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New Assessment Pattern
|1) The aim of teaching English is to help the students attain communicative competence in the English language.|
|2) To encourage students to think and develop their creative powers.|
|3) To enable students to develop their creative as well as critical thinking that helps them in understanding the literary concepts.|
|4) To give them exposure to a wide variety of genres and themes and writing from different parts of the world.( especially in the senior classes)|
|Use of teaching methods|
|1) The direct, Student- friendly and activity oriented approach of the students is intended at making the teaching-learning experience more interesting and fruitful.|
|2) A forum of discussion, debate and other activities are included in the teaching to make the lessons engaging and thought-provoking.|
|3) Vocabulary exercises are given to the students to improve their writing skill.|
|4) Activities are designed around the theme of the lessons that encourage students to gather information from varied sources.|
|5) A wider scope is given to the classroom activities such as Group debates, Extempore, script writing and enactment, poetry recitation, role play, dramatization, mock interviews etc. which make the teaching and the learning more enjoyable.|
|List of Teachers in the English Department|
|Mrs. Aindrilla Sinha
Mrs. Shaheen Chaiwala
Mrs. Nandini Banerjee
Mrs. Bharati Kudchadkar
Mrs. Smitha Rakesh
Mrs. Sujata Kotnis
Mrs. Ashita Pardeshi
Mrs Kavita Kulkarni
Mr. Umashankar Devadhe
|HOD – English – Mr. Umashankar Devadhe
English Co-ordinator for Std. IV, V – Mrs. Aindrilla Sinha
Mathematics education has attempted to achieve a variety of different objectives:
1. The teaching of basic numeracy skills to all pupils
2. The teaching of practical mathematics (Arithmetic, Elementary algebra, plane and solid geometry, Trigonometry)
3. The teaching of abstract mathematical concepts (such as Set and functions) at an early age
4. The teaching of selected areas of mathematics (such as Euclidean geometry) as an example of
5. The teaching of selected areas of mathematics (such as calculus)
6. The teaching of heuristics and other problem-solving strategies to solve non-routine problems.
Methods of teaching mathematics have varied in line with changing objectives .
Methods of teaching mathematics include the following:
1. Conventional approach – the gradual and systematic guiding through the hierarchy of mathematical notions, ideas and techniques. Starts with arithmetic and is followed by Euclidean geometry and Elementary Algebra. The other methods emerge by emphasizing some aspects of this approach.
2. Activity method – in this method the geometrical concepts are toughed by conducting activities such as paper folding and pasting
3. Rote learning – the teaching of mathematical results, definitions and concepts by repetition and memorization typically without meaning or supported by mathematical reasoning. In traditional education, rote learning is used to teach multiplication tables, definitions, formulas, and other aspects of mathematics.
4. Exercises – the reinforcement of mathematical skills by completing large numbers of exercises of a similar type, such as adding fractions or solving quadratic equations.
5. Problem solving – the cultivation of mathematical ingenuity, creativity and heuristic thinking by setting students open-ended, unusual, and sometimes unsolved problems. Problem solving is used as a means to build new mathematical knowledge, typically by building on students’ prior understandings.
List of Teachers in Mathematics Department
Mrs. Priya Khandagle
Mrs. Shirish Sant
Mrs. Mrunalini Rao
Mrs Santosh Wadhwa
Mrs. Jyothi Menon
Mrs. Anandvally Nambiar
Mr. Sunil Patil
Mr. Amol Patil
H.O.D Maths Department – Amol Patil
Maths Co-ordinator Std. IV, V – Priya Khandagle
|Science in our school is taught following the ‘Active Learning’ method of teaching, which involves hands on experience in conducting scientific experiments, model making skills, and project work to reinforce learning objectives of the subject.|
In Std.VI & VII, we try to demystify science, by having a number of activities. Students maintain an activity book, where they record all the activities done during the science period. Some of the activities conducted are:
• Measuring rainfall using a rain gage made from plastic bottles.
