Policies and Committees

HOMEWORK POLICY 2020 RECOMMENDATIONS AND

GUIDELINES FOR SCHOOLS

As per the National Homework Policy 2018 released by Ministry of Education, Homework is Teacher-assigned and teacher-monitored work that students are asked to do outside of the classroom context, related to and supportive of the learning that takes place in school. Homework can be of various formats including play. It is a purposeful learning task related to the topic, assigned to the students by the teacher in order to keep them meaningfully involved outside the classroom and to provide opportunities for students to be responsible for their own learning. The aim of homework is to reinforce, practice and refine the knowledge and skills learnt in the class, to provide them with the opportunity for learning beyond the classroom, to encourage them to take initiative and responsibility of self-regulated learning and study beyond what was explained and further keep them engaged through task completion and self-discipline.

Homework assignments that increase the effectiveness and quality of homework include:

• work that is directly related to what has already been explained and/or practiced in class
• work that gives students the opportunity to practice what they have already learnt in class by engaging in activities that help them understand more deeply the content or practice procedures they have been introduced to in class
• work that gives students the opportunity to apply what they have already learnt in class
• work that offers students the opportunity to be creative and further explore their interests in relation to what has already been taught in class
• work that allows students in the last 3 years of secondary school, to benefit from homework that encourages them to prepare for a topic that will be explored in class; this will assist students to identify what they already know about the topic or read about the topic prior to it being introduced in class

The hours of Home Work for different grades is as follows:

S.No.	Class	Hours of Homework
1.	PS - II	No Homework
2.	III - V	2 hours per week
3.	VI- VIII	1 hour per day
4.	IX - XII	2 hours per day

 

Diversity of homework/ Choice of homework - Considering the different learning needs of students, homework assignments may need to vary. It is also helpful to give students some choice in homework tasks to encourage them to have more ownership of their learning. There are three major kinds of meaningful homework assignments:

1. Practice homework: Work that reviews and reinforces skills, concepts, dispositions and values taught in class; the more the students understand what they have learnt, the more effective the homework will be.
2. Extension homework: Work that assists students to explore and refine their learning by applying what they have learnt through problem solving, and thinking creatively and critically; it helps students make connections between what they have learnt and the real world.
3. Preparation homework: Work that prepares students in a general manner for a forthcoming lesson or topic. This is effective for the last three years of secondary schools. It will assist students to identify their prior knowledge and bring their life experiences as they relate to the topic at hand. Preparation homework is NOT meant to substitute a lesson or class.

Reporting of homework: Homework is meant to be part of formative rather than summative assessment; that is, homework is part of assessment for learning and not assessment of learning. Homework should not be included in report cards since homework is primarily meant to support learning that has taken place in class. If students regularly miss homework, every case needs to be investigated on the basis of its context; it is important that students take responsibility to complete homework.

Role of Parents: The roles and responsibilities of the family in relation to homework include:

• Develop a positive and productive approach to homework
• Read the homework alongside students in early years to ensure clear understanding, and when applicable involve the students in learning opportunities during every day activities at home
• Assist students to strike a balance between homework, family time, and recreational activities
• Offer assistance to children whose first language is different from the language of teaching by discussing the homework in the student’s first language
• Take on a supervisory role and provide partial assistance to students instead of doing the assignment for them
• Provide a suitable place for the students to complete their homework; for younger learners it might be helpful to assign a particular time to the homework
• Parents and guardians are encouraged to assist their children, even when homework is not provided, by reading to/with them, and get their children involved in activities such as sports, crafts and cultural activities

SCHOOL BAG WEIGHT POLICY 2020

RECOMMENDATIONS AND GUIDELINES FOR SCHOOLS

• As School Bag Policy 2020:The government of Delhi has issued guidelines to reduce the weight of school bags for the students in primary, secondary as well as senior secondary levels. According to the guidelines which had been formulated by experts from NCERT, CBSE, Kendriya Vidyalaya Sangathan (KVS) and Navodaya Vidyalaya Samiti (NVS), the weight of the school bag should be at a maximum of 3.5 kgs to 5 kgs. The guidelines have been issued under the School Bag Policy 2020,
• As per the School Bag Policy of India, 2020 released by NCERT, the bag limit must be as follows:

S.No.	Class	Average Body Weight of   children (in Kg)	Bag Weight Range (Recommended) (in kg)
1.	Pre-Primary	10-16	0.5-1
2.	Classes I & II	16-22	1.6-2.2
3.	Classes III to V	17-25	1.7-2.5
4.	Classes VI & VII	20-30	2-3
5.	Class VIII	25-40	2.5-4
6.	Classes IX & X	25-45	2.5-4.5
7.	Classes  XI & XII	35-50	3.5-5

• Designing of School Bag-The School Bag needs to have compartments and should contain two padded and adjustable straps that can squarely fit on both the shoulders, to prevent any ‘digging’ effect at the shoulder. The length of the straps should be adjustable to suit the individual needs of different Wheeled carriers should not be allowed as it may hurt children while climbing stairs.
• Flexibility in the school time-table—The school time table is student friendly. The school time table is flexible providing adequate space for sports and physical education, reading of books available in school other than the textbooks, art and crafts etc.
• Monitoring of School Bag Weight-Weight of the school bag of classes I to V will be monitored quarterly. Information regarding excessive bag weight will be shared with the parents for taking corrective measures.

The environment is an important aspect of human life. We are interdependent on environment for our survival. We should protect our environment just as we protect our lives. Bal Bharati Public School, Rohini has always had a cautious approach to the environment. We continuously try our best to work for the environment and protect it. The focus of Eco-Club has always been the schemes by which we can work best and in systematical manner for environment. Green day is celebrated to create awareness among the students towards their environment.

Environmental Policy of the school 

The Constitution of India guarantees several rights to children and enables the State to make provisions to ensure that the tender age of children is not abused. Child Abuse was and continues to be, one of the most heinous crimes designed and perpetuated by human beings against some of the most vulnerable and defenseless sections of the community. Globally, it has been recognized and seen as a particularly burdensome challenge. According to the World Health Organization, “Child maltreatment, sometimes referred to as child abuse and neglect, includes all forms of physical and emotional ill-treatment, sexual abuse, neglect, and exploitation that results in actual or potential harm to the child’s health, development or dignity. Within this broad definition, five subtypes can be distinguished — physical abuse; sexual abuse; neglect and negligent treatment; emotional abuse; and exploitation”.

