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Saturday, December 18, 2021


A periodic assessment test was conducted for the students of Std. 6 to 8 in each medium in the primary schools in the month of July and August for the purpose of assessment with homlining during COVI0-19 period as per the above subject and context.  You are requested to take further action from your level in view of the following matters regarding the test to be taken in the month of September.  Gujarati and Maths tests will be taken in Std. 6 and 8.  Gujarati, English and Hindi tests will be taken in Std. 5 while Gujarati, English, Hindi and Sanskrit subjects will be tested in Std. 6 to 8.  It is to be noted here that as per the resolution dated 12-02-2020 of the education department, similar tests have to be taken in Gujarati (first language), mathematics, social science and science subjects.  This time self-reliant and grant-aided schools can voluntarily take tests on subjects in addition to these four subjects.   The above periodic evaluation tests  It will be held from 28th to 30th September.  Tests in hardcopy or softcopy will have to reach the students by   Ta.  Tests of all mediums will be made available on GCERT's website  on as well as Gujarati medium tests which can also be seen in the textbook index (ndex) of that subject in Patna QR Code.

Punh Kasoti 25 February

STD 3-4-5

STD 7 HIN.      STD 6 MAT.       STD 8 GUJ

Punh Kasoti 04 March

STD 4 ENG.      STD 5 MAT.       

STD 6 HIN.        STD 7 GUJ           STD 8 SCI

June TO March Punh Kasoti Paper Mate

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Audit Educate girls online. Gujarati first language and mathematics subject test in Std. 6 to 8 in the month of July.  Will be taken during 5th and 20th July.  The test should reach the students by Aekam Kasoti  Test Answer Book Dt.

It is desirable to be delivered to the school through parents by The test answer book will be evaluated by the teacher of that standard subject.  Aekam Kasoti Gujarati subject in Gujarati medium and first language test in other medium will be taken.  C.R.C.  The Coordinator will send the main tests via Aekam Kasoti e-mail to all Government, Granted and Self Supporting Primary Schools under his CRC.  The students of the school will have to give a personal print out of the test.  The print will be delivered to the Aekam Kasoti student's home through that school.  The student is expected to write from home under the Aekam Kasoti supervision of the head of the test parent and the student.  The purpose of the test is to know the progress of the student.  .  Test will be formulated on the basis of textbook syllabus published by Gujarat State School Textbook Board.  The syllabus of the assessment test for July 2020 will be as follows.


DECEMBER 2021-22

DATE  10-12-2021 PDF

DATE  10-12-2021 EXCEL

DATE 17-12-2021 PDF

DATE 17-12-2021 EXCEL

DATE 24-12-2021 PDF

DATE 24-12-2021 EXCEL


DATE  07-01-2022 PDF

DATE  07-01-2022 EXCEL


DATE  18-02-2022 PDF

DATE  18-02-2022 EXCEL

DATE  25-02-2022 PDF

DATE  25-02-2022 EXCEL


DATE  04-03-2022 PDF

DATE  04-03-2022 EXCEL

According to the Aekam Kasoti above subject Aekam Kasoti and context of the audit, the textbook and 'Learn at Home' literature as well as planning Aekam Kasoti based e-gender literature etc. have been implemented for the students during the CID-19 period.  You are requested to take appropriate action Aekam Kasoti to ensure better home learning by students.  From the year 2020-21, periodical assessment test will be conducted for students of Std. 1 to 8 in all government, grant-in-aid and self-reliant primary Aekam Kasoti schools of the state in every medium.  In this regard, it is requested to take further action from your level keeping in view the following matters. The periodic test will be of 5 marks and the time will be a maximum of one hour.  Each Aekam Kasoti test will have five main questions of five marks each.  Tests will be prepared based on learning outcomes.  A PDF soft copy of the test will be sent by e-mail to the District Primary Education Officer / Govt.  Through them B.R.C.  And B.R.C.  The test has to be sent to CRC through

Aekam Kasoti Marks Excel File


The above tests are expected Aekam Kasoti to be written by the student from home under the supervision of the parent at the convenience of the parent and the student.  Aekam Kasoti The purpose of the test is to know the progress of the student. It is desirable that the students give the test in a fear-free and stress-free environment.  Test Answer Book Dt.  It is desirable that it Aekam Kasoti should be delivered to the school through parents by The test will be prepared keeping in view the learning outcome.  A copy of the test syllabus is attached herewith.  Secretary GCERT Gandhinagar Copy courtesy: Hon'ble Education Secretary (Primary and Secondary), Education Department, New Secretariat, Gandhinagar Hon.  SPD, S.S.A.  Office, Gandhinagar.