• Learn the concept of acids and bases by making greeting cards using turmeric indicators and soap solution.
• Learn about weaves in fabrics by weaving paper mats.
• Maintain a diet chart to learn about the various nutrients in food.
• Measure heart beat and pulse rates before and after games.
• Plan the layout of a kitchen for developing organization skills.
In the higher classes, children are introduced to the thrilling world of science and technology in many ways:
• Children are taken to the laboratories, where they perform experiments, record their finding and arrive at conclusions. This reduces the monotony of the chalk and blackboard mode of learning.
• Encourage learning through project work done either in a group or individually. This not only helps them develop problem solving skill, but also creates a curious and questioning mind.
• Children are encouraged to participate in model making competitions. Such activities stimulate and challenge the child and creates an interest in engineering and technology
• Active participation in quizzes and debates help them to hone their skills and develop competitive and team spirit.
• Monthly visits to local science centers, where students attend lectures given by eminent scientists and mathematicians and also interact with them gives them a wider perspective into the world of science and technology.
• Visits to various science exhibitions and museums make children aware of how far we have advanced due to various inventions and discoveries in science and technology.
• Involve children in extracurricular activities like the school Science Club. Scientists, engineers, prominent industrialists and mathematicians from the parent body are invited to interact with the students. They provide positive role models for our students in their area of expertise.
The following teachers belong to the Science Department of our school:
Mr. Santosh Ranpise
Mrs. Shubhangi Bapat
Mrs. Nidhi Jain
HOD Science Department Mrs.Bindu Unnikrishnan
Mrs. Jyothi Shyam ( EVS)
Mrs.Manisha More (EVS Coordinator).
|At our school we have found that visual activities, sorting or ordering activities and comparison activities are the most successful teaching and learning styles for the vast majority of our students. Therefore these are the styles that we make most use of. However since these approaches are very flexible, it is possible to create a variety of lessons within a scheme of work. In addition we have particular areas that we wish to develop for our students where they show weaknesses. These include reading and extended writing. So these are also areas that required focus. So from these areas of knowledge, coupled with the availability of a wide range of resources, the planning process for lessons and schemes of work can occur. By combining an open minded approach to teaching and learning styles and the possession of detailed evidence on our students’ successes- failures and preferred teaching and learning styles, it is possible to create a series of lessons for a scheme of work that covers a variety of learning styles.|
To broaden this out further we use the multiple intelligences as a way of addressing the variety of learners that are in any class. The intrapersonal intelligence has to do with the ability to understand oneself and to access your own feelings and emotions, to judge and make sense of them and to act on your judgments. These techniques work best to assess this intelligence:
• Set yourself personal goals and targets.
• Monitor your goals and targets.
• Monitor your goals and targets.
• Keep diaries or learning logs.
• Talk about moral and ethical issues.
• Try to be more assertive.
Mathematical and logical intelligence or problem-solvers. They look for sequence, logic and order. These techniques work best to assess this intelligence:
• Try sequencing activities. Pattern games e.g. Dingbats.
• Work with numbers, measurement and estimation.
• Problem-solving activities.
• Brainstorm information before ordering and organising it.
Visual and spatial intelligence means these learners build pictures of what they have seen in their mind. They learn by seeing and observing. These techniques work best to assess this intelligence:
• Topic webs.
• Memory maps.
Kinesthetic intelligence. The ability to use one’s body in highly skilled ways. Kinesthetic learners learn best by doing. These techniques work best to assess this intelligence:
• Try drama, role-play, and physical movement.
• Field trips, visits, design and make activities.
• Involve yourself in extra-curricular sporting activities
Those with the naturalist intelligence are at home in the natural environment. They can describe the features of the natural environment and name different species of birds, plants and animals. These techniques work best to assess this intelligence:
• Environmental projects.
• Be responsible for your own environment.
• Nature walks.
• Field trips to places of environmental interest.