• TYPES OF ABUSE

 

1. Physical Abuse: Includes hitting, kicking, punching, biting, burning, shaking, drowning, smothering and giving drugs or alcohol (includes corporal punishment)

Possible Symptoms:

• Frequent injuries or unexplained bruises, fractures, welts, burns or cuts
• Depression and anxiety and/or aggression and violence.
• Problems with relationships and socializing / distant and withdrawn.
• Wears inappropriate clothing to cover up injuries, such as a coat on warm days.
• Running away
• Sleeps in Class /appears drowsy

 

2. Emotional Abuse: Includes threats, humiliation, sarcasm, degrading punishments, undermining confidence.

Possible Symptoms:

• Possible delayed physical, emotional and mental development.
• Being unable to play or socialize well with others
• Fearful of making mistakes
• Self-harm
• Sudden speech disorders or neurotic behaviour such as rocking
• Low self-esteem / confidence
• Crying inconsolably

 

3. Sexual Abuse: Includes kissing, touching genitals or breasts, vaginal or anal intercourse, oral sex, and encouraging to look at pornography, trading grades for sexual favors.

Possible Symptoms:

• Aggressive behaviour, risk taking and missing school or running away.
• Sleep problems and bed-wetting or soiling.
• Negative thoughts / not looking after themselves / low self esteem
• Displaying sexually inappropriate behaviour
• Anal or vaginal soreness
• Unexplained bleeding from private parts.

 

4. Substance Abuse : Includes intake of Psychoactive /alcoholic /narcotic substance /tabacco or engage in buying or selling of any above mentioned substance.

Possible Symptoms:

• Aggressive bahaviour, risk taking, missing school. Stealing
• Low self-steem/ confidence
• Unable to socialize well with others
• Day dreaming lethargic

 

5. Neglect: Includes lack of food, medical attention, supervision, clothing etc.

Possible Symptoms:

• Delayed development
• Poor hygiene, unwashed clothes or inadequate clothes
• Untreated medical conditions
• Being hungry or tired all the time
• Missing school or difficulties with school work
• Poor self esteem
• Withdrawn and difficulty making friends and/or anti-social behavior

 

GUIDING PRINCIPLES OF THE POLICY

1. Protection : Safety and security of all children is integral to their well-being and children are to be protected from all forms of harm, abuse, neglect, violence, maltreatment and exploitation in all settings including care institutions, schools, hospitals, creches, families and communities.
2.  Best Interest of the Child : Best interest of the child is the primary concern in all decisions and actions affecting children, whether taken by legislative bodies, court of law, administrative authorities, public, private, social, religious or cultural institutions to ensure their personality development.
3.  Confidentiality : Children's right to privacy and confidentiality should be protected in cases of abuse.
4.  Non-Stigmatisation and Non-Discrimination : Each child irrespective of circumstances, as well as socio-economic, cultural, religious and ethnic backgrounds should be treated equally and in a dignified manner.

• TEACHER’S ROLE

Be familiar with your school’s child protection policy, procedure and know who is the child protection lead in with your department. Ensure the students are also aware about reporting the abuse.

Disclosures:

• Listen to the child, reassure them that they have been brave but do not investigate.
• Explain to the child that you have to talk to the child protection lead as you need to see what can be done. Explain that you will only speak to people who need to know.
• Act immediately and report to the child protection lead so an assessment of risk can take place. Any delay could leave the child in danger.
• Keep records of all conversations and actions taken.
• Be transparent with the child so that he/she can be involved at each stage.

Suspicions:

•  Pass on all concerns to the child protection lead in your department. No matter how small.
• Keep records of any concerns.

 

• GENERAL DO’S:

Be vigilant at all times, in case of a discloser follow the given instructions:

• Immediately tell the child that you believe in him/her.
• Keep your own body language calm and composed.
• Use the language in which the child is comfortable.
• Acknowledge it is difficult to talk about such things.
• Tell the child this happens to other children also and that he/she is not the only one.
• Tell him/her that he/she is not responsible for what happened and did not deserve it.
• Tell him/her that sometimes adults do things that are not OK (avoid saying that the offender is "sick"). Everything you can to support, comfort and reassure the child.
• Explain to the child that the teacher needs to share the discloser with the concerned authorities in the benefit of the child.
•  Make notes of facts of the disclosure after the child has left and fill the Child Protection Form.

 

 

• GENERAL DON’TS:

In case of a discloser follow the given instructions:

• Do not investigate, JUST LISTEN.
• Do not make the child repeat with the discloser.
• Do not make notes or do recordings in front of the child.
• Do not take confessions in writing.
• Do not make false promises.
• Do not share the incident with people who do not need to know about it.
• Do not delay reporting the incident to the authorities/departmental heads beyond 24 hours.

 

ASPECTS OF CHILD PROTECTION

A child needs protection from people with unhealthy attitude present in the School campus. These include other School students, administrators, teachers and rest of the School staff (1.e., cleaning agency workers, office staff, security workers, etc). Child protection can be ensured through appropriate action against bullying; corporal punishment; any sort of physical, verbal or sexual abuse and indiscipline, violence or substance abuse. Therefore, Child protection policy includes sub-policies namely-

• Anti Corporal Punishment Policy
• Anti Bullying Policy
• School Discipline and Substance Abuse Policy

 

ANTI CORPORAL PUNISHMENT POLICY

The Right of children to Free and Compulsory Education Act (RTE, 2009), clearly states that no child shall be subject to “physical punishment or mental harassment” in schools. Those officials that contravene this provision shall be liable for disciplinary action under service rules applicable to them.

It is not easy to define corporal punishment as it involves humiliation and insult which a child feels as a subject. Considering the millions of ways in which punishment is perpetrated on children in contemporary times, it is impossible to exhaust all the forms of insinuations and violence. However, following behaviour has been categorically put under Anti corporal policy of the school.

1.Physical punishment is understood as any action that causes pain, hurt/injury and discomfort to a child, however light. Examples of physical punishment include but are not restricted to the following:

a) Causing physical harm to children by hitting, kicking, scratching, pinching, biting, pulling the hair, boxing ears, smacking, slapping, and spanking or with any implement (cane, stick, shoe, chalk, dusters, belt, whip, giving electric shock etc.)

b) Making children assume an uncomfortable position (standing on bench, standing against the wall in a chair-like position, standing with schoolbag on head, holding ears through legs, kneeling etc.)

c) Forced ingestion of anything (for example: washing soap, mud, chalk, hot spices etc.)

d) Detention in the classroom, library, toilet or any closed space in the school.