STD 3 GUJ        STD 3 MAT

STD 4 GUJ        STD 4 MAT

STD 5 GUJ        STD 5 MAT        STD 5 ENG

STD 6 GUJ        STD 6 MAT        STD 6 ENG

STD 7 GUJ        STD 7 MAT        STD 7 ENG

STD 8 GUJ        STD 8 MAT        STD 8 ENG


STD 3 EVS        STD 3 MAT

STD 4 EVS        STD 4 MAT

STD 5 EVS        STD 5 MAT





STD 3 EVS        STD 3 GUJ

STD 4 EVS        STD 4 GUJ

STD 5 HIN        STD 5 GUJ

STD 6 GUJ        STD 6 MAT        STD 6 HIN

STD 7 GUJ        STD 7 MAT        STD 7 HIN

STD 8 GUJ        STD 8 MAT        STD 8 HIN


STD 6 SAN        STD 6 SS        

STD 7 SAN        STD 7 SS   

STD 8 SAN        STD 8 SS     

In view of the above subject and context, periodic assessment test was conducted Aekam Kasoti in July, August and September for the students of Std.  You are requested to take further action from your level in view of the following matters regarding the test to be taken in the month of October. Environmental tests will be taken in Std. 6 and 7 in Aekam Kasoti the month of October.  Environment and Mathematics tests will be taken in Std. 5 while Mathematics Science and Social Science subjects Aekam Kasoti will be taken in Std. 6 to 8. Aekam Kasoti The above periodic evaluation tests  It will be held from 4 to 6 October.  Tests in hardcopy or softcopy should reach the students by  Ta.  All Aekam Kasoti medium tests will be made available on GCERT's website on as well as Gujarati medium tests Aekam Kasoti which can also be seen in the QR Code on the subject textbook index.


STD 3 GUJ        STD 4 MAT         STD 5 EVS 

STD 6 GUJ        STD 7 SCI          STD 8 SS


STD 5 HIN        

STD 6 SCI        STD 7 SS           STD 8 ENG


STD 3 MAT        STD 4 EVS         STD 5 GUJ 

STD 6 SS        STD 7 ENG          STD 8 MAT


STD 5 ENG        

STD 6 ENG        STD 7 MAT           STD 8 SAN


STD 4 HIN        

STD 6 ENG        STD 7 MAT           STD 8 HIN

According to the above Aekam Kasoti subject and context, periodic assessment test was conducted for the students of Std. 6 to 8 in each medium in the primary schools in the month of July for the purpose of assessment with homling during COD-19 period.  You are requested to take further action from your level in view of the following Aekam Kasoti matters regarding the test to be taken in the month of August.  In the month of August, in Aekam Kasoti Std. 6th to 8th, environment and in Std. 6th to 8th, science and social science subject test date.  It will be held between 2nd and 3rd August.  Students will have to reach the test in hardcopy or Aekam Kasoti softcopy by Ta.  Tests of all mediums will be made available on GCERT's Aekam Kasoti website on as well as Gujarati medium tests which can be seen in the first QR Code of the first chapter of the textbook of that subject.  The student Aekam Kasoti is expected to write from home under the supervision of the head of the test parent and the student. Aekam Kasoti The purpose of the test Aekam Kasoti is to know the progress of the student. It is desirable that the students give the test Aekam Kasoti in a fear-free and stress-free environment.  Test Answer Book Dt.  It is desirable that it should be delivered to the school through parents by

