describes a picture card by writing words and short sentences
• Writes short instructions for classmates to execute simple procedures
• short picture books on their own, and talks about the book to other children

Grade 2 (7–8)

• Writes down short sentences when dictated
• Creates a sequence of pictures and writes short sentences along with them with accuracy
• Writes the story inferred from a picture book
• Writes short journals and descriptions of events and experiences
• Explains
• Displays interest preferences in and reads a book choices, variety of book and reads short both fiction and books on a non-fiction regular frequency
• Repairs and fixes books in the school library

Nursery (3–4)

• Sings rhymes
• Mimics and reproduces syllabic sounds

LKG (4–5)

• Identifies rhyming words and alliterations
• Identifies the beginning and end syllables in words
• Combines 2-3 syllables to form simple words

UKG (5–6)

• Produces rhyming words and alliterations
• Breaks down syllables into their consonant and vowel sounds
• Combines sounds (vowel and consonant) to form the most familiar words
• Sings rhymes
• Mimics and reproduces syllabic sounds

Grade 1 (6–7)

• Identifies rhyming words and alliterations
• Identifies the beginning and end syllables in words
• Combines 2-3 syllables to form simple words

Grade 2 (7–8)

• Produces rhyming words and alliterations
• Breaks down syllables into their consonant and vowel sounds
• Combines sounds (vowel and consonant) to form the most familiar words

Nursery (3–4)

• Knows that

LKG (4–5)

• Begins to visually words are made of letters
• Reads simple
• Recognizes as
• Children of this age group are not only enjoying expression of art and beauty they also develop their sensorial and fine motor abilities through engagement with arts. Artistic expression is also a medium of emotional expression and regulation. Talk and oral articulation of the work in art should be encouraged. Observing, reproducing, and extending patterns is a core ability in all forms of art. Thus, engagement with arts, through visual arts, music, movement, and drama is a holistic engagement of all aspects of development in the Foundational Stage. It has to be remem-bered that in this stage of development, more emphasis should be given to free and creative ex-pressions of the child rather than building skills.

UKG (5–6)

• Recognizes most recognize and connects letters (Moolaksharas/ Bharakadi/ Kaguniita) to corresponding sounds
• Reads simple three two-syllable words that are familiar and with known aksharas
• Recognizes as sight sight words their names and labels of objects in their environment

Grade 1 (6–7)

• frequently used aksharas (including samyuktaksharas) and connects to corresponding sounds to four-syllable words (including a few commonly occurring double-consonants) that are familiar and with known aksharas words commonly used articles, pronouns, and connecting words
• Begins to visually recognize and connect letters to corresponding sounds
• Reads simple two-syllable words that are familiar and with known letters
• Recognizes as sight words their names and labels of objects in their environment
• Writes down short words on dictation

Grade 2 (7–8)

• Recognizes all aksharas (including samyuktaksharas) and connects to corresponding sounds
• Reads multi-
• Reads multi-syllable words syllable words (including (including consonant consonant clusters) clusters) and non-words with accuracy
• Recognizes all the letters in the alphabet
• Reads simple three to four-syllable words that are familiar
• Recognizes as sight words commonly used articles, pronouns, and connecting words

Nursery (3–4)

• Listens to “Read Alouds” and responds to questions posed by the Teacher
• Reads picture books and identifies objects and actions

LKG (4–5)

• Reads short sentences of known words by recognizing individual letter sounds and sight words
• Reads a short set of simple written instructions and follows them

UKG (5–6)

• Reads a few sentences of familiar words with accuracy
• Participates in “Shared Reading” along with the Teacher and in discussions about the reading
• Reads picture books and identifies characters and plots and narrates the story in short sequence
• Reads simple instructions to play a game and plays it with a group

Grade 1 (6–7)

• Reads short passages accurately with appropriate intonation and pauses
• Participates in “Guided Reading” along with the Teacher and in discussions about the reading
• Reads books aloud with short simple texts and uses both visual cues and text to infer and retell the story with accurate sequence and elaboration
• Reads short poems and narrates the literal meaning of the poem

Grade 2 (7–8)