2. Mental harassment is understood as any non-physical treatment that is detrimental to the academic and psychological well-being of a child. It includes but is not restricted to the following:

a) Sarcasm that hurts or lowers the child’s dignity; Calling names and scolding using humiliating adjectives, intimidation;

b)Using derogatory remarks for the child, including pinning of slogans;

c) Ridiculing the child with regard to his/her background or status or parental occupation or caste;

d) Ridiculing the child with regard to his/her health status or that of the family — especially HIV/AID Sand tuberculosis;

e) Belittling a child in the classroom due to his/her inability to meet the teacher’s expectations of academic achievement;

f) Punishing or disciplining a child, not recognizing that most children who perform poorly in academics are actually children with special needs. Such children could have conditions like learning disability, attention deficit hyperactivity disorder, mild developmental delay etc.

g) Using punitive measures to correct a child and even labeling him/her as difficult; such as a child with attention deficit hyperactivity disorder who may not only fare poorly in academics, but also pose a problem in management of classroom behaviors;

h) ‘Shaming’ the child to motivate the child to improve his performance and

i) Ridiculing a child with developmental problems such as learning difficulty or a speech disorder, such as, stammering or speech articulation disorder.

3.Discrimination is understood as prejudiced views and behaviour towards any child because of her/his caste/gender, occupation or region and non-payment of fees or for being a student admitted under the25% reservation to disadvantaged groups or weaker sections of society under the RTE, 2009. It can be latent; manifest; open or subtle. It includes but is not restricted to the following:

a) Bringing social attitudes and prejudices of the community into the school by using belittling remarks against a specific social group or gender or ability/disability;

b) Assigning different duties and seating in schools based on caste, community or gender prejudices for example, cleaning of toilets assigned by caste; task of making tea assigned by gender); admission through 25% reserved seats under the RTE; or non-payment of any prescribed fees;

c) Commenting on academic ability based on caste or community prejudices and

d) Denying a facility like library books or uniforms or sports facilities to a child or group of children based on caste, community, religion or gender.

 

CODE OF CONDUCT

INAPPROPRIATE/OFFENSIVE BEHAVIOUR OF STAFF AND EMPLOYEES

1. Hit or otherwise physically assault a child.
2. Use language that will mentally or emotionally abuse the child.
3. Act in any way that intends to embarrass shame, humiliate or degrade a child.
4. Show discrimination of race, culture, age, gender, disability, religion, sexuality, political persuasion or any
5. other status.
6. Develop a sexual relation with a child.
7. Kiss, hug, fondle, rub or touch a child in an inappropriate or culturally insensitive way.
8. Initiate physical contact unless initiated by the child (e.g. holding hands).
9. Suggest inappropriate behaviour or relations of any kind.
10. Allow children to engage in sexually provocative games with each other.
11. Stand aside when they see inappropriate actions inflicted by children on other children because it is frequent and commonplace.

 

ACTION TO BE TAKEN BY TEACHERS

As teachers if one is concerned that one of the child has any signs of abuse it is vital toreport to the Principal who will keep a written record of any factual statement of concern regarding a child.

CHILD PROTECTION IS ALSO ABOUT YOUR OWN PROTECTION SO PLEASE REMEMBER THAT YOU ARE TO ONLY REPORT THE INCIDENT AND NOT TAKE ANY ACTION AFTER DISCLOSURES.

 

ANTI BULLYING POLICY

Bullying is behaviour by an individual, repeated over time that intentionally hurts another individual or group. It can be in the physical, verbal, emotional or cyber domain. It is any act or gesture (written, verbal, graphic, or physical) that is reasonably perceived as being dehumanizing, intimidating, hostile, humiliating and threatening and likely to evoke fear of physical harm or emotional distress.

The following types of bullying behaviour are included in this non-exhaustive definition

• deliberate exclusion, malicious gossip and other forms of relational bullying,
• cyber-bullying,
• identity-based bullying such as homophobic bullying, racist bullying,
• Bullying of those with disabilities or special educational needs.
• hurtful public message, image or statement on a social network site or other public forum
• where that message, image or statement can be viewed and/or repeated by other people will be regarded as bullying

Bullying undermines and dilutes the quality of education. Research shows that bullying can have short and long-term effects on the physical and mental well-being of pupils, on engagement with school, on self- confidence and on the ability to pursue ambitions and interests. Therefore, the policy aims to create an environment where students can grow and flourish without fear.

An anti-bullying policy should always endeavor to complement a school’s policy on behavior and discipline. There is also a need to regularly reinforce and review the policy so that newcomers to the school understand the school’s stance on bullying and so that existing pupils and parents are reminded that bullying, in whatever form, will never be tolerated.

 

POLICY GUIDELINES

1. The Head of the Institution will be responsible to determine whether an alleged act constitutes a violation of this policy.
2. The Policy prohibits reprisal or retaliation against any person who reports an act of bullying or harassment or cooperates in the investigation.
3. The policy prohibits any person from falsely accusing another as a means of bullying or harassment.
4. School officials will disseminate the policy annually to all school staff, students, and parents, along with a statement explaining that it applies to all applicable acts of harassment if bullying occurs on school property, at school-sponsored functions, or on a school bus.
5. Involvement of parents through regular meetings with HM/Class teacher/Counselor. The school recognizes the need to work in partnership with and keep parents informed on procedures to improve relationships on a school-wide basis.

 

CODE OF CONDUCT

Behavior protocol for children

i. Respect all staff, teachers, parents and outsiders

ii. All relevant information should always be given to the concerned staff

iii. Share information and learning with other children

iv. Never physically assault or sexually abuse another child

v. | Never tease another child or call out nicknames

vi. Never threaten another child

vii. Never spread rumors about another child, or details about the child which could be socially humiliating

viii. Never force another child to give away his/her personal belongings

ix. Never use abusive language

This protocol must be encouraged by staff among children.

 

Expected Behavior of school staff

i. The school promotes habits of mutual respect, courtesy and an awareness of the interdependence of people in groups and communities.

ii. The school promotes qualities of social responsibility, tolerance and understanding among all its members both in school and out of school.

iii. Staff members share a collegiate responsibility, under the direction of the Principal, to act in preventing bullying/aggressive behavior by any member of the school.