Student-Centered Teaching Method To transfer enthusiasm for History a rich variety of teaching methods and styles are used
• whole class teaching,
• group work,
• paired work,
• research oriented – independent project work- Eg- Disaster Management
• thinking skills,
• accelerated active learning techniques,
• Integration of ICT,
• ‘hot seating’,
• music and drama,
• role play
• empathetic reconstruction
• art and craftwork,
• display work,
• field trip/ Demonstrations, -Closure method
• effective use of textbooks.
Above all make lessons different. Make an impact on the children. Collaboration of different methods allows students to actively participate in the learning process by talking with each other and listening to other points of view. Collaboration establishes a personal connection between students and the topic of study and it helps students think in a less personally biased way. Group projects and discussions are examples of this teaching method. Collaborative discussions can take a variety of forms, such as fishbowl discussions. We employ collaboration to assess student’s abilities to work as a team, leadership skills, or presentation abilities.
Faculty of Social Science
Mrs Kiran Jadhav
Mrs Manisha Joseph
Mrs Ashita Pardeshi
Mrs Smitha Rakesh
Mrs Shaheen Chaiwala
Mrs Monika Mishra
Mrs Kavita Kulkarni
Mrs Anjali Naik
Mrs Jayshree Verma
HOD Social Science Department – Mrs Kiran Jadhav and Mrs Manisha Joseph
|Accountancy :Subject Teacher : Mrs Jyotsna Lele|
Over the centuries, accountancy had remained confined to the financial record keeping functions of the accountant. But, today’s rapidly changing business environment has forced the accountants to reassess their roles and functions both within the organization and the society. The role of an accountant has shifted from that of a mere recorder of transactions to that of the member providing relevant information to the decision making team. Broadly speaking, accounting today is much more than just book-keeping and the preparation of financial reports. Accountants are now capable of working in exciting new growth areas such as: forensic accounting, e-commerce, financial planning, environmental accounting etc. This realisation came due to the fact that accounting is capable of providing the kind of information that managers and other interested persons need in order to make better decisions. This aspect of accounting gradually assumed so much importance that it has now been raised to the level of an information system. As an information system, it collects data and communicates economic information about the organization to a wide variety of users whose decisions and actions are related to its performance. Accountancy is thus the process of identifying, measuring, recording and communicating the required information relating to the economic events of an organization to the interested users of such information.
Subject Teacher : Mrs Jayshree Verma
Business Studies is at the core of the management of organisations in an increasingly competitive global economy. The subject examines the theories, methods and techniques that lie behind successful management, while developing advanced skills of analysis and synthesis. The scope of business studies is broad, and creates a wider understanding of the relationships between people, organisations and their environment. Issues of organisational policy and strategic planning co-exist with specialist areas like finance, marketing, operations planning, entrepreneurship, technology, and employment relations. The study of business also draws on a variety of other disciplines, such as psychology, law, economics, sociology, and mathematics.
Subject Teacher : Mrs Jayshree Verma
The horizon of economics is gradually expanding. It is no more a branchof knowledge that deals only with the production and consumption.However, the basic thrust still remains on using the available resourcesefficiently while giving the maximum satisfaction or welfare to the peopleon a sustainable basis. Given this, we can list some of the major branches of economics as under: Business Economics, International Economics, Public Economics, Macroeconomics, Microeconomics, Economic History, Health Economics and Public Finance.
