HOLISTIC PROGRESS CARD

FOR FOUNDATIONAL STAGE

An Implementation Guide For Teachers
HOLISTIC PROGRESS
CARD(HPC) FOR
FOUNDATIONAL STAGE
An Implementation Guide For Teachers

Central Board of Secondary Education

2
A������������

CGS C��������� G����

HPC H������� P������� C���
FYL F����������� Y��� L�������
FLN F����������� L������� A�� N�������
LOS L������� O�������
NEP 2020 N������� E�������� P����� 2020
NCFFS 2022 N������� C��������� F�������� F�� F�����������
S���� 2022

¹⁶.
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G������� �� T����
1. B�������� – A one-year preparatory class before grade 1 for children aged 5 - 6
years; it can be in an anganwadi, a pre-school, primary school, or any other
configuration.
2. C��� – A behaviour expressing interest or concern towards something or someone;
any activity that attempts to establish, maintain, and improve good relationships
between people.
3. C�������� – Any mental activity relating to or involving the processes of thinking
and reasoning.
4. C����������� – These are learning achievement that are observable and can be
assessed systematically.
5. C��������� G���� – These are statements that give directions to curriculum
development and implementation.
6. D������������ O������� – Behaviours that are results of the process of growth
and maturation.
7. D������ O� D���������� – The areas of growth and progress, namely, physical,
emotional, social, cognitive, and language acquisition.
8. E���� C�������� C��� A�� E�������� – The care and education of children
from birth to eight years.
9. E���� L������� – Language learning in the first few years of a child’s life where
there is interest and emphasis in acquiring oral skills, practising pronunciation,
intonation, and the joy of learning new sounds, words, and language rules.
10. E�������� I����������� – The ability to understand and manage one’s own and
others’ emotions and respond positively to social norms.
11. E����������� L������� – The process of teaching and learning through doing
activities, through experiences approximating real-life situations.
12. F����������� L������� A�� N������� – (���) – it is a child’s ability to read
basic written or textual material and solve basic maths problems such as addition
and subtraction.
13. F����������� S���� – The stage of schooling for children aged 3 - 8 years.
14. F��� P��� – Child-led, child-directed play in a stimulating environment developed
by the teacher.
15. H������� P������� C��� (HPC)– The record of a child’s learning and progress
in all domains of learning achievement and development.
4
16. H��� L������� – The language(s) spoken amongst members in the home of the
child
17. H��������� – An idea that is suggested as the possible explanation for something
but has not yet been found to be true or correct.
18. I��������� L������� – A holistic approach to learning, focusing on the inter-
relatedness of all curricular areas.
19. L������� A����������� – This is the extent of progress towards attainment of
learning outcomes and associated competencies in any domain.
20. L������� O������� – These are statements summarising the knowledge, skills,
attitudes, and values that all children must possess and demonstrate upon the
completion of a learning experience or sequence of learning experiences.
21. M����������� U������������ – This understanding entails knowing and
making sense of the meaning and connotation of mathematical knowledge.
22. M�������������� – It is the knowledge and active use of many languages other
than the home language for communication in teaching and learning contexts.
23. P����������� A�������� – The ability to identify and distinguish sounds in a
spoken word.
24. P������� L������� H����� – These are habits of learning that enable children to
engage actively in formal learning environments like a school classroom.
25. P���������� S���� – The stage for children aged 8-11 years; for Grades 3-5.
26. P��-S����� – A school providing education for children aged 6 years and under.
27. S����� – It is the assessment of risk, and active protection of individuals from
harm, danger, or injury.
28. S���-���� – Behaviours enacted in interest or concern towards one’s own health,
well-being, and growth.
29. V��������� – It is knowing a body of words and the meaning of those words. In
the context of language and literacy development, vocabulary also indicates the set
of words that the child understands.

¹⁶.
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INDEX

S. No Contents Page Number

I. Background 05

II. Scope of Foundational Stage 06

Foundational stage: Aims, Curriculum goals, Domains,

III. 07
Competencies and Learning Outcomes

IV. Assessment Guidelines 10

V. What is a Holistic Progress Card (HPC)? 12

VI. Methods and Tools of Assessment 14

VII. HPC in Practice 18

Documenting & Analysing Children’s Responses for

VIII. 28
Effective Teaching-Learning

IX. Role of Principal and Teachers 30

X. Annexures 32
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I. Background
The National Education Policy (NEP), 2020 recommends pedagogical and curricular
restructuring of school education as 5+3+3+4, to make it more responsive and
relevant to the developmental needs and interest of learners at different stages of the
development. The age group 3 to 8 years comprises the Foundational Stage.
The National curriculum NCFFS (National Curriculum Framework
for Foundational Stage), 2022 recommends age-appropriate pedagogy,
curriculum and assessment.