 

The following are some practical tips for immediate actions that can be taken to help build a positive school culture and climate .

• Explicitly teach pupils what respectful language and respectful behavior looks like, acts like.
• Display key respect messages in classrooms, in assembly areas and around the school. Involve pupils in the development of these messages.
•  Catch them being good - notice and acknowledge desired respectful behavior by providing positive attention.
• Consistently tackle the use of discriminatory and derogatory language in the school.
• Give constructive feedback to pupils when respectful behavior and respectful language are absent.
• Have a system of encouragement and rewards to promote desired behavior and compliance with the school rules and routines.
• Explicitly teach pupils about the appropriate use of social media, mobile phone and internet use.
• Follow up and follow through with pupils who ignore the rules actively and tackle bullying behavior.
• Involve parents and/or the Parents’ Association in awareness raising campaigns around social media.
• Actively promote the right of every member of the school community to be safe and secure in school.
• Highlight and explicitly teach school rules in pupil friendly language in the classroom and in common areas.
• All staff must watch out for signs of bullying behavior.
• Ensure there is adequate playground/school yard/outdoor supervision.
• School staff can get pupils to help them to identify bullying “hot spots” and “hot times” for bullying in the school.
• Hot spots tend to be in the playground/school yard/outdoor areas, changing rooms, corridors and other areas of unstructured supervision.
• Hot times again tend to be times where there is less structured supervision such as when pupils are in the playground/school yard or moving classrooms.
• Support the establishment and work of student councils agencies in preventing and dealing with bullying.

 

DISCIPLINE AND SUBSTANCE ABUSE POLICY

School discipline is the system of rules, punishments and behavioural strategies appropriate to the regulation of children and the maintenance of order in schools. Its aim is to control the students’ actions and behaviour. An obedient student is in compliance with the school rules and codes of conduct. These rules may, for example, define the expected standards of clothing, timekeeping, social behaviour and work ethic. The term discipline is also applied to the intervention that is the consequence of breaking the rules. The aim of discipline is to set limits restricting certain behaviours seen as harmful for the child or others around him.In general, a system of school discipline can be called effective if it clearly communicates to both students and staff what are acceptable and unacceptable boundaries of behavior and what are the consequences of misbehavior will be.

 

Objectives of A Discipline Policy/Plan

•  To enable students to manage and control their behavior.
•  To enable the students follow rules, respect them and participate positively in learning process.
•  To eliminate physical and psychological violence from school.
•  To ensure a general wellbeing of students and staff in school.

The aforementioned objectives can be achieved through the following steps-

• A firm consistent discipline plan.
• Entire school (i.e., all heads, teachers, students and parents) is aware of the plan and follows consistently.
• The plan is implemented strictly by VP/HMs and counselor (when required for referral).
• Have a few pages in diary for indisciplinary notes from teacher (so that each parent can ensure about their child’s behaviour by going through those pages).
• Enhance parent participation by A) having regular age appropriate workshops (e.g., Mont-I, class I, VI, [IX and XI) B) valuing parent participation( e.g. dads vs. lads matches)
• Appropriate and respectful behavior is modeled by teachers and administrators.
• Appropriate behavior in students is appreciated and encouraged through formal and informal means.

It is vital that the behavior policy is clear, that it is well understood by staff, parents and pupils, and that it is consistently applied.

 

CODE OF CONDUCT

Definition of misbehavior

• Misbehavior includes disrespect to teachers all members of the School Staff, Irregular attendance, habitual idleness, disobedience, bad conduct, stealing, using unfair means in examination, teasing fellow students, etc.
• Students are not allowed to bring two wheelers to school or drive a four wheeler to school.
• No books, periodicals, comics, newspaper or printed matter of an objectionable nature, must be brought into the school.
• Unauthorized object that may cause harm to self /others /School building .e.g. Sharp objects ,fire crackers etc must not be brought to School.
• Cell phones, digital watches and diaries, toys, calculators, video games, portable audio and video devices and any mass storage devices are forbidden in the school.
• Any damage to school property must be made good by the student concerned.
• The school uniform is a sacred and prized possession of a student. It symbolizes the ethos and culture of the school, of which the student is an integral part.
• Uniform includes proper shirt, skirt/trousers, socks, belt, shoes, tie and blazer (in winters). Shirts should be properly tugged in and skirts/trousers worn on the waist and not low waist. Any violation of its sanctity calls for firm disciplinary action.
• School time needs to be respected. Gates to be closed at 7.45 am
• No child enters unless parents accompany with valid reasons.
• It is responsibility of parents to ensure child’s safe return to home if he /she reaches late and gates are closed.

 

REPORTING

• An episode of indiscipline can be reported by a student, teacher, a support staff or administrator.
• The complaint must be brought to the notice of Class teacher / counsellor and the Head Mistress; who would decide for next action as per the severity of indiscipline.

Once rules have been communicated, fair and consistent enforcement helps maintain students' respect for the school's discipline system. Consistency will be greater when fewer individuals are responsible for enforcement.

The School will review this policy annually to reflect new legal and regulatory developments and ensure best practice.

 CYBER POLICY

OBJECTIVE:

 In today’s world, we are surrounded by electronic gadgets everywhere. As an educational institution, it is the school’s responsibility to provide Internet facilities and IT devices/equipment which will benefit student learning outcomes, and the effective operations of the school.

However, these technologies (some provided partly or wholly by the school and some privately owned by the staff, students and other members of the school community), can also facilitate anti-social, inappropriate, and even illegal, material and activities. The school has the dual responsibility to maximize the benefits of these technologies, while at the same time to minimize and manage the risks.

Thus, we need to have in place, rigorous and effective school Cyber Safety practices which are directed and guided by this Cyber Policy.

 

CYBERSPACE:

 It is a complex environment consisting of interactions between people, software services supported by worldwide distribution of information and communication technology.

Owing to the numerous benefits brought about by technology, the cyberspace is a common pool of resources used by students, citizens, businesses, critical information infrastructure and all stake holders.

Information Technology (IT) is one of the critical sectors that rides on and resides in Cyberspace.

We must provide a right kind of focus for secured computing environment and adequate trust and confidence in electronic transactions, software, services, devices and networks.