|Computer Science Department|
|Computer technology is spreading all over the world. Today’s generation can not imagine the world in the 80s where computers were not having any kind of influence on our lives.|
It is important in all aspects of life, whether it is financing, chatting, emailing, or no matter what, we only use computers and nothing else. Computers, which have such a wide variety of applications, are indeed ruling society. To keep up the pace in this fast life of today, computer education is extremely important. Computers are an integral part of life and so is computer education! In our school we trained our students in this field from std. I to XII. Our department has well trained teachers to cater to different application programs. School website is also designed, developed and maintained by our teachers. From std. I to VI we follow “COMPUTER MASTI” curriculum designed by Inopen Technology, IIT Pawai, Mumbai.All the applications are based on Linux operating system, which keeps the system virus free. In std. I and II we teach students about the DOs and DON’ts about the computer, simple exercises to keep ourselves physically and mentally fit while using computer. The concepts of input/output devices are taught in play way method by giving educational computer games. Std. III ,IV and V learn step wise thinking and logical thinking using SCRATCH PROGRAM which is a very good application in developing animations. In these classes we also teach them Open Office WORD PROCESSOR to make them efficient to create their own documents using TABLES and LIST. Std. VI and VII gets training on how to make PRESENTATIONS and use of SPREADSHEET program in calculations, making graphs, database etc. Std. VIII students become more creative by learning WEB PAGE designing through HTML. In std. IX and X, We make firm base for future programmers by teaching them GW BASIC programming language. This is the most simple and easy language but it also helps them to develop their logic. Std XI : Students can select Informatics Practices as a subject instead of Biology. The students learn the following topics during the year. a) They gain working knowledge of a computer system and peripherals. b) To understand the application development process. c) To gain programming skills in front-end application development d) To gain skills in Database Creation and querying using ANSI SQL. e) To design, program and develop database driven web applications using GUI Programming f) Tool and RDBMS. g) To understand and appreciate open source and open standard concepts In Std XII, We teach Networking concept s, Open source concepts, Webpage designing, Java programming, Database My Sql, Connectivity of frontend & Backend to make a system and also working on projects with students to make some real life systems for future use.
Team of teachers
Mrs. Mrudula Athale – Head of the department, Std. III,V to X
Mrs. Alpana Saxena – Std. XI
Mrs. Susmita Cholkar- Std. XII
Mrs Vasanti Pawar – Std. I,II,IV
Mrudula Athale H O D Computer Department
French Methodology and Objectives
Level 1: (Consists of classes V& VI) In our school the language is introduced in class VI.
Learning Objectives: To enable the learner to understand and use short phrases such as greetings, salutations (formal/informal), requests, introduce oneself and give information about oneself (name, age, nationality, date of birth), ask and answer simple questions related to the same.
The learners are able to form short, simple sentences using auxiliary and regular verbs.
To provide the learners with glimpses of French culture and way of life.
Methodology: Use of audio CDs to introduce Listening and Speaking skills. Emphasis on oral exercises, role-play and dialogue completion. Assign projects and activities to improve reading and writing skills.
Level 2: (Consists of classes VII, VIII)
Learning Objectives: To enable the learner to use longer phrases and sentences while speaking, asking and answering questions relating to general topics such as home, family, school, friends, school and family life etc. To frame more descriptive sentences using relevant vocabulary. To differentiate between different groups of verbs (regular and irregular) and how they can be used in various situations and contexts. Recognition of sentence patterns and grammatical concepts. Enhancement of vocabulary related to seasons, festivals, travel and celebrations.
To encourage the learner to discover more aspects of French culture and way of life.
Methodology: Continue the use of audio CDs to stimulate speaking and listening activities. Assign projects based on group/pair work that require finding information on aspects of French culture. Regular written work to improve grammar, vocabulary and writing skills.
Introduce and encourage use of dictionary through different activities.
Level 3: (Consists of classes IX, X)
Learning Objectives: To enable the learner to differentiate between various tenses and their usage and where they are placed on the timeline. To recognise and thereafter apply different patterns in the conjugation of verbs and their tenses. To frame longer detailed sentences and communicate effectively using letters, messages and dialogues. The learner should be able to state preferences, justify his/her choices and also discuss general topics with a partner eg choice of a restaurant, movie, book or leisure activity. To enhance the vocabulary of the learner related to specific situations and contexts eg. A visit to the doctor, discussing future plans, talking about a holiday etc. To enable the learner to use more advanced grammar concepts in sentences, such as reporting what a third person has said, expressing a strong wish or desire, leaving a message over the telephone.
To provide the learner with a more detailed overview of France-the language, culture and the people.