The para 6.4.3 of NCFFS recommends HPC which is an individualized and

comprehensive reporting of a child’s progress based on evidence gathered through
classroom activities over a period of time. Holistic Progress Card (HPC) aims
to mark shift in assessment from one that primarily tests rote memorization
skills, to one that is more regular and formative. Focus is now on the assessment
which is competency-based, promoting learning and development of our
students and evaluating higher-order skills, such as, analysis, critical
thinking and conceptual clarity. The primary purpose of assessment will
indeed be for learning so that the teachers and the entire schooling
system can continuously revise the teaching-learning process for the
holistic progress of students.

CBSE vide Circular No. Aff.08/2023 dated 17.03.2023, has adopted the
NCFFS 2022 for all CBSE affiliated schools. Further, the National Council of
Educational Research and Training (NCERT)/PARAKH has prepared the
prototype for HPC at the Foundation Stage. On the basis of the
recommendations of the NCFFS 2022 and the NCERT prototype, CBSE has
realigned its HPC prototype. The school can adopt / adapt the HPC
available at the CBSE website www.cbseacademic.nic.in.

The present document provides details about the concept, scope, structure, assessment
and strategies related to the HPC. This document will also facilitate teachers to
conduct competency-based assessment in their class for a holistic view of a child’s
progress. It is important for teachers to go through these guidelines before they plan
activities for children. These guidelines will help them to understand the
importance of the HPC and their role in its implementation.

¹⁶.
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II. Scope of Foundational Stage
The foundational stage is conceived as five years of flexible, multi-level, activity-based
learning for the students in the age group of 3-8 years. The overall aim at this stage is to
attain optimal outcomes in the domain of physical and motor development; cognitive
development; socio-emotional and ethical development; cultural and artistic
development; and development of communication and early language literacy and
numeracy (NEP 2020, Para 1.2).
The Foundational Stage for the children of ages between 3 to 8 years focuses on the need
to nurture the unique capabilities of each child and promotes a multidisciplinary
approach to education. It bridges the divide between the home environment of the child
and the formal school environment.
The curriculum1 is closely linked to the development domains of the child- Physical
Development, Socio-emotional-ethical Development, Cognitive Development,
Language and Literacy Development, and Aesthetic and Cultural Development.
The pedagogy at the foundational stage is largely play-based experiential learning that
is inquiry and discovery based. Concrete materials — toys, puzzles and manipulatives
etc comprise most of the content to provide knowledge and understanding of the
relevant concept. Classrooms and outdoor environments are conceded as the most
appropriate spaces for exploration. Children’s literature is seen as an important source
for language and literacy development. The pedagogy emphasises on the nurturing-
caring relationships between the teacher and the children. The teacher needs to ensure a
balance between self-paced individual learning to a more social group-based learning.
The focus is on development of competencies using sports integrated and arts integrated
learning experiences.
The focus of assessment shifts from summative testing of rote memorization skills to
more regular and formative competency-based performances of tasks for conceptual
clarity. The assessment tools are to be aligned accordingly.
The significance of family and community during the early years is one of the most
powerful predictors of a child’s development. The parent-child relationships and
interactions can influence children’s learning and development deeply in the early years.
The mother tongue is emphasised for language and literacy development and to ease,
and make learning more effective, learning in other domains as well
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III. Foundational Stage: Aims,