• Reads short passages accurately and fluently with appropriate intonation, pauses, and voice modulation
• Begins “Independent Reading” of books of equal textual and visual content
• Begins to read unfamiliar story books and comprehend with guidance from the Teacher
• Identifies plots, and characters
• Reads short poems and infers the imagination of the poet
• Reads short news items, and publicity pamphlets, and explains the content

Nursery (3–4)

• Uses various writing instruments like; chalk piece, pencils, coloured pencils, painting brushes, crayons in
• Draws and colours, and orally expresses the intent of the drawing
• Shows interest in stories and poems being read out
• Handles books with care

LKG (4–5)

• Uses writing/ drawing instruments with ease and fluency
• Begins to write the aksharas they recognize and uses them to form simple words
• Draws and paints with more accuracy with visible forms and objects, and orally describes the drawing/painting
• Picks one out of several books offered by the teacher and explains why they have chosen the book
• Puts books back in their appropriate place in the classroom

UKG (5–6)

• Writes aksharas with accuracy and forms simple words and sentences
• Draws/paints and adds simple words/sentences to the drawing/ painting (including invented spellings)
• Picks and reads

Grade 1 (6–7)

• Writes down with accuracy 3 or 4 syllable words when dictated
• Creates a sequence of pictures and writes short sentences along with them
• Describes a picture card by writing words and short sentences
• Writes short instructions for classmates to execute simple procedures
• short picture books on their own, and talks about the book to other children

Grade 2 (7–8)

• Writes down short sentences when dictated
• Creates a sequence of pictures and writes short sentences along with them with accuracy
• Writes the story inferred from a picture book
• Writes short journals and descriptions of events and experiences
• Explains
• Displays interest preferences in and reads a book choices, variety of book and reads short both fiction and books on a non-fiction regular frequency
• Repairs and fixes books in the school library

Nursery (3–4)

• Sings rhymes
• Mimics and reproduces syllabic sounds

LKG (4–5)

• Identifies rhyming words and alliterations
• Identifies the beginning and end syllables in words
• Combines 2-3 syllables to form simple words

UKG (5–6)

• Produces rhyming words and alliterations
• Breaks down syllables into their consonant and vowel sounds
• Combines sounds (vowel and consonant) to form the most familiar words
• Sings rhymes
• Mimics and reproduces syllabic sounds

Grade 1 (6–7)

• Identifies rhyming words and alliterations
• Identifies the beginning and end syllables in words
• Combines 2-3 syllables to form simple words

Grade 2 (7–8)

• Produces rhyming words and alliterations
• Breaks down syllables into their consonant and vowel sounds
• Combines sounds (vowel and consonant) to form the most familiar words

Nursery (3–4)

• Knows that

LKG (4–5)

• Begins to visually words are made of letters
• Reads simple
• Recognizes as
• Children of this age group are not only enjoying expression of art and beauty they also develop their sensorial and fine motor abilities through engagement with arts. Artistic expression is also a medium of emotional expression and regulation. Talk and oral articulation of the work in art should be encouraged. Observing, reproducing, and extending patterns is a core ability in all forms of art. Thus, engagement with arts, through visual arts, music, movement, and drama is a holistic engagement of all aspects of development in the Foundational Stage. It has to be remem-bered that in this stage of development, more emphasis should be given to free and creative ex-pressions of the child rather than building skills.

UKG (5–6)

• Recognizes most recognize and connects letters (Moolaksharas/ Bharakadi/ Kaguniita) to corresponding sounds
• Reads simple three two-syllable words that are familiar and with known aksharas
• Recognizes as sight sight words their names and labels of objects in their environment

Grade 1 (6–7)

• frequently used aksharas (including samyuktaksharas) and connects to corresponding sounds to four-syllable words (including a few commonly occurring double-consonants) that are familiar and with known aksharas words commonly used articles, pronouns, and connecting words
• Begins to visually recognize and connect letters to corresponding sounds
• Reads simple two-syllable words that are familiar and with known letters
• Recognizes as sight words their names and labels of objects in their environment
• Writes down short words on dictation

Grade 2 (7–8)

• Recognizes all aksharas (including samyuktaksharas) and connects to corresponding sounds
• Reads multi-
• Reads multi-syllable words syllable words (including (including consonant consonant clusters) clusters) and non-words with accuracy
• Recognizes all the letters in the alphabet
• Reads simple three to four-syllable words that are familiar
• Recognizes as sight words commonly used articles, pronouns, and connecting words