Methodology: An attempt is made to improve the reading and writing skills of the learners by providing them with a variety of texts sourced from different books, websites and newspaper clippings. They are encouraged to test their knowledge of vocabulary and grammar through various reading and writing activities. Every lesson is followed by writing tasks related to the vocabulary of that lesson. The learners are instructed in the use of different sentence patterns and formats and encouraged to frame their own sentences. Projects are assigned which require research into different aspects of France- regions and their specialities, major events, the education, the political system etc.
The French Department (members)
1. Ms. Deepti Prasad (HOD)
2. Ms. Sujata Kotnis
3. Ms. Pranoti Neurgaonkar
New Objectives Under the CCE
The skills we take care of
- Creative Writing
- Reading with Modulation & Facial Expression
- Application – Grammar
- Comprehension & Understanding
- Vocabulary & Analysis
4th मराठीशब्दकोडी, संवादवाचन, कवितासादरीकरण
5th मराठीकथालेखन, धातुसाधीतक्रियापदे, कवितासादरीकरण
6thमराठीम्हणीवत्यांचेअर्थ, नाट्यसादरीकरण, श्रवणआकलन
7th मराठीसुविचार, निबंधलेखन, संवादलेखन
8th निबंधलेखन, गटचर्चा, श्रवणआकलन
9th निबंधलेखन, नाट्यसादरीकरण, संवादलेखन
10th निबंधलेखन, गटचर्चा, व्याकरणआकलन
Teaching with Various Methods
- Prose &Poetry teaching with help of P.P.T.
- Grammar with real Examples
- Reading with help of internet
- Making Projects with help of P.P.T. & Videos
H.O.D Mrs. Swati Kulkarni
Mrs. Pournima Dharap
विखे पाटिल मेमोरियल विद्यालय’ का ‘हिंदी विभाग’ उत्कृष्ट साहित्य तथा अनुभव संपन्न शिक्षिकाओं से भरा हुआ है,जिन्होंने हमेशा छात्र को अहम महत्व देते हुए उनके सर्वांगींण विकास का प्रयत्न किया है|इस विभाग का उद्देश है :-
*राष्ट्रभाषा का महत्व समझाना|
*शुद्ध भाषा का प्रयोग करना सिखाना|
*पारिभाषिक शब्दावली की पहचान कराना|
*व्यावहारिक भाषा का उचित प्रयोग करना सिखाना|
*हिंदी भाषा के प्रति रूचि बढ़ाना|
*भाषा की अलग-अलग बोलियों से परिचित कराना|
*भाषा का शुद्ध लिखित और मौखिक रूप सिखाना|
*व्याकरण का उचित प्रयोग करना सिखाना |
*अलग-अलग गतिविधियों द्वारा भाषा का सरल रूप सिखाना|
कक्षाओं में निम्नलिखित गतिविधियों द्वारा छात्रों की रूचि बढ़ाई जाती हैं-
*कविता का सस्वर पठन करवाना,लघुनाटक ,पुस्तक तथा नाटक या
फिल्मों का परीक्षण,अभिवचन या प्रकटवाचन करवाना,कविता लेखन,पहेलियाँ,
*चुटकुले लेखन, वादविवाद,मूक अभिनय,प्रकल्प प्रस्तुतिकरण आदि|
*आधुनिक तकनिकों का जीवन में बढ़ता प्रभाव देखकर उन्हें भी गतिविधियों में शामिल कर लिया गया है|जैसे-संगणक प्रकल्प प्रस्तुतिकरण आदि|
इस शिव-धनुष को सफलता के साथ उठानेवालीअच्छी,विषयसंप्पन,अनुभवी,
जिंदादिल शिक्षिकाएँ हैं-सौ.गौरी शेठ,बबिता मेहता,सौ साधना पाटिल और
विभाग प्रमुख सौ.नंदिता कुसुरकर|
Mrs Gauri Seth
Mrs Babita Mehta
Mrs Sadhana Patil
H.O.D – Mrs. Nandita Kusurkar