Curriculum Goals, Domains,
Competencies & Learning
Outcomes
Aims of Education:
Aims are educational vision statements that give broad direction to all deliberate efforts
of educational systems. Aims of Education are usually articulated in education policy
documents.
For example, NEP 2020 states that “The purpose of the education system is to develop
good human beings capable of rational thought and action, possessing compassion and
empathy, courage and resilience, scientific temper, and creative imagination, with sound
ethical moorings and values. It aims at producing engaged, productive, and contributing
citizens for building an equitable, inclusive, and plural society as envisaged by our
Constitution.”
Curriculum Goals (CGs):
The circular goals are statements that give directions to curriculum development and
implementation. They are derived from Aims and are specific to a Stage in education
(e.g., the Foundational Stage).
National Curriculum Frameworks which guide the development of all curricula state the
Curricular Goals. For example, in the NCF-FS, “Children develop effective
communication skills for day-to-day interactions in two languages” is a Curricular Goal
for the Foundational Stage.
The curriculum goals for the Foundational Stage have been articulated keeping in view
the long Indian tradition of inquiry (for example, as evidenced in the concept of Pancha
Kosha in Taittiriya upanishad) coupled with current research and understanding in the
related disciplines of Development Biology, Psychology and Cognitive Neuroscience.
Domains:
Taking view of the development pattern of children in the age group of 3 - 8 years and
how children learn at this stage, the curricular goals have been articulated for the five
major domains:
1. The focus of Physical Development is to sharpen sensorial attention, exercising and
coordination of different muscles, safety and development of healthy eating and
hygiene habits.
2. The focus of Socio-emotional and Ethical Development is to develop the ability
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understand and manage/regulate emotions, along with understanding other emotions
helping develop cooperation, empathy and compassion in children.
3. The focus of Cognitive Development is to develop conceptual and mathematical
understanding of the natural and social environment, logical thinking and problem
solving etc.
4. The focus of Language and Literacy Development is to enable children to make
meaning out of text and the world it represents; and development of effective
communication skills.
5. In Aesthetic and Cultural Development, engagement with various arts like visual,
music, movement and drama are done to encourage observation, reproducing and
extending observed patterns. The focus is on the ability to imagine and free and
creative expression of the children.
Along with the focus of these five domains, the teachers need to develop Positive
Learning Habits that allow them to engage activity in the formal learning environment
of the school subsequently. The attempt should be to encourage intentional action,
mental flexibility, self- control and self-regulation as also to encourage observation and
exploration.
Competencies:
Competencies are learning achievements that are observable and can be assessed
systematically. These Competencies are derived from the Curricular Goals and are
expected to be attained by the end of a Stage.
Competencies are articulated in Curriculum Frameworks. However, curriculum
developers can adapt and modify the competencies to address specific contexts.
Examples of some of the Competencies derived for the Curricular Goal given as an
example above - “Converses fluently and can hold a meaningful conversation” and
“Understands oral instructions for a complex task and gives clear oral instructions for
the same to others.”
Competencies are attained over a period of time. The competencies become the basis for
more contextual learning outcomes.
Learning Outcomes:
Competencies are attained over a period of time. Therefore, interim markers of learning
achievements are needed so that Teachers can observe and track learning and respond to
the needs of learners continually.
These interim markers are Learning Outcomes (LOs). Thus, Learning Outcomes are
granular milestones of learning and usually progress in a sequence leading to
attainment of a Competency.
Learning Outcomes enable Teachers to plan their content, pedagogy, and assessment
towards achieving specific Competencies. Teachers have the autonomy to define
Learning Outcomes as appropriate to their classroom contexts, while maintaining the
connection to the Competencies.
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understand and manage/regulate emotions, along with understanding other emotions
helping develop cooperation, empathy and compassion in children.

Curriculum Goal

E.g.: “children develop effective

communication skills for day-to-day
interactions in two languages

Competencies
E.g: “Converses fluently and can hold a meaningful
conversation” and “Understands oral instructions
for a complex task and gives clear oral instructions
for the same to others”.

Learning outcomes
E.g. “Initiates conversations in daily
life with peers and teachers in a
variety of school settings”

¹⁶.
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IV. Assessment Guidelines
A. Assessment
Assessment closely integrated with curriculum and instruction, is embedded in the
learning process and is an essential component of the teaching-learning cycle. The
primary role of assessment is to enhance teaching and improve student learning.
Assessment is best described as a process by which information collected is used by
teachers to identify learning needs of students and align instruction to improve
classroom practice and by students to adjust their learning strategies.
Assessment is a lens for understanding learning, identifying invisible barriers and
helping teachers to improve their teaching strategies.
In addition to its traditional focus on outcomes, assessment is beginning to focus on
learning processes and experiences. The effort is also to make it more learner centric. A
shift from assessment of learning towards assessment for learning and assessment as
learning is transformational, and results in deep learning.
Effective purposeful assessment should inform students’ their starting points, what they
have mastered and what they need help on. It permits teachers to adapt their teaching to
the needs of their students and plan accordingly in order to ensure that every student is
able to reach his/her full potential. Assessment as learning is envisaged to
empower learners to enable them to learn about themselves and regulate their own
learning. It also encourages peer assessment, self-assessment and reflection.

Should inform students' their starting points, what they have

mastered and what they need help on.