Nursery (3–4)

• Listens to “Read Alouds” and responds to questions posed by the Teacher
• Reads picture books and identifies objects and actions

LKG (4–5)

• Reads short sentences of known words by recognizing individual letter sounds and sight words
• Reads a short set of simple written instructions and follows them

UKG (5–6)

• Reads a few sentences of familiar words with accuracy
• Participates in “Shared Reading” along with the Teacher and in discussions about the reading
• Reads picture books and identifies characters and plots and narrates the story in short sequence
• Reads simple instructions to play a game and plays it with a group

Grade 1 (6–7)

• Reads short passages accurately with appropriate intonation and pauses
• Participates in “Guided Reading” along with the Teacher and in discussions about the reading
• Reads books aloud with short simple texts and uses both visual cues and text to infer and retell the story with accurate sequence and elaboration
• Reads short poems and narrates the literal meaning of the poem

Grade 2 (7–8)

• Reads short passages accurately and fluently with appropriate intonation, pauses, and voice modulation
• Begins “Independent Reading” of books of equal textual and visual content
• Begins to read unfamiliar story books and comprehend with guidance from the Teacher
• Identifies plots, and characters
• Reads short poems and infers the imagination of the poet
• Reads short news items, and publicity pamphlets, and explains the content

Nursery (3–4)

• Uses various writing instruments like; chalk piece, pencils, coloured pencils, painting brushes, crayons in
• Draws and colours, and orally expresses the intent of the drawing
• Shows interest in stories and poems being read out
• Handles books with care

LKG (4–5)

• Uses writing/ drawing instruments with ease and fluency
• Begins to write the aksharas they recognize and uses them to form simple words
• Draws and paints with more accuracy with visible forms and objects, and orally describes the drawing/painting
• Picks one out of several books offered by the teacher and explains why they have chosen the book
• Puts books back in their appropriate place in the classroom

UKG (5–6)

• Writes aksharas with accuracy and forms simple words and sentences
• Draws/paints and adds simple words/sentences to the drawing/ painting (including invented spellings)
• Picks and reads

Grade 1 (6–7)

• Writes down with accuracy 3 or 4 syllable words when dictated
• Creates a sequence of pictures and writes short sentences along with them
• Describes a picture card by writing words and short sentences
• Writes short instructions for classmates to execute simple procedures
• short picture books on their own, and talks about the book to other children

Grade 2 (7–8)

• Writes down short sentences when dictated
• Creates a sequence of pictures and writes short sentences along with them with accuracy
• Writes the story inferred from a picture book
• Writes short journals and descriptions of events and experiences
• Explains
• Displays interest preferences in and reads a book choices, variety of book and reads short both fiction and books on a non-fiction regular frequency
• Repairs and fixes books in the school library

Nursery (3–4)

• Identifies and names common objects, people, pictures, animals, birds, events etc. with assistance
• Identifies the missing part of a familiar picture of familiar object
• Recognizes hierarchical relationships within categories (e.g., animals and their younger ones)
• Makes comparisons within and between categories
• Plays using object substitution (e.g., uses banana as telephone)
• Makes connections between objects and their uses (e.g., spoon is for eating, bucket is for bath, mechanic is to a garage as a doctor is to hospital)

LKG (4–5)

• Identifies and describes common objects, people, pictures, animals, birds, events etc. on their own
• Identifies 3-5 missing parts of a picture of familiar object

UKG (5–6)

• Notices and describes general details of common objects, people, pictures, animals, birds in the immediate environment and in pictures/models (e.g., the big door in the house)
• Identifies 4-6 missing parts of a picture of familiar object

Grade 1 (6–7)

• Identifies and describes finer details of the objects, signs, places, common activities in the in the immediate environment and in the picture/models (e.g., the big brown door in the small green house)
• Compares given objects/pictures and identifies similarities and differences

Nursery (3–4)

