A three-day training workshop was held from 23rd to 25th June at Sewri, specifically designed for Standard I teachers, with an emphasis on strengthening foundational pedagogy in alignment with the National Education Policy (NEP) 2020. The training focused on shifting from traditional rote learning to a more child-centric, activity-based, and skill-oriented approach. Teachers were introduced to key frameworks such as the National Curriculum Framework (NCF), the School Curriculum Framework (SCF), and the process of aligning curriculum goals with subject-specific competencies and learning outcomes.

A major component of the training was the ELPS methodology—Experience, Language, Pictures, and Symbols—which equips teachers to deliver multi-modal lessons that cater to different learning styles. Inclusive education was thoroughly addressed, with strategies to support 21 types of disabilities as per the RPwD Act 2016. Teachers learned to use assistive devices, adapt materials, and engage with resource-room and home-based learning models.

The workshop also introduced holistic educational concepts like Panchkosha and Panchādi to support overall student development—physically, emotionally, intellectually, and spiritually. Teachers were guided in implementing competency-based instruction and in using the Holistic Progress Card (HPC) to track both academic and co-cognitive progress. Emphasis was placed on early integration of vocational education to build real-life skills in young learners.

Key takeaways included the ability to frame goals, map them to measurable outcomes, apply ELPS strategies, manage inclusive classrooms, and implement holistic assessments. Recommendations for continued practice include peer observation, regular training on disability inclusion, community workshops on holistic frameworks, partnerships with local artisans, and weekly ELPS-based lesson planning.

The workshop effectively equipped teachers with the tools and strategies necessary to implement NEP 2020 in the classroom, marking a significant step toward creating inclusive, engaging, and future-ready learning environments.

Miss Roohi Shaikh 

Miss Joycee Dodti