Permits teachers to adapt their teaching to the needs of

their students

16. To plan
To plan in order
in order to that
to ensure ensure
every that every
student is able
to reach their full
student is able to reach their full

To empower learners to enable them to learn about

themselves and regulate their own learning

It also encourages peer assessment, self- assessment

and reflection
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Assessment at the Foundational Stage
Assessment at the Foundational Stage is not to provide any grade and score on a child’s
performance but to understand a child’s progress in various learning outcomes and
competencies. Assessment of children on all the essential aspects of their growth and
development will be compiled in the form of a Holistic Progress Card (HPC), which is
descriptive and analytic rather than merely numerical.
Explicit tests and examinations are inappropriate assessment tools for this stage.
Assessments are to be conducted largely in the form of qualitative observations by
teachers.
NCFFS (2022) recommends that
• Assessment tools and processes need to be designed such that they are a natural
extension of the learning experience for a child.
• Teachers need to design different kinds of assessment, for the same learning outcome
and also for different learners
• Teachers must ensure that assessments enable recording and documentation of
children’s progress.
• Systematic record keeping of such assessments is considered an important
professional responsibility of teachers.
• Care must be taken to ensure that assessment does not overly burden both the
teachers and the students.
Teachers have the autonomy to design and judiciously choose appropriate tools for
assessment and the periodicity in which assessment- related record is maintained.
Such assessments would enable teachers to
• Get an insight and an overall view of the learning achievement of children in a
classroom.
• Consolidate learning - assessment tasks, and map the rate of progression of learning
over a period of time for each child.
• identify the needs, preferences, and interests of the child and recognize early signals
about possible developmental challenges or learning difficulties a child might be
facing.
• Design the future course of action, select appropriate content and pedagogical
approaches, plan appropriate additional learning experiences and create
opportunities for children who are not learning adequately or with learning gaps in
learning, and seek collaboration and coordination wherever possible.

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V. What is a Holistic Progress Card
(HPC)?

As part of Transforming Assessment for Student Development, the Para 4.35 of the
National Education Policy (NEP) 2020 recommends preparation of Holistic Progress
Card (HPC) to provide a 360 degree, multidimensional report of progress, that reflects
in detail the progress as well as the uniqueness of each learner in the cognitive, affective,
socio-emotional, and psychomotor domains. It will include self-assessment and peer
assessment, and progress of the child in project-based and inquiry-based learning,
quizzes, role plays, group work, portfolios, etc., along with teacher assessment. The
HPC will form an important link between home and school and will be accompanied by
parent-teacher meetings in order to actively involve parents in their children’s holistic
education and development. The progress card would also provide teachers and parents
with valuable information on how to support each student in and out of the classroom.
The HPC maps the status of each child’s learning for Foundational Literacy and
Numeracy skills. It gives an overall description of an individual's performance over a
period of time thus enabling teachers to identify the strengths, opportunities, barriers
and skills or qualities that may be developed over a period of time.
Teachers need to ensure that
• Assessment at the foundational stage is participatory and inclusive.
• Self-assessment by learners and peer assessment are an integral part along with
teacher assessment.
• Assessment incorporates the parents' feedback.
Remember the focus is to assess the task and not the learner.
Features of Holistic Progress Card (HPC)
• Presents a picture of a student’s progress that provides evidence as well as an
opportunity to the child to understand his/her growth over years.
• Helps teachers gain a clear and comprehensive picture of children’s
learning and development so that they can plan appropriately across learning
goals and help children achieve all the learning outcomes.
• Communicates the strengths and areas of improvement for each child
identified with participation and discussion between the teacher, the child and
where possible, the parent.
• Provides teachers and parents with valuable information on how to support each
student in and out of the classroom.
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• Help teachers to identify not only the gaps but also assist in solving multi-
dimensional issues in schools ranging from child-teacher engagement, progress in
learning, drop-out rate and barriers to learning.
• Provide a baseline level for each student in various learning outcomes and
competencies before the beginning of each term/session.
• Provide opportunities for the child in consultation with the teacher to set future goals
thus providing direction to both the teacher and the child in terms of future action.
• Build an important link between home and the school and should be accompanied
by a parent teacher meeting in order to actively involve parents in children's holistic
education and development.