• Shows curiosity in observing plants and animals Children in this age group are rapidly developing concepts about the world around them based on their experiences. For learning with understanding, concept development in formal education should give priority to experience and development of understanding. Mere recollection of facts should not be the intention. Here, cognitive development is seen through development of object knowledge, development of general abilities in logical thinking and problem solving, development of mathemati-cal abilities and thinking, and concepts related to the natural and social environment around the child.
• Identifies and names common objects, people, pictures, animals, birds, events etc. with assistance
• Identifies the missing part of a familiar picture of familiar object
• Recognizes hierarchical relationships within categories (e.g., animals and their younger ones)
• Makes comparisons within and between categories
• Plays using object substitution (e.g., uses banana as telephone)
• Makes connections between objects and their uses (e.g., spoon is for eating, bucket is for bath, mechanic is to a garage as a doctor is to hospital)

LKG (4–5)

• Does not harm plants and animals unnecessarily
• Identifies and describes common objects, people, pictures, animals, birds, events etc. on their own
• Identifies 3-5 missing parts of a picture of familiar object

UKG (5–6)

• Shows joy in engaging with plants and animals in the local environment
• Shows no discomfort in physical engagement with nature (e.g., in garden or parks)
• Notices and describes general details of common objects, people, pictures, animals, birds in the immediate environment and in pictures/models (e.g., the big door in the house)
• Identifies 4-6 missing parts of a picture of familiar object

Grade 1 (6–7)

• Shows curiosity and interest in identifying specific flora and fauna
• Takes responsibility for tending and caring for saplings and plants
• Identifies and describes finer details of the objects, signs, places, common activities in the in the immediate environment and in the picture/models (e.g., the big brown door in the small green house)
• Compares given objects/pictures and identifies similarities and differences

Grade 2 (7–8)

• Takes responsibility for tending to and caring for animals like kittens, puppies, chicken
• Enjoys going out for nature walks and observing plants and animals

Nursery (3–4)

• Identifies things that can be eaten and cannot be eaten
• Begins to eat and name a variety of foods with adult prodding
• Names a few healthy food items and a few unhealthy food items
• Identifies and names common objects, people, pictures, animals, birds, events etc. with assistance
• Identifies the missing part of a familiar picture of familiar object
• Recognizes hierarchical relationships within categories (e.g., animals and their younger ones)
• Makes comparisons within and between categories
• Plays using object substitution (e.g., uses banana as telephone)
• Makes connections between objects and their uses (e.g., spoon is for eating, bucket is for bath, mechanic is to a garage as a doctor is to hospital)

LKG (4–5)

• Eats a variety of food from different food groups – grains, vegetables, fruits, and proteins (e.g., dal, beans, nuts, dairy) with adult support
• Identifies healthy and unhealthy food items in a shop
• Gives reasons for why some food is healthy
• Follows picture recipes to prepare simple snack
• Eats without spilling
• Identifies and describes common objects, people, pictures, animals, birds, events etc. on their own
• Identifies 3-5 missing parts of a picture of familiar object

UKG (5–6)

• Eats from a variety of food groups independently
• Recognises foods from different food groups and explains the benefits/ill-effects of different food groups
• Names some qualities of good nutritious food (e.g., eggs and dal build strength, palak ‘cleans the blood’, milk gives strong teeth)
• Participates in preparing nutritious snacks (e.g., mixing boiled chana, sprouted salads, bhelpuri) with adult support
• Eats without wasting food when served appropriate portions
• Notices and describes general details of common objects, people, pictures, animals, birds in the immediate environment and in pictures/models (e.g., the big door in the house)
• Identifies 4-6 missing parts of a picture of familiar object

Grade 1 (6–7)

• Enjoys the variety in food from different food groups
• Identifies major ingredients in familiar food with help (e.g., dal in sambar, peanut in chutney)
• Names the connection between ingredients and nutrition (e.g., gur and peanut in chikki is good for health)
• Prepares nutritious snacks based on recipes, independently
• Asks for appropriate portions of food
• Identifies and describes finer details of the objects, signs, places, common activities in the in the immediate environment and in the picture/models (e.g., the big brown door in the small green house)
• Compares given objects/pictures and identifies similarities and differences

Grade 2 (7–8)

• Seeks for a variety to fulfill nutritional requirements
• Guesses ingredients of cooked food and says whether they are good or bad for health
• Recognises ingredients in packaged food (e.g., biscuits, noodles) and says whether they are good or bad for health
• Serves appropriate portions of food on their own without spilling