Cyberspace is vulnerable to a wide variety of incidents, whether intentional or accidental, manmade or natural and the data exchanges in the cyberspace can be exploited for nefarious purposes.

 

ELECTRONIC CRIME (E-CRIME)

 It occurs when computers, or any other electronic communication equipment or devices (such as mobile phones or the internet), are used to commit an offence, are targeted in an offence, or act as storage devices in an offence.

 

IT DEVICES/RESOURCES:

 They include (such as desktops, notebooks, and tablets), storage devices (USB and flash memory devices, CDs, DVDs, floppy disks, ipods, MP3 players), cameras (video and digital cameras and web cams), all types of mobile phones, gaming consoles, video and audio players or receivers (portable CD and DVD players), and any other similar technologies

 

TYPES OF ELECTRONIC CRIME (E-CRIME)

 

1. Fraud & Financial Crimes: Computer fraud is dishonest misrepresentation of fact intended to cause loss. For example, bank fraud, identity theft, extortion, and theft of classified information.

2. Obscene or offensive content: The content of websites and other electronics communications may be distasteful, obscene or offensive for a variety of reasons. In some instances these communications may be illegal.

3. Cyber bullying: content may be offensive in a non-specific way, harassment directs obscenities and derogatory comments at specific individuals focusing for example on gender, race, religion, nationality, sexual orientation. This often occurs in chat rooms, through newsgroups, and by sending hate e-mail to interested parties. Any comment that may be found derogatory or offensive is considered harassment.

4. Threats: Advertisements promising unrealistic products/services (adware) and software that intentionally causes harm (Malware)

5. Cyber Terrorism: A cyber terrorist is someone who intimidates or coerces a government or organization to advance his or her political or social objectives by launching computer based attack against computers, network, and the information stored on them.

 

VISION:

 To build a secured and resilient cyberspace for citizens.

 Need of a Cyber Policy:

 “To protect information and infrastructure in cyberspace, build capabilities to prevent and respond to cyber threat, reduce vulnerabilities and minimize damage from cyber incidents through a combination of institutional structures, people, processes, technology and cooperation.

 

CYBER POLICY:

 This policy applies whenever students are using Bal Bharati Public School Information Technology equipment, services and/or resources, whether such equipment, service and/or resources is being used at school or home.

1. Students must not eat/drink near the IT devices.
2. Must respect school equipment and should not indulge in moving the IT equipment and/or cables.
3. Students must not cause damage to any equipment. If they spot any damage, they must inform the teachers immediately.
4. Must not use flash drives or any other external media(Cell phone, hard disk, CD, camera etc.) for the purpose of Saving or transferring the work and Installing new software without due permission from the computer faculty.
5. Viewing social media sites/registering on any website/downloading any material for use must be under the strict supervision of the teacher.
6. In the computer lab, Internet access is allowed only after permission from computer faculty and the computer faculty reserves the right to check the IDs of the users.
7. Students are not allowed to bring equipment such as iPad, iPod, PSP, mobile phones etc. to the school. Any such equipment confiscated from the students will be kept by the school.
8. Students must report incidents of Cyber Bullying and misuse of IT resources to their teachers/parents immediately.
9. Hacking emails of school staff or others.

WHAT HAPPENS IF A STUDENT BREACHES THE BAL BHARATI PUBLIC SCHOOL’S CYBER POLICY:

If you breach this policy, you will be subjected to Bal Bharati Public School Behavior Management Policy.

1. Minor breaches (like installing new software, accessing internet, connecting IT devices without prior permission of the concerned teacher etc.) of this policy will result in the suspension period of two weeks.

2. Major breaches (like cyber bullying, identity theft etc.) of this policy will result in the suspension period of up to ten weeks.

3. If you behave online in a manner that threatens the well being of another child, student, parent or member of the school community, even if this occurs off-site during or after the school hours, the Principal/VP/HM has the authority to take appropriate action.

4. When it is suspected that a personal electronic device such as a mobile phone is used to capture images of a crime (such as an assault), or contains any other evidence of a crime, the device will be confiscated and handed to the police.

5. If the Principal suspects an electronic crime has been committed, this will be reported to the Police Department. Where there is a further reasonable suspicion that evidence of a crime, such as an assault, is contained on a mobile phone or other electronic device such as a notebook, computer etc., and the device will be confiscated and handed to the investigating police officer. The police will determine any further action.

6. These actions may be taken even if the alleged incident occurs off site and/or out of school hours.

 

GUIDELINES FOR PARENTS:

1. Place the computer in an open area in your home – not in your children’s bedroom.
2. Set clear expectations for your children, based on age and maturity.
3. Install parental control (content filtering) software.
4. Learn internet basics, be approachable and lead by example.

 

TIPS FOR PARENTS TO AVOID AND IDENTIFY CYBER BULLYING:

 

1. Discuss any changes in mood or behavior with them. If you concerned, help your child to stay connected to friends and family they trust.

2. Talk to your child about cyber bullying before it happens.

3. Be aware of what your child is doing online and explore it with them.

4. Keep the lines of communication open so your child will be comfortable talking about if something is worrying them. Help your child to develop the skills they need to interact online safely and respectfully online. Guide their online activities and help them learn to communicate appropriately with friends and family.

5. Help your child to block anyone who sends offensive content. Most social networking services allow users to block and report someone who is behaving badly.

 

“Cyber bullying won’t stop if it is ignored – you can help by listening to your child and working with them to take control of the situation.”

 GUIDELINES FOR STUDENTS & PARENTS TO USE THE INTERNET SAFELY:

 

1. Don’t give out personal information such as your address or phone number.

2. Do not share passwords, user names, account IDs or PINs with anyone besides your parents.

3. Do not share other people’s personal information or say things that might violate the safety or rights of others, even if you mean it as a ‘joke’.

4. Do not leave the ICT devices unattended.

5. Don’t become online ‘friends’ with people you don’t know.

6. Don’t open emails or attachments from people you don’t know.

7. Never arrange to meet someone in person who you have met online.

8. If anything you see or read online worries you, tell your parents/teachers about it.

9. Never give out personal details in messenger or in personal profiles.

10. Remember that people may not be who they say they are.

11. Don’t send pictures to strangers.

12. Most reputable chat rooms allow you to block messages from a particular sender.

13. Be careful about who you share photos with.

14. Use social network’s privacy settings so only your friends can see your stuff.

15. What you do not do in real life, don’t do on the internet. This includes all kinds of cyber bullying using text, photos and videos.