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VI. Methods and Tools of
Assessment
HPC proposes the use of integrative pedagogy in order to track students' performance.
The two broad methods of assessment that are appropriate at the Foundational Stage are
observations of the child and analysing evidence gathered as part of their learning
experience.
A. Observations of the Child2
Children show their understanding by doing, showing and telling. Observations can help
Teachers see the child’s achievement of different Competencies which children exhibit
in many possible ways.
Observation over a period of time provides the Teacher with a comprehensive
understanding of the child’s learning.
Systematic observation for assessment involves the following steps:
1. Planning:
• Identify a few children for observation in the classroom.
• Determine which Curricular Goal needs to be observed.
• Make a list of the Competencies and Learning Outcomes to be observed.
• Determine the methodology and prepare the record sheet to record observations.
2. Gather Evidence:
• Find out a task/ activity where the selected Competencies or Learning Outcomes can
be exhibited by children
• Keep recording exact observations as evidence.
3. Reflect and Assess:
• Read the evidence and records to track the progress of each child over a period of
time.
• Plan and modify teaching pedagogy as required.
4. Anecdotal Records³
An anecdotal record is an attempt to record in detail a specific episode or event that is
of particular interest or concern. It is an observation and recording of what children say
and do while they are engaged in a particular activity.
²Please refer to the illustration in Annexure under sample of tools and methods, section 1 observation.
⁴Please refer to the illustration in Annexure under sample of tools and methods, section 6 sample of checklist.
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5. Checklist
A checklist is a tool for identifying and recording whether a child has accomplished the
listed learning outcomes. A checklist is easy to create and use.
• A checklist is based on a sequential approach to learning.
• Used when many learning outcomes are to be observed.
• A ‘mix and match’ approach that combines checklists with another data collection
method is preferred.
A sample checklist for observation of language and literacy skills which can be used for
an individual child and for a group of children is placed at Annexure⁴.
6. Event/ Frequency Sampling⁵
• Event Sampling allows a combination of anecdotal records and checklists.
• Each time a targeted event occurs, the Teacher may capture (in writing) as many
details as possible from the beginning of the event until the end.
• Useful when Teachers want to redirect children’s unacceptable behaviour or action.
• Recording to be in the form of a simple table.
• Details related to the event also to be included.
• Teachers can do ‘time sampling,’ to assess certain behaviour or actions at regular
intervals to understand the intensity of the problem.
(e.g., if the Teacher wants to observe the aggressive behaviours of a child, she can record
every 10 minutes for two days, during free play time of the same activity. She will get a
clear sense of tantrums and conflicts of the child and understand their socio-emotional
behaviour in a particular situation).
B. Artefacts⁶

An artefact in an early childhood classroom refers to an object created by a child during

the teaching-learning process.
Key points:
• It provides a rich source of information about a child’s strengths and abilities.
• It is helpful in looking at the child’s work and seeing how their level of
understanding of a particular Learning Outcome is affected.
• It could be any sample of work that the child is able to produce.

¹⁶. ⁵Please refer to the illustration in Annexure under sample of tools and methods, section 3 sample of event
sampling.
⁶Please refer to the illustration in Annexure under sample of tools and methods, section 4 sample of
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C. Task based Assessment⁷

HPC helps in competency-based assessment which is achieved through task based

assessment. One task can help to assess multiple competencies and LOs across all goals.
Key points:
• Develop each learning outcome as determined for a particular grade.
• Understand a child's conceptual learning of the skill as well as application of the
skill.
• For the purpose of reporting, assessment can be done any time in a term. Teachers
need not wait for the end of the term.
• Use information to plan the teaching-learning pedagogies. It also helps to modify the
ongoing activities to ensure that it meets the needs of all children.
Activities to be done for achieving a competency:
• The teacher may assess multiple competencies across curriculum goals and domains
through one activity.
• Various activities should be planned wherein a child can have ample opportunity to
experience the competencies aimed. This would help to understand a child's deep
learning, acquisition of the competency as well as its application.
• The competencies are to be acquired by children with teacher’s guidance through
activity-based and experiential learning pedagogy.
Competencies to be covered in a term:
• Teachers can decide on the number of competencies she/he would like to observe in
the month based on number of children in the class. Also, a few competencies can
vary among children, based on the need and progression of the child.
• Teachers can aim to a minimum of one competency for every curriculum goal across
domains.
• Teachers can decide to observe one or two competencies to be assessed every week/
month (e.g., listening/speaking skill, bonding with books, print awareness, math
concepts, problem solving, creativity, peer relationships etc) based on the activities/
timetable of the class.
• The competencies are year-long expectations and so should be observed in a
progressive and continuous manner.
For example, during a circle time, if child is narrating about his/ her previous
day(Sunday), listening to this narration can help one to understand the skills like:

7
Please refer to the Annexure, section list of resources which has an example of Teaching Plan and Assessment.
18
Sequencing: Is the narration of the activities in order? For e.g starting from morning,
brushing my teeth, having milk...etc.
Vocabulary development: Is a child using actions, sounds or words to narrate a story?
Acquisition of first language or second language: Is a child using one language to
narrate the incident or a combination of two languages?
Self-expression: Is a child able to express themselves using a particular language?
Connection with immediate environment: Does the child mention other family
members, friends in the story?

¹⁶.
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VII. HPC in Practice
HPC reports many unique competencies which are not just academic. It communicates
the strengths and areas of improvement with participation and discussion between the
teacher, the child and where possible, the parent.

An elaborate description of all sections of the HPC prototype is given below.

Section I: All About Me

What is it?

It provides a broader understanding of themselves. It includes various personal elements

such as their birthday, height-weight, friend’s name, place they live, parent’s names,
their likes, and their favourite game/food/colour/animal etc.