Nursery (3–4)

• Demonstrates awareness of self as a unique individual (e.g., refers to favourite shirt or bag or thing)
• Says own first and family (last) name
• Identifies and names common objects, people, pictures, animals, birds, events etc. with assistance
• Identifies the missing part of a familiar picture of familiar object
• Recognizes hierarchical relationships within categories (e.g., animals and their younger ones)
• Makes comparisons within and between categories
• Plays using object substitution (e.g., uses banana as telephone)
• Makes connections between objects and their uses (e.g., spoon is for eating, bucket is for bath, mechanic is to a garage as a doctor is to hospital)

LKG (4–5)

• Identifies self as a member of a family, neighbourhood, school, city, with different people doing different roles
• Shares other identifying information (e.g., parent’s name)
• Identifies and describes common objects, people, pictures, animals, birds, events etc. on their own
• Identifies 3-5 missing parts of a picture of familiar object

UKG (5–6)

• Shares personal identifying information such as home address, details of family members, school, etc
• Notices and describes general details of common objects, people, pictures, animals, birds in the immediate environment and in pictures/models (e.g., the big door in the house)
• Identifies 4-6 missing parts of a picture of familiar object

Grade 1 (6–7)

• Begins to express their capabilities and interest with a view to contribute to society – when I grow up, I want to be a farmer, a doctor, pilot, be a soldier, etc
• Shares personal details about family members occupation, their place of work, details about
• Values the work of adult members of the family (e.g., my mother is a farmer, and her work helps all of us to eat well)
• Identifies and describes finer details of the objects, signs, places, common activities in the in the immediate environment and in the picture/models (e.g., the big brown door in the small green house)
• Compares given objects/pictures and identifies similarities and differences

Nursery (3–4)

• Identifies and names common objects, people, pictures, animals, birds, events etc. with assistance
• Identifies the missing part of a familiar picture of familiar object
• Recognizes hierarchical relationships within categories (e.g., animals and their younger ones)
• Makes comparisons within and between categories
• Plays using object substitution (e.g., uses banana as telephone)
• Makes connections between objects and their uses (e.g., spoon is for eating, bucket is for bath, mechanic is to a garage as a doctor is to hospital)
• Shows dexterity in using simple tools for drawing/ colouring

LKG (4–5)

• Identifies and describes common objects, people, pictures, animals, birds, events etc. on their own
• Identifies 3-5 missing parts of a picture of familiar object
• Shows inclination to use simple tools while playing
• Shows attention and regulation when interacting with digital audio-visual material

UKG (5–6)

• Notices and describes general details of common objects, people, pictures, animals, birds in the immediate environment and in pictures/models (e.g., the big door in the house)
• Identifies 4-6 missing parts of a picture of familiar object
• Chooses appropriate tools for appropriate work when doing land work or in arts/crafts
• Engages with digital technology like smartphones/ tablets with the assistance of the teacher

Grade 1 (6–7)

• Identifies and describes finer details of the objects, signs, places, common activities in the in the immediate environment and in the picture/models (e.g., the big brown door in the small green house)
• Compares given objects/pictures and identifies similarities and differences
• Uses tools and implements effectively in work situations
• Shows simple usage of digital technology in learning situations (e.g., starting/pausing audio-visual material)

Grade 2 (7–8)

• Builds simple tools and implements for using in day-to-day activities
• Shows fluency and comfort in using digital audio-visual material in learning situations

Nursery (3–4)

• Uses ideas based on observations (e.g., imitates adults blowing on hot food before eating)
• Differentiates between day and night
• Makes choices and expresses preferences
• Explains the impact of one’s actions/ behaviour on others (e.g., hitting a dog with a stone hurts a helpless creature, not turning off a tap wastes water)

LKG (4–5)

• Applies known information in a new context (e.g., builds a castle out of blocks as seen in a story book)
• Identifies summer and winter
• Names objects in the sky (sun, moon, stars, clouds)
• Expresses own preferences, interests and makes choices
• Answers simple questions about events and phenomenon in the physical environment with the support of the teacher and peers
• Expresses views on needs of plants, birds and animals

UKG (5–6)