 

PARENT AND STUDENTS ACKNOWLEDGMENT BY:

 

1. To gain access to Bal Bharati Public School Information Technology systems, student and parent(s) must read the policy, understand its contents, and sign and return this Parent and Student Agreement page to the school. You should keep the policy for reference.

2. This policy and agreement, along with the additions or amendments, will remain in force as long as the student is enrolled at Bal Bharati Public School, Noida.

3. If it becomes necessary to add to, or to amend any of the conditions of this policy, parents and students will be advised in writing via the school circular.

4. The policy is available for download from the school website.

 

PARENT ACKNOWLEDGMENT:

 I have read and understood that Bal Bharati Public School Cyber-Safety Policy, and understand that student internet access is granted for educational purposes according to the conditions stated in this policy. I understand that the internet is a global network of computers, and that whilst Bal Bharati Public School will monitor the student use of the internet, it is not able to control the content, or restrict student access to all controversial or inappropriate materials. I agree that I will not hold the school responsible. _________________ (student’s name) to be granted access to the Bal Bharati Public School IT Systems, and to the Internet.

Parent’s Signature: ______                                                             Date: _______

 

STUDENTS ACKNOWLEDGMENT:

 I have read and understood the Bal Bharati Public School Cyber Safety Policy, and agree to abide by those rules and conditions. I understand that if I do not abide by this policy, my use of Bal Bharati Public School Information technology Systems will be suspended, and that I will be subject to the School’s Behavior Management Policy and the possible repercussions.

Student’s Signature: ________                                                                  Date: _________

Note:  All the parents and students should sign this document at the time of admission of his/her ward in Bal Bharati Public Schools.

                                                                                                                       

BAL BHARATI PUBLIC SCHOOL, ROHINI

MOBILE PHONE POLICY FOR STUDENTS

Mobile phone brought in school by the students adversely affects the decorum and discipline of the school. The use of mobile phones in the school is on a rise and thus, the school has initiated a mobile phone checking drive to bring the situation under control. The following is the policy with defined SOP (Standard Operating Process) to be followed under the drive-

1.CREATING AWARENESS

First, the awareness of the newly approved Mobile Phone Policy has to be created in the school.

1. The Mobile Phone policy document is also uploaded on the school website to spread information to all stakeholders.
2. Announcements are made in each class by the school prefects informing the students about the drive and a register is being maintained for the same.
3. The prefects announce the following in the presence of the teacher in the classroom and the SOP is strictly adhered to.

• Bringing and using Mobile phones in the school premise is not allowed.
• If any student is found using mobile phones in the school premises, the mobile        is immediately confiscated. Random checks are also conducted by the    members of           Prefectorial Board. Any mobile phone found during these checks         are also confiscated.
• The confiscated mobile are kept in the custody of the school authorities.
• The confiscated mobile phones are returned to the parents of the concerned student in the Final PTM at the end of the session.

 
2. RANDOM CHECKS

• Random checks are conducted after the awareness has been created.
• Prefects go to each class during a check and the bags as well the uniforms of the students are thoroughly checked. The Boys Prefects deal with the boys in the classroom and the Girls Prefects check girls’ bags and uniform.
• The random checks are done only under the supervision of a teacher present in the class at the time of checks.
• If mobile phones are found during the random checks, they are immediately confiscated.
• The confiscated phones are handed over to the class teacher who enters the details of the phone in the register before handing over to the VP

School Library Policy

 

BBPS School Mission Statement:

• Provide holistic education without prejudice or discrimination
• Facilitate relevant knowledge and learning experiences to develop scholastic excellence and maximize   skills and competence
• Meaningfully engage our learners to be future-ready and life-long learners
• Empower learners to transform the acquired knowledge into a meaningful initiative and enterprise for a harmonious and prosperous society
• Make our learners confident, resilient, and positive individuals well-equipped to overcome all challenges – social, moral, and intellectual
• Inculcate morals, values, and an attitude of compassion and tolerance to make learners responsible, law-abiding, and enlightened citizens of a peaceful global society.
• Instil traits of teamwork, empathy, patience, perseverance, and respect for elders and mentors
• Nurture sensitivity and commitment towards the environment and all beings to preserve the planet for future generations
• Promote technological talent and develop the skills to use it judiciously
• Foster a culture of inclusivity of accepting and respecting individual differences
• Embrace globalization while retaining patriotism, indigently, and cultural identity.

 

Purpose of School Library:

The school library serves as a dynamic hub of knowledge, fostering a culture of exploration, curiosity, and lifelong learning among students and staff alike. Its mission transcends mere book lending; it's a sanctuary where diverse resources converge to support academic pursuits, cultivate critical thinking, and nurture creativity. Beyond its shelves, the library provides a space for collaboration, research, and discovery, empowering individuals to become discerning information consumers and engaged global citizens. Through tailored programs, technology integration, and a commitment to inclusivity, the school library strives to inspire a love for literature, promote digital literacy, and equip learners with the skills necessary to thrive in an ever-evolving world.

 

BBPS Library Mission Statement:

• To serve the information needs of students by providing an open & flexible environment and access to information.
• To strengthen reading skills and habits among children at an early age, supporting both self-education and formal education at all levels.
• To stimulate the imagination and creativity of students and teachers.
• To promote critical thinking and ethical use of information.
• To encourage students to be active researchers.
• To adopt inclusive practices and to support students with reading and learning process.

Management and Staffing:

Each unit should have an adequate number of libraries with a qualified librarian and one full-time attendant.

Library Operation Hours:

The school library is open from Monday to Friday during school hours only, as well as on designated Saturdays, to facilitate research, leisure reading, and computer usage. Library periods have been allotted in the students' regular timetable. Students must carry special written permission from their classroom teachers to access the library during arrangement periods or otherwise.

Library collection purpose:

• To support the curriculum transaction in the schoo

Textbooks, supplementary materials, and reference books that align with the subjects taught in the school enhance classroom learning.

• To accommodate different learning styles and preferences of the students

Different genre books, audio-visual materials, digital resources, and hands-on learning kits cater to students' varied needs and interests.

• To foster a love for reading, promote information literacy, and support the academic endeavors of students and staff.
• To assist in long-range budget planning and identify the areas for which priority is to be given.
• To protect and chronicle the past, communicate the present, and help shape the future.