Key points:

• Be open-minded and encourage the students

to think of each element in this section.

• Keep the context of the child in mind and give

relevant examples for the students to start
thinking about their likes and dislikes.

• Be inclusive and supportive. Help the child

one on one and to let go of the spellings as it is
not the intention of the tools for assessment.

• Give freedom to use the language and

drawing of their choice for expressing
themselves.

• Talk about varied points given on the sheet

to relate various elements meaningfully.
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Section II: Glimpse of Myself and My family

What is it?

It gives children an opportunity to pay attention to themselves and their immediate

surroundings. It helps them to explore and present how they see themselves through
drawings or pictures. It is a way to promote self-awareness and self-reflection in a child.

Key points:

Glimpse of self and family will help them to see

themselves through drawings/ pictures.

• Ask children to present themselves and their

family using drawings and pasting materials.

• Give examples to draw family members, e.g:

grandparents or parents playing together with
children, or eating together.

• Make them think about what all are the

elements that make us look a certain way: e.g.,
eyes, hair, face, nose, lips, body type, etc.

• Encourage children to be as creative as

possible

• Make the children understand themselves and be aware of their presence in the
environment.

¹⁶.
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Section III: Competencies

What is it?
This section documents assessment of various
competencies arrived by the teacher through use
of different assessment tools, to track the
progress of the child against Competency that is
defined for specific Curricular Goals.
The Curricular Goals for the Foundational Stage
have been derived by giving consideration to the
following domains:
• Physical development,
• Socio-emotional and ethical development
• Cognitive development
• Language and literacy development
• Aesthetic and cultural development8
• Positive Learning Habits
As the Curricular Goals are developmental, so
are the Competencies and the Learning Outcomes. All the Learning Outcomes have a
developmental trajectory across every age group through the foundational stage.
As learning between ages 3 to 8 is developmental, it happens at a varied pace for
different children. All children will not achieve the same age-wise Learning Outcomes
at the same time. Each Learning Outcome is observable and the Learning Outcomes
need to be read as cumulative. The child’s learning of the previous age group continues
to be observed in later stages. For example, if the Learning Outcome for the age group
4-5 is ‘eats without spilling’ this is assumed to continue for the age group 5-6 onwards.

The competencies are to be interpreted with the following levels of attainment.

• Beginner: Tries to achieve the Competency and associated Learning Outcomes with
a lot of support from teachers.
• Progressive: Achieves the Competency and associated Learning Outcomes with
occasional/some support from teachers.
• Proficient: Achieves the Competency and associated Learning Outcomes on his/her
own.
The level of attainment can be depicted by using any neutral icon such as flower, tree,
smiley etc.

8
For detailed understanding of above mentioned domains, refer to NCF-FS,pages 225 to 274
22

Points to be considered for Teachers:

• Focus on and observe one or two competencies per week.
• Competencies can be picked based on the activities and timetable of the class.
• Keep a record of the number of children making progress for the competencies
being assessed.
• Keep a record of those children who require further support, with reason, for the
competencies being assessed.
• Include a narrative on what parental support is needed in a specific domain and
how the child will be supported at the beginner level.
• Once a teacher sees improvement in the attainment of the competencies, she/ he
can decide to move onto the next learning outcome
• Ensure that the level of attainment is well explained and understood.

¹⁶.
 23
Section IV: Learner’s Profile by The Teachers

What is it?
This narrative summary is a
description of the child’s learning.
It gives qualitative information
about the child’s progress based on
interpretation of multiple sources of
information (e.g., anecdotal
records, event samples, checklists,
portfolios, worksheets).
It helps parents and other Teachers
to know about the children’s
learning progress in an in-depth
manner. It may cover the following:

• Developmental status and learning progress of a child.

• Interest of the child.
• Strengths of the child.
• Challenges and suggestions for improvement
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Section V: Parent’s feedback

What is it?
It is the feedback that is taken
from the parents based on
their child’s performance
over a period, in different
activities. It is to look at
certain behavioural changes
that the parent might have
observed in their children in
their home environment.
Key points:
• Sheets may be given to the parents either via the students or during the PTA
meetings at the end of each term to get feedback.
• Mention the date for each feedback
• Explain why their feedback is sought to the parent.
• Ask parents to write from their own perspective about how things have changed in
their child.
• Ask parents to mention stories and anecdotes that the children share once they
come back home.
• Ask parents to observe both positive changes and areas of improvement for their
children.
• Go through the answers and observations made by the parents.
• Compare it with the observations that you have made for the students and look for
similarities and differences.
• Try to look for the reasons for the differences between home and classroom in
discussion with the parents and suggest alternatives to address the same.