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Friday, December 17, 2021

Jilla Fer Document


Savinay Jayabharat with the above subject and reference to state that in the year 2013, Kutch district had applied for district transfer to go from district to district.  The village of my hometown is situated in the newly formed district from the ......... da ----- district as per the above reference - (1).  If the benefit of going to the newly formed district is available from the district, then along with this, the option of going to my district is given. I kindly request you to reach the District Primary Education Officer, Sabarkantha.  Enclosure: (1) Alternative Form for Transfer of District Transfer Jillafer Document Application Form (2) Xerox of the original copy of District Transfer Application.  Principal Shri, group school through departure Ta.  Mr. Kutch.  Shi Shri Primary School  Request to make the district organ transfer alternative of Kutch suitable.  Gree Taluka Primary Education Officer Saheb, Taluka Panchayat Office

Word File

Jilla Fer Araji ArasParas Click Here

Jilla Fer Araji Namuno Click Here

Jilla Fer Araji Patrak Click Here

Jilla Fer Araji Bahendhari Click Here

Accepted that as a teacher of social sciences in the present school the date teacher is not on unauthorized leave or deductible pay leave.  Does not run.  As well as not having his Jillafer Document  name in the debris chapter, this certificate is given in writing by verifying from the school file.  Taluka Ta 

Jilla Fer Araji Click Here

Jilla Ferbadali Angenu Pramanpatr Click Here

Jilla Ferbadali Araji Tabadil karava vikalp Click Here

Hence the certificate is given in writing. That Mr. Sangnara of Mr. District  performs the duties of the school. Interference in his account as well as his birth  Date ... and the date they are included in the full salary and they perform duty in the upper primary section (Std. 6 to 8) by choice. 


Name of Certificate Teacher-.  Name of the school .... (1) Date of birth of the text- .. (2) Date of entry in the account-.  (2) Date Jillafer Document  of becoming permanent- (2) Date of enrollment in the present school (3) Hometown: Village (4) Educational qualification (4) What is the current teacher of the subject.  (3) Text teacher is / is not currently on duty suspension.  As well as any departmental investigation against them is ongoing.  Not at all.  (2) There is some kind of court case Jillafer Document  against the text.  Not at all.  (10) Panchayat or government debt against the text is left to be recovered in the following details.  Not at all.  1, Audit Recovery: Yes.  Not.  .  Building loan outstanding.  Not at all.  6. Vehicle loan is pending.  Not at all. Jillafer Document   3. Festival advance is pending.  Not at all.  P. Grain deposit is outstanding.  No ૬ No other debts left.  Not date  Designation ... Ta- .. .G. Jillafer Document   (11) The text has completed five years of service in Kutch district.  No, (12) The text teacher has already taken advantage of the district reshuffle.  Not at all.  (12) The text teacher is currently on duty and is not absent from duty unofficially.  (13) Text to District Ahmedabad at Ta.  Are given .  Permission to attend district transfer camp on Jillafer Document 

Jilla Fer Badali Dampati Click Here

Jilla Fer Araji Vikalp Click Here

Jilla Fer Chhuta Araji Click Here

That is why I am currently Jillafer Document  playing Mr. ...........  Amoe date ... --- Year in the register: Pvt.  School taluka district: N.P. in Kutch.  / Application has been made to go to district .......... from duty -LL order in UP department.  Which is registered on the district transfer in the respective district.  Or I have not been notified of the registration order of the application I have made.  Now, with regard to district division, I would like to move to a newly formed district.  Therefore, I agree to transfer the above mentioned District Transfer Application to ......... District.  I am aware Jillafer Document  that by canceling the seniority in the old (original) district, my application in the newly created district will be re-registered in the seniority register in a new order.  And according to the new seniority order, the transfer procedure will be done as per the rules of the government. Jillafer Document   My Ruber Head Teacher's Signature Coin Per Hand Taluka Primary Education Officer Bhuj-Kak -------- Name ... Signature Hood School Name Per Signature District Primary Education Officer

District Primary Education Officer, District Jillafer Document  Panchayat Office, Hello.  Jai Bharatsath to state that I am sending the application in the prescribed form to Aap Sahebshree for district fair transfer, then I kindly request Aap Sahebshree to consider my application and make it appropriate.  Thank you co .. Subject- Matter of sending application for district transfer.  1) Name of the teacher- .. 2) Designation -... 5) Name of the school-.  birth date- .  4) 5) Date of entry into account 6).  Section - Elementary / Upper Elementary 7) Subject (Language / Social Science / Mathematics - Science) if Upper Elementary 8) Type of Jillafer Document  Change  If the benefit is taken in the place selection camp, it is not recoverable) 9) Name of the requested district Principal Bidan Jillafer Document  Teacher's signature