 

 

 

 

Collection Description:

• Books and other print media
• Newspapers and Periodicals.
• Curriculum support resources.
• Special Collections like reference sources
• Digital resources in the E-library like online newspapers, magazines, encyclopedias, CBSE and NCERT manuals, audiobooks, and other online platforms like mint book, WikiSource, and National Digital Library.

 

 

 

Students’ borrowing regulations:

• Respectful behavior is expected at all times.
• Students are not allowed to bring bags or other material, except notebooks, inside the library. This also includes books that do not belong to the library.
• Food and drinks are not permitted inside the library.
• The students of Classes III-VIII can issue a maximum of 1 book per week. The students of classes IX-XII can issue a maximum of 2 books per week.
• Books will be issued only during the library periods. In case the students miss their library period due to holidays or exams, issues can be done in a zero period only.
• Books from the “reference” section will not be issued for home reading, however, a student can refer/read them in the library in zero and substitution periods.
• Books can be reissued only if the book is physically present and for only one more week if the same is not in demand.
• The Class library books will be issued to the class teachers for the entire session. The class teacher will issue the books to the students weekly/fortnightly and a record should be maintained.
• Curriculum support Magazines will be issued for 3 days to students of classes IX-XII.
• In case any book/ magazine is lost or damaged by a student, the student will have to pay the current cost of the book or replace the latest edition of the same book/ magazine.
• Students must use electronic devices responsibly, refraining from disruptive activities such as loud gaming or streaming media.
• Students must treat library materials, equipment, and facilities with care, ensuring they remain accessible and in good condition for all users.
• Students must maintain a quiet atmosphere conducive to study and research, respecting the need for silence and minimal disruption.
• Students must refrain from marking or writing on a book with a pen or pencil, tearing or taking out its pages.
• The library will not be responsible for the loss of the students’/ teachers ‘possession.

 

Staff borrowing regulations:

• School staff, both teaching and non-teaching will be allowed to get the maximum of 5 books at any time for the duration of 15 days.
• Textbooks are issued for the entire academic year.
• Curriculum support magazines are issued for the period of 1 week. Latest issues of the magazines will not be issued.
• In case any book/magazine is lost or damaged by a staff, the staff will have to pay the current cost of the book/magazine or replace the latest edition of the same book/magazine.

 

 

 Language section collection development:

• The literature subsection comprises a diverse selection of fiction and poetry representing various genres, time periods, and cultures. This includes classic and contemporary works of literature, as well as multicultural literature that reflects the experiences and perspectives of different ethnic groups.
• The library should promote multilingualism by including a diverse collection of books in various Indian languages.

Procedure for selection of Reading Inventory:

• Establish a library selection committee: This committee should include teachers, librarians, and students.
• Identify the Purpose: Determine the purpose of the library collection and its intended use. Understanding the purpose of the library will help in identifying the specific needs of students
• Consider Curriculum Requirements: The committee should consider the curriculum requirements as per government guidelines and notifications of NCERT & CBSE and the curriculum framed by school for each academic session.
• Assess Reading Levels and Interests: Analyze the reading levels and interests of the students to ensure that the library collection includes books and digital resources that are appropriate for their age, grade level, reading abilities and interests providing a balance between print and digital resources.
• Variety of genres: Ensure availability of a variety of genres including fiction, non-fiction, biographies, and reference materials. The selection committee should aim to choose books that reflect the diversity of the student body and the school's community.
• Miscellaneous Inventory: Books received as incentives from book fairs can be added in stock with proper accessioning and cataloguing. Specimen books will be directly given to subject teachers or may be added in book bank available in library.
• Monitor the collection: The library committee should regularly review the collection to ensure that it is up-to-date and meets the needs of the students. Books that are outdated or no longer relevant should be removed from the collection.

Selection criteria and tools:

• The selection committee should develop criteria for selecting new books. These criteria should include factors such as the educational value of the book, the relevance of the book to the school's curriculum, the age appropriateness of the book, and the popularity of the book among students.
• Choose a variety of genres: The library should have a variety of genres represented in its collection, including fiction, non-fiction, biographies, and reference materials. The selection committee should aim to choose books that reflect the diversity of the student body and the school's community.
• Provide a balance between print and digital resources to cater to different reading preferences and enhance accessibility.
• Monitor the collection: The library staff should regularly review the collection to ensure that it is up-to-date and meets the needs of the students. Books that are outdated or no longer relevant should be removed from the collection.

 

 

Selection tools:

Following should be the criteria for the selection of books once the initial shortlisting is done based on the recommendations of library committee members:

 

• Support of the curriculum and educational goals of the school
• Favourable reviews are found in standard selection sources.
• Favourable recommendations by educational professionals
• Reputation and significance of the author, illustrator, or publisher
• Timeliness of the material
• Contribution to the diversity of the collection
• Suitability for the intended use.
• Reading interest survey

 

 

Feedback and Requests:

• Consider feedback from students, teachers, and parents in the selection process.
• Allow for requests and suggestions to ensure the collection remains relevant and engaging.

Donation acceptance criteria:

• Relevance to Curriculum: Materials should align with the school's curriculum and support educational goals. Priority may be given to textbooks, reference materials, and supplementary resources that directly relate to subjects taught in the school.
• Good Condition: Donated materials should be in good condition, free from damage such as torn pages, markings, or water damage. Materials should be clean and free from mold, mildew, or unpleasant odors.
• Age Appropriateness: Materials should be age-appropriate for the intended audience, whether it's elementary, middle, or high school students. Content should be suitable for the developmental level and maturity of the students.
• High Quality: Donated materials should be of high quality, including accurate information, clear writing, and engaging content. Materials should be well-written, well-researched, and from reputable publishers or authors.
• School Property: Materials will not be returned or exchanged once donated.
• Expression of Gratitude: A formal letter/mail expressing gratitude should be sent to the donor and signed by the principal and librarian.

 

 

Collections weeding out criteria: The library stock will be reviewed regularly for relevance, accuracy, condition, and appeal. Items will be weeded out, updated or replaced where necessary.