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Section VI: Self-Assessment

What is it ?
It enables a child to be self-aware. It makes them understand how much they have
progressed in all the activities.

Key points:
• To be filled in over a period of time based on observations and discussions with the
children.
• For younger children, the teacher can fill in the sheet themselves after a discussion
with the child, based on the activities conducted.
• Observe the children during the activities and compare their answers to your
observations
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Section VII: Peer-Assessment

What is it ?
It gives an understanding of the engagement level of a child in the activities when
working in a group.

Key points:
• To be filled in over a period of time based on observations and discussions with the
children.
• For younger children, the teacher can fill in the sheet themselves after an
observation/discussion, based on the activities conducted.
• Observe the children during the activities and compare their answers to your
observations
• In case of peer-assessment for younger children, it focuses on a child's perspective
(feeling) about his/her classmate. This is not to be assessed with any specific
developmental goals.

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Section VIII Portfolio

What is it ?
A portfolio is the collection of work done by students in various experiential and
interdisciplinary tasks done in class. It is a compilation of a child's work in the
academic session term wise and also a tool for assessing a variety of skills not usually
testable in a single setting of the traditional written paper and pencil tests.
Key points:
• It should be focused on to promote techniques such as annotation, identification of
key words/topics/themes, summarization and organizations of ideas and content.
• Evidence of the child's work and worksheet should be included in it which would
help evaluate learner’s progress.
• Teachers may paste pictures, various artworks like clay work, drawing, colouring ,
puppet making, model -making, etc.
• The teachers may also paste pictures of the child while engaged in activities like
playing a game, role-play, dancing etc.
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VIII. Documenting & Analysing
Children’s Responses for Effective
Teaching-Learning
Assessment provides us several insights into children’s learning. These insights help to
plan and design classroom pedagogy that is better aligned with children’s needs and
interests. A teacher needs to analyse and interpret the evidence for further learning.
Documenting and Communicating Assessment
• Assessments are ongoing in the Foundational Stage.
• It is important to periodically aggregate, summarise and analyse all the assessments
during a term.
• The school should maintain a folder for each child. The folder will contain all
information about the child and the Teacher’s narrative summary for each term/
year.
• HPC should be used to communicate with the parents and families of the child in
their learning journey.
Analysis of evidence
A. Prerequisites for analysing evidence
• To be unbiased and open-minded towards the children they teach
• To well-design and align the assessment to Competencies of the Foundational
Stage.
• To be formally and informally integrated through the course of the day in the
classroom and out-of-classroom activities.
• To have a system of collecting and documenting evidence of children’s learning
from various assessments (e.g., observations, worksheets, artwork).

B. Principles for analysing evidence

• To focus on what children know and can do for their assessment in a fair and
accurate manner.
• To analyse evidence to judge the extent to which children have demonstrated
understanding and acquisition of skills - beginner, progressing and proficient.
• To identify misconceptions or alternative conceptions,

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• To identify gaps in children’s learning
• To use multiple sources of evidence before making conclusions about a child’s
learning.
C. Acting upon the analysis
• To utilise the evidence gathered to plan or alter instructions for meeting children’s
needs.
• Revise or practice skills not learnt by most children
• Restructure learning experiences through use of alternate teaching strategies and
methods.
• To identify children who need support for specific competencies. Accordingly give
time and work with them to improve upon those competencies.

Acting upon the Eliciting evidences of

evidence child’s learning

Analysing and interpreting

the evidences
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IX. Role of Principal and Teachers
Role of Principal
The most important role of a Principal is to create a supportive and empowering
culture in school. They have to create an ethos where teachers think and talk about
teaching and learning of children.
The Principal will play a pivotal role in engaging and advocating the importance of the
HPC to all school stakeholders including the school management. They are expected
to:
• Attend Orientation programmes regarding the scope and objective of HPC.
• Be in-charge, support and oversee the entire HPC process.
• Provide logistics support to teachers for the implementation of HPC.
• Provide mentoring and guidance to teachers for the implementation of HPC.
• Create space for parents to learn and participate in their child’s overall
development.
• Create a smooth transition for children from preschool years to Class 1.
• Maintain HPC for each child and to make it easily accessible for parents.
• Encourage teachers to use data to track progress towards achievement of the goal,
giving particular attention to improvements that will support the school’s most
vulnerable students.
Role of Teachers
Teachers are critical to improve the quality of learning and assess the child in a just
manner. All children learn by listening, watching, and connecting with the teacher in
different ways. It becomes important for teachers to have pedagogic autonomy to plan
and organise content, decide the sequence, and methods of teaching.
Remember to:
• Take pictures of activities and save them.
• Keep all resources as and when activities happen.
• Ask students to save their art and craft work.
• Take feedback from parents periodically.
• Display patience and explain policy frameworks to parents whenever required.