GTU CCC Notification Click Here

Nishtha All Info Click Here

To go to any place in the opposite district .. Acharya M.Shi.  .. Dist. I signed below Mr. ... Surendranagar. Therefore, I give a written guarantee that if I am asked to be transferred to any place in the district, I accept and accept it.  My face to face guarantee that the seniority order will be the last to be approved. Jillafer Document   I sign from below .. Surendranagar. Therefore, I give a written guarantee that I do not mind Jillafer Document  if my seniority rank is last among my teachers.  My face teacher's signature.  Shelter certificate is given that there is no arrears of this taluka and Jillafer Document  also the departmental investigation is not going on.  .School, Ta - Dasada, Dist.  The principal of the school, Shri.

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Sunday, December 5, 2021

Adhyayan Nishpatio

 Study conclusions sing rhymes and songs.  Understands Adhyayan Nishpatio by listening intently.  Verbally describes the picture.  Discusses places visited.  Narrates.  Animals - Recognize birds and their sounds.  Understands simple oral Adhyayan Nishpatio and written instruction.  Provides corresponding oral and written answers to details.  Reads alphabets and syllables.  Writes Adhyayan Nishpatio alphabets and syllables.  Writes words and sentences.  Reads words and sentences.  Knows the parts of the body and its functions.  Says the information of the surrounding environment. Identify the artisan and his occupations.  Compares based on the properties of objects.  Std - 1 Gujarati Study Point Rhymes, Songs Pictures, Diagrams Pictures Description Storytelling Voice - Introduction Quiz Identification Alphabet Identification Alphabet Writing Spelling Writing / Picture Completion Information about Body Parts Family Introduction Environmental Adhyayan Nishpatio Artisans 3.


The process of teaching and learning. Singing songs.  Teach and make pairs of different diagrams, pictures and dots. 


Give different pictures to the students to prove the color.  Simple games in the classroom and Adhyayan Nishpatio on the field to the students.  ) The activity of meditation concentration in the school readiness activity showed the picture to the students.  Five to seven sentence Adhyayan Nishpatio students will make a toy out of clay by asking a question.  Boat, ferry, plane, folded hair from paper.  Making small trips and informing Adhyayan Nishpatio about ashes in mind.  Introduce storytelling according to age.  Giving and getting of animals and birds through country-audio equipment. Give simple instructions and implement.


Study findings can encode words and sentences. Word  discern the space between words.  Recognizes punctuation in sentences.  Dictates words, sentences, paragraphs. Write the character and the Adhyayan Nishpatio accompanying vowel size consistently.  Listening to consonants, reading, writing clearly.  Dynamically writes a sentence.  G402 can spell words and sentences. Write using punctuation in the appropriate space.   Read the words aloud.   Reads sentences aloud.






Uses four to five sound words with meaning. Reads sentences fluently. G403 understands the narrative text by listening / reading.  Std-4 Gujarati Learning Process All students (including able children) are provided Adhyayan Nishpatio with opportunities and Adhyayan Nishpatio incentives to work individually and collectively to speak, listen, ask and connect various topics, situations, experiences, stories, poems etc. in their own language.  Opportunity becomes available.  Reading Corner - Different Adhyayan Nishpatio types Adhyayan Nishpatio of interesting materials in the library which receive children's literature, children's magazines, posters, audio-video materials, newspapers (prints, etc.). Reading and understanding different stories, poems, posters etc.  And the opportunity to ask questions should be given to the various dimensions of reading for a variety of purposes, such as giving one's own response, response, reasoning Adhyayan Nishpatio or analysis in an event or event research.