• Recognizes the effect of one object on an another (e.g., if I put salt in water it will dissolve, if I put ice in the sun it will melt)
• Explains effects of simple actions on objects (e.g., the harder I kick the ball the further it goes)
• Makes causal connections (e.g., Abdul did not come to school because he was sick, the plant died because it has not rained)
• Makes predictions based on causal relationships (e.g., if there are white clouds in the sky it will not rain)
• Observes and forms generalizations (e.g., notice things that roll – tires, bangles, have “round” shape)
• Explains clothing and food for summer and winter
• Connects sunrise and sunset today and night
• Takes responsibility and makes choices based on own preferences and interests
• Collaborates with peers to come up with answers to questions related to natural phenomenon that can be investigated (e.g., what floats and sinks, which objects do magnets attract)
• Explains the concept of shared natural resources (e.g., water is used by us, birds, plants)

Grade 1 (6–7)

• Forms and tests simple hypothesis (e.g., plates float and pins sink, drop a piece of paper and a stone together and see which will reach the ground first)
• Applies their understanding to solve simple problems (e.g., while making a sand house, use a stick to support the structure, or add water to set it)
• Differentiates among summer, winter, and monsoon seasons
• Indicates where sun and moon rise and set
• Plays/participates in activities, makes friends according to their own choice, preference and interest
• Develops a list of questions to break up a larger question related to natural phenomenon
• Asks questions about patterns in the natural environment (e.g., different kinds of leaves and flowers, sunrise, and sunset)
• Describes the interdependence between natural environment and humans (e.g., water in homes comes from water bodies)

Grade 2 (7–8)

• Names the directions (north, south, east, west)
• Selects games/ play equipment according to their own choice, preference and interest
• Asks ‘why’ and open-ended questions related to natural phenomenon and seeks answers through dialogue and/or exploration (e.g., why it does rain, what if we did not have sunlight)
• Describes how a balance must be maintained between the needs of human society and the natural environment (e.g., being kind to animals enables them to work with us, correct garbage disposal is necessary to avoid diseases)

Nursery (3–4)

• Grasps relevant art materials, tools, and instruments
• Explores large and small sizes while creating marks, lines, scribbles, and other 2D and 3D imagery in visual artworks
• Creates forms and imprints by mixing materials (e.g., mud and water, sand and water, flour and water, paint and water)
• Creates imprints using blocks, stencils, found objects and natural materials

LKG (4–5)

• Explores a variety of grasps and grips while using art materials, tools, and instruments (e.g., sticks, seeds, pebbles, stones, chalk, thread, pencils, brushes, crayons, powder, scissors)
• Creates three-dimensional forms by rolling and patting materials like clay or dough

UKG (5–6)

• Creates large scale work (e.g., floor rangolis, wall murals, sculptural forms) in collaboration with peers, facilitators, and local community
• Creates collages by combining materials of varying consistencies, colours, and textures in one’s own arrangement
• Creates three-dimensional arrangements/ assemblages by combining a variety of found materials and objects
• Creates simple patterns using blocks, stencils, found objects and natural materials

Grade 1 (6–7)

• Able to vary pressure while using tools to create dark and light impressions/ marks/ lines
• Able to scale own work in large and small sizes, based on available space or materials (e.g., creating a small clay doll, or a big paper doll)
• Creates patterns by combining and arranging materials in a variety of shapes, forms, textures, and colours

Grade 2 (7–8)

• Creates a variety of textures with one material through its manipulation (e.g., clay, cloth, paper, rubber, wood)

Nursery (3–4)

• Explores rhythm through voice and body (claps, taps, waves, jumps, hops, recites lyrics in rhythm)
• Produces a variety of sounds by playing with voice, body, objects and instruments
• Explores volume (loud and soft), and pitch (high and low) while using voice, or body, or playing with instruments and objects
• Explore silence and stillness in everyday situations

LKG (4–5)

• Distinguishes fast and slow tempo while exploring rhythm with voice, body or other instruments
• Produces a variety of sounds according to context/ situation using voice, body, or instruments (in role-play, solo or group musical arrangements, mimicry, etc.)
• Play with moments of silence and stillness through music, drama and movement practices

UKG (5–6)

• Distinguishes fast, medium, and slow tempo while playing with voice, body or other instruments
• Explores the difference between their singing voice and speaking voice and uses both playfully
• Differentiates between instrumental and vocal music and explores both
• Uses volume and pitch to convey ideas and emotions, create music, develop characters and create situations