• For weeding out of library books: Outdated or obsolete materials may be weeded out to ensure the collection remains relevant and reliable. Items that are damaged beyond repair/torn may be removed from the collection. The stock verification committee must complete the physical verification and recommend the weeding of books by 31^st March every year. The frequency of physical verification of library books will be determined by the managing committee or the Principal of the school (CES Manual P-60)
• For weeding out of newspapers: Old newspapers may be sold to scrap collectors periodically (frequency may be decided by the library committee), and the amount should be deposited in the accounts department. The slip containing the details of the newspapers and the amount is to be kept by a librarian in the newspaper stock register. In case any staff member requires bulk old newspapers for any project or activity work, a requisition slip should be filled. The same should be duly approved by the principal. The old newspapers may also be given for paper recycling, and a certificate will also be obtained for the same. Old newspapers may also be used for packaging.
• For weeding out of magazines: Magazines that are damaged, torn, or worn out will be removed from the collection. The librarian will maintain a detailed record of these discarded magazines. Yearly issues of older curriculum magazines, such as "Chemistry Today," "Physics Today," and "Mathematics for You," that are in good condition may be bound together and entered into the book database with proper accessioning and cataloging. Furthermore, any weeded-out old issues that remain in good condition may be donated to community centers or other institutions or made available to faculty if deemed beneficial.

 

Events, activities and Celebrations:

• Author Visits: Invite authors, poets, or illustrators to conduct readings, book signings, or workshops with students. This provides students with the opportunity to interact with real-life creators and gain insights into the writing and publishing process.
• Book Clubs: Organize book clubs for different age groups or reading interests. Students can come together to discuss selected books, share their thoughts, and participate in related activities or projects.
• Storytelling Sessions: Host storytelling sessions where librarians, teachers, or guest storytellers engage students with captivating tales from around the world. These sessions can incorporate interactive elements such as puppets, props, or music to enhance the storytelling experience.
• Literacy Workshops: Offer workshops or seminars focused on literacy skills development, such as reading comprehension, writing techniques, or poetry appreciation. These workshops can be tailored to different grade levels and learning objectives.
• Book Fairs: Visit or organize book fairs or book sales events where students, parents, and teachers can browse and purchase books from a wide selection of titles.
• Celebration of theme-based days - World Book and Copyright Day, and participation in activities organized by CBSE - CBSE Budding Author, CBSE Reading Challenge.
• Interdisciplinary activities may be conducted in the library.

 

Grievances and Suggestions:

• A register should be maintained for the suggestions by the students as well as by the staff.
• There will be student representatives on the school library advisory committee.

 

Library as Center of Innovations:

According to NEP 2020, educational institutions are encouraged to prioritize innovation. In this context, libraries should actively adopt new technological advancements and foster a culture of learning through innovative initiatives. It is essential to leverage technology to enhance library services by implementing tools such as instant messaging applications, chatbots, RFID card systems, and automated check-in and check-out processes, along with automated issue and return of books.

 

 

Bibliography and References:

• https://www.cbse.gov.in/LIBRARY-1-99.pdf
• https://www.ifla.org/wp-content/uploads/2019/05/assets/school-libraries-resource-centers/publications/ifla-sc
• https://repository.ifla.org/bitstream/123456789/510/1/77.pdf

 

 

SCHOOL POLICY FOR PROMOTING INNOVATION

Bal Bharati Public School, Rohini fosters a dynamic teaching-learning methodology that cultivates a culture of innovation. Encouraging experimentation, the school is committed to embracing change by proactively exploring new ideas and establishing innovation as a norm. The principal will lead this vision by instilling a spirit of innovation among teachers and students, fostering a school culture that is agile, flexible, and adaptable—while serving as an innovator herself.

Innovation influences various aspects of the school ecosystem, including teaching-learning practices, classroom design, educational technologies, learning spaces (both physical and virtual), and community partnerships. These innovations may be implemented at both individual and institutional levels, with broader ‘system innovations’ introduced to drive holistic transformation. While innovation is driven by the need to solve problems, good practices may lead to solutions organically, whereas best practices focus on achieving excellence and setting benchmarks.

Actionable-s

1. Create a culture of innovation.

• Build expertise, knowledge and necessary skills of teachers and students.
• Provide the freedom to explore and the time for ideas to incubate and develop.
• Allow flexibility and risk-taking, with no fear of judgement, celebrating failure with a “wall of persistent effort”.
• Regularly conduct meetings with teachers, parents and community members to explore ways to seek support for innovations towards enhancing student learning.
• Provide intellectual stimulation by bringing together groups of students and teachers of diverse interests, subject knowledge and skill sets to work together.
• Promote a growth mindset where failure is seen as a stepping stone to success. •Regularly conduct meetings with teachers, parents and community members to explore ways to seek support for innovations towards enhancing student learning.

 

1. Expand perspectives of teachers to implement innovative pedagogies.

• Promote collective responsibility among teachers by encouraging team teaching, shadow teaching etc. for designing innovative pedagogies.
• Develop professional learning communities for sharing ideas, best practices and innovation.
• Encourage and support teachers to try out new ideas.
• Encourage collaboration set aside time for common planning through faculty meetings, peer observations and shared weekly diaries.
• Lead discussions on alternative practices and their relative merits.
• Challenge teachers to try innovative pedagogies and provide opportunities to reflect on their experiences.
• Explore technology platforms, tools, gamifications and applications for not only enhancing instructional practices such as blended and flipped learning but also to be used for CWSN.

 

1. Create opportunities for student learning and innovation.

• Allow for exciting juxtaposition of ideas that is free from rigid subject boundaries.
• Encourage inquiry-based learning by building critical thinking and problem-solving approach.
• Focus on competency building by encouraging application of concepts, experiential and hands-on learning through innovations.
• Provide opportunity to work on projects dealing with real world problems through design thinking for innovative solutions.
• Give voice to student ideas, encouraging them to take initiatives at school.
• Widen students’ perspectives and horizons by inviting experts from different fields. • Encourage students to undertake courses, summer projects in their areas of interest under the guidance of subject specialists.
• Develop skills and behaviours needed for innovations and encourage self-reliance by providing opportunities like genius hour, coding hour, STEM lab and online/ digital platforms.

 

Assessment 

Regular updates and checks about how innovations are being translated in classrooms and in school situations need to be carried out for all stages of schooling as it will help identify new needs for which innovations have the potential to provide solutions. Reflection and analysis would then feed forward towards helping the school determine its next steps towards improving its practice.

SCHOOL POLICY FOR POSH