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• Fill in assessment sheets based on observations and discussions with students over a
period of time.
• Fill sheets for smaller students to take their inputs (peer and self-assessments) after
a discussion with the child.
• Encourage students to answer honestly on their own.
• Reflect and take notes immediately after an activity is over.
• Be open minded and encourage students to think on their own.
• Be inclusive and supportive.
• Give freedom of expression to children.
• Give examples to initiate thinking among children.
• Be aware about the school context and the socio-cultural context of students while
assessing them.
• Create opportunities in the classroom in the form of activities to observe
competencies.
• Adopt/modify the most relevant LOs as per the requirement of the child.
• Keep an open eye on a child’s behaviour, and monitor the smallest of change that
reflects meeting the competencies at any level.
• Assess students with an open mindset, keeping the child’s age and special needs in
mind.
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X. Annexures
Annexure 1: Prototype of Holistic Progress Card - Foundational Stage (Age group
3-6years)

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Annexure 2: Prototype of Holistic Progress Card – Grades 1 and 2

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Annexure 3: Competencies
I. Competencies (NCF_FS: Section 2.4)
The Competencies for each of the Curricular Goals have been defined in this Section.
These Competencies are to be seen as guidelines for curriculum developers and should
not be considered as prescriptive.
The Competencies have been numbered as C-1.1, C-1.2, and so on.
Domain: Physical Development
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Domain: Socio-Emotional and Ethical Development
36
Domain: Cognitive Development

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Domain: Language and Literacy Development
38
Domain: Aesthetic and Cultural Development

Domain: Positive Learning Habits

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Annexure 4: Sample of Tools and
Methods
1. Observation
Some illustrative pointers for observation during a few common pedagogical processes
are given below:

A. Story telling:
i. Is the child getting involved in the story?
ii. Is the child describing the pictures?
iii. Is the child asking questions about different characters of the story?
iv. Is the child connecting personal experiences with the events of the story?
v. Is the child recalling familiar words from the story?
vi. Is the child expressing likes or dislikes about the story?

B. Guided conversation:
i. Is the child listening to others during Circle Time?
ii. Is the child waiting for their turn to speak?
iii. Is the child expressing their pleasure or displeasure while listening to others?
iv. Is the child able to predict what is going to happen next?

C. Play - Free, Guided, or Structured:

I. Is the child solving simple problems?
ii. Is the child able to use large and small muscles to engage with play material?
iii. Is the child able to express different emotions?
iv. Is the child able to respond appropriately to the emotions of others?
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2. Sample of Anecdotal Record

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3. Sample of Event Sampling
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4. Sample of Artefacts

5. Sample of worksheets (Class7-

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6. Sample of Checklist
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Annexure 5: List of Resources
Illustrative Learning Outcomes
The illustrative learning outcomes are learning trajectories over the five years in the
Foundational stage that lead to the achievement of the related competency.

Below is the table that comprises illustrative practices that can be referred to by the
teachers in the classroom and demonstrate what is possible in the various contexts of
our school system. The list is indicative and not exhaustive.

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CORE TEAM
Central Board of Secondary Education
Smt Nidhi Chhibber - Chairperson, CBSE
Dr Praggya M. Singh - Director, Academics-Assessment, CBSE
Dr Sweta Singh - Joint Secretary, CBSE
Sh. Manish Tyagi - Under Secretary, CBSE

HPC Core Committee

Dr. Ajay Surana - Head Department of Education, Banasthali Vidyapith University,

Tonk, Rajasthan
Dr Anju Chazot - Director, Mahatama Gandhi International School, Ahmedabad
Dr. Jitendra Nagpal - Sr. Consultant Psychiatrist & Program Director – Expressions
India, Institute of Mental Health and Life Skills Promotion, Delhi
Dr. Sudha Acharya - Principal, ITL Public School, Dwarka, Delhi

Swami Shree Shubhankarananda - Secretary-cum-Principal, Ramkrishna Mission

Vidyalaya, Vivekanagar. Agartala, Tripura
Dr. Vasanthi Thiagrajan - Principal, Sishya School, Hosur
Dr. Vikas Baniwal - Assistant Professor, Department of Education, University of Delhi

Dream A Dream
Ms. Suchetha Bhat - CEO, Dream a Dream
Ms. Manshvi Palan - Manager, Dream a Dream
Mr. Avichal Pathik - Context Facilitator, Dream a Dream
Ms. Sneha Jha - Associate Manger, Dream a Dream

Other Organization
Ms. Vineeta Prakash - HM, Mothers International School, Delhi