Grade 1 (6–7)

• Plays with simple rhythmic patterns in slow and medium tempo
• Creates simple sound improvisations in familiar songs, or situations by using voice, body, instruments, and objects (e.g., playing the beats using different body parts/ instruments for a song, creating the ambience of a dramatic scene through sounds)
• Moderates volume and pitch based on musical composition, space, context and situation
• Explore varying durations of silence and stillness based on space, context, and situation

Grade 2 (7–8)

• Follows the beat in songs and movement, and explores own variations based on familiar rhythm patterns
• Attempts to match pitch using voice or instrument

Nursery (3–4)

• Observes their surroundings, local culture and examples of art to make connections with their own explorations
• Creates a variety of visual imagery, body movements, and sound explorations to symbolise objects, people and emotional experiences
• Explores sound and movement produced individually and in groups
• Responds to artworks verbally/ non-verbally to express likes, dislikes, and other views
• Acknowledges the presence of others during activities related to the arts Current research is indicating that along with the usual domains of development, attention to executive functions and self-regulation in early childhood education has high impact on school readiness.

LKG (4–5)

• Shares their own ideas, tools, and methods of working in the arts and improvises based on familiar examples
• Mimics a few recognisable physical and behavioural characteristics of people, animals, plants, objects, etc. through visual and performative modes
• Produces a variety of speech, movements, sounds, and visual art works in collaboration with peers
• Communicates responses to different aspects of artworks, or local cultural expression (e.g., the voice of a character was very loud and scary)
• Shares responses and ideas in the peer group during arts processes

UKG (5–6)

• Identifies and interprets a variety of expressions, ideas and emotions through the arts and applies it in their own artistic explorations
• Imaginatively combines forms, colours, characters, sounds, spaces and situations to represent their ideas and experiences
• Attempts to coordinate speech, movement and sound while playing or performing in pairs or groups
• Collaborates with peers and facilitator in the spatial arrangement or display of art works
• Compares different artworks/ arrangements/ cultural expressions and articulates a variety of responses
• Recognises that personal preferences in the arts differ from one person to another

Grade 1 (6–7)

• Explores multiple approaches, or variations while expressing particular ideas and emotions
• (e.g., thinking of multiple ways to role-play a cat using body, voice, mask, puppets, or movement combinations)
• Persists with challenges by exploring multiple solutions and finding own resources
• Pays attention to thematic details, material properties (texture, colour, size, form), space, and situation while creating and viewing works of art
• Moderates own volume, pitch and tempo to align with a partner/ group
• Shares and appreciates multiple responses in relation to artistic thought and expression

Grade 2 (7–8)

• Pays attention to sequence while performing role-play, music, dance and movement steps

Nursery (3–4)

• Focuses on self-initiated activities for a short amount of time (e.g., works on a puzzle)
• Sustains interest with one or two tasks that engage them (e.g., plays at the sensory table for 5-10 minutes)
• Practices remembering by recalling a story or verbally describing a picture no longer in view
• Remembers where materials are kept in familiar environments (e.g., can retrieve spare clothes from shelf)
• Adjusts to changes in routines
• Identifies signals for changes between activities
• Makes transitions that are part of a daily schedule
• Begins to take turns and waits in line for short periods of time with adult support

LKG (4–5)

• Focuses attention on activities with adult prompts and support, like listening to stories read to a group for short periods of time in spite of interruptions or distraction
• Stays with a variety of tasks that interest them (e.g., plays in the dramatic play and block areas for 10 minutes)
• Repeats a list of items needed for self-care or play
• Plays simple memory and matching games
• Remembers and follows 2-step directions to complete simple tasks (e.g., “wash your hands then help prepare or eat a snack”)
• Remembers actions that go with stories or songs
• Demonstrates “cognitive flexibility” by trying another approach, with adult support, when something does not work the first time (e.g., tries a different way to climb a structure when the first effort does not work or uses a tool or another person to get an item out of reach)
• Shows ability to shift attention from one task or activity to another when necessary
• Seeks adult help when distressed with behaviour of or interaction with a peer
• Begins to use words, signs or gestures to express distress with peers (instead of biting or pushing) with adult support
• Begins to inhibit impulsive behaviours with adult support (e.g., inhibits initial response to call out an answer to a question during story time with educator’s reminder)

UKG (5–6)

• Focuses attention on tasks and activities like painting or block building for longer periods of time with increasing independence
• Sustains engagement with a task that interests them for long periods of time (e.g., painting for 20 minutes)
• Begins to attend to adult-initiated tasks that are not based on their interests (e.g., participates in a teacher-led small group)
• Remembers several steps in sequence to complete multi-step directions (e.g., complete a puzzle, return it to the shelf, and join the group back)
• Teaches another child the steps taken for a given action (e.g., shows a peer how to use soap to wash hands before snack)
• Remembers and recalls short stories and songs of up to 5 sentences.
• Adapts to new rules in game or activity (e.g., sorting cards by colour and then by shape)
• Considers ideas from adults and other children in finding a solution or strategy
• Demonstrates flexibility and adaptability with less adult prompting (e.g., sharing toys or trying out new materials)
• Responds consistently to adult suggestions to try out different activities
• Controls impulses with more independence (e.g., walks instead of runs; asks for a turn with a toy instead of grabbing; waits to share out instead of calling out)
• Uses strategies to help control own actions more frequently such as creating physical distance or finding an alternative toy or activity

Grade 1 (6–7)

• Attends to adult-initiated tasks that are not based on their interests (e.g., participates in a teacher-led small group)
• Sustains engagement with a task for long periods of time (20 minutes)
• Remembers and immediately recalls
• (e.g., given 4 digits repeats in the same sequence)
• Adopts and adapts to the classroom situations
• Participates in the schedule actively and takes suggestions for improvement
• Manages emotions, waits for their turn, follows rules, frames rules, demonstrates leadership qualities and suggests ideas for change in activities

Grade 2 (7–8)

• Attends to adult-initiated tasks that are not based on their interests (e.g., participates in a teacher-led small group)
• Sustains engagement with a task for long periods of time (30 minutes)
• Remembers and recalls, identifies missing things (e.g., two identical scenes with one or two significant difference, studies both pictures and points out the difference)
• Adopts, adapts and creates classroom situations congenial for learning
• Participates actively in all activities, welcomes suggestions and feedback

Nursery (3–4)

• Enjoys spending time in the garden/ outdoors
• Shows curiosity in exploring immediate surroundings (in outdoor contexts)-with adult support

LKG (4–5)

• Shows curiosity and wonder in the natural environment
• Shows curiosity in exploring immediate surroundings (in outdoor contexts)-with or without adult support

UKG (5–6)

• Draws, paints, sings, dances to express their joy and wonder
• Shows curiosity and wonder in exploring collections from the nature/ immediate surroundings

Grade 1 (6–7)

• Likes to share their joy with other children through play, music and dance
• Shows eagerness and takes initiative in exploring the immediate surroundings and use resources from nature (under adult guidance)

Grade 2 (7–8)

• Uses language to articulate and express their joy
• Engages with others fearlessly but respectfully
• Shows eagerness and takes initiative in exploring the immediate surroundings and uses resources from nature responsibly

Nursery (3–4)

• Observes and imitates adult behaviour for classroom norms Leela teaches children in Grade 1 in the Government Primary School in a village near Tonk, Rajas-than. The community in this village primarily speaks Hadoti. She has a mixed group of children, that is, some have attended an Anganwadi in the last 3 years, while this will be first exposure of any kind of schooling for some. She keeps this in mind while planning and preparing for her teaching. Below, is from her records, her annual plan, plan for a quarter, sample teaching plans for smaller – weeks’, day’s – units of time, and sample observations against a Learning Outcome.

LKG (4–5)

• Follows classroom norms with Teacher’s cues

UKG (5–6)

• Follows and assists others in following classroom norms
• Creates do-it-yourself (DIY) classroom job charts/posters with the support of Teachers and follows it

Grade 1 (6–7)

• Participates in discussing classroom norms and behaves according to norms
• Creates DIY classroom job charts/posters and follows it

Grade 2 (7–8)

• Participates in establishing classroom norms and behaves according
• Creates DIY classroom job charts/posters and illustrates them as well; follows it responsibly