GUJ 6-7-8 SEM-2

ENG 6-7-8 SEM-2

HIN 6-7-8 SEM-2

MAT 6-7-8 SEM-2

SAN 6-7-8 SEM-2

SAN 6-7-8 SEM-2

SS 6-7-8 SEM-2

Study findings are based on narrative writing.  Narrative (story / event) is a combination of three to four sentences with ancillary connections to the text.  Speaks words / phrases depending on the hearing of three to four sentences with ancillary connections.  Dictates Adhyayan Nishpatio sentences up to eight words  After hearing, narrative details (story / event / occasion) are briefly presented in their own words.  h Identifies the Adhyayan Nishpatio main points from listening to the narrative text.  Have the freedom to express yourself (answer oral, written, symbolic questions in a sequential way) in your own way about information Adhyayan Nishpatio and simple relationships about information after listening twice.  Asking questions related to the surrounding activities, occasions (such as why the sun does not appear on the roof of my house ?, why the bird perched on the opposite tree flew away?).  Opportunity to communicate or discuss with classmates.  In the classroom there is an Adhyayan Nishpatio opportunity to give in the languages   of one's friends (language spoken by friends).  For example, let there be an opportunity to say words like carry, bread, etc. in one's own language.  Understands Adhyayan Nishpatio the subtleties of language in terms of content and its rules by reading 404 poetic texts.  Seeks details from poetic text.  Understands the relationship between details from a poetic text.  Creates Adhyayan Nishpatio based on poetic writing.  The process of teaching and learning involves the opportunity to learn (use new words, sentences, phrases) and use one's own language according to need and context.  Listening to compositions written by each other - reading and responding to them, adding their own words to it, adding and writing differently.

The study has an understanding of the shapes seen in the environment of the findings.  Recognizes various patterns of geometric shapes.  Bending Adhyayan Nishpatio the paper - cutting or fingerprints, etc., make a mirror figure to understand the concept of consensus.  Understands an object by looking at it from different perspectives.  And compares.  Draw things by looking at them from different perspectives.  The given picture - answers questions regarding spatial understanding and directions based on the map.  5 Understands the concept of center, radius and diameter of a circle.  7 Identifies the center, radius and diameter of a circle.  8 shows the Adhyayan Nishpatio center radius and diameter of the circle.  Draw a circle with the help of 9 parikars.  Draw 10 different patterns based on the circle.  11 Finds the shapes (slabs) needed to create a floor pattern.  And makes.  The process of learning to teach - to draw a circle of radius of different sizes, to make different circles with the help of parikara.  -Make different patterns of circle with the help of parikara.  - To observe the Adhyayan Nishpatio composition of different types of ground floor pattern. To discuss the pattern of such floor type seen in the floor of house, sidewalk, separate-3 building.  -Children design their own basement.  Look at the classroom objects differently and draw a picture of that scene.  For example, the cup looks different.  What will it look like from above and below?  Asking such questions.

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Saturday, December 4, 2021

Shala Salamati


Section-2.  Assess disaster, risk and vulnerability.  Disasters are incidents or physical conditions that can lead to accidents, injuries to individuals, damage to property, damage to infrastructure, agricultural destruction, and damage to the environment.  Risk is the associated aspect of the probability that disaster arises.  Risk has been equated with frightening possibilities or it can lead to loss or damage.  Weakness is a condition in which human habitation, housing, agricultural crops or human health problems are created by its creation or its symptoms of periodic proximity to the catastrophic natural condition of the land.  The main objective of Disaster, Risk and Disability Assessment is to find risk based solutions tPossible solutions are considered in advance to minimize the damage and the problems that arise in saving human life.  (A) Non-structural assessment.  After an earthquake, more than 70% of the damage is of non-structural type.  - Meanwhile, the number of people injured due to falling houses is the highest.  Non-structural components are components of a building that will not fail to move the entire building.  These components rely on structural elements for support and include paraphernalia, exterior components such as doors and dilapidated ceilings, interior components such as lights and basic necessities such as AC, water connection pipes and in-house chairs, file horses, computers,  Photos etc. are also included.  Cases of these components are known as non-structural cases for determining and mitigating risk.  Le QUONIAN Y TRICO Responsibility for problem solving

o the alternative unintended consequences of any disaster and also to pay special attention to vulnerabilities (disability), reduce disaster and prepare for disaster preparedness.  For this, the least damage is done and the problems and possible solutions for saving human life are considered in advance.  (A) Non-structural assessment.

Shala Shalamati PDF

Importent File

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Note- The above list is illustrative.  When assessing disaster, risk and disability, schools may add more details to the above list if they deem appropriate.  (B) Structural Assessment The structural components of a building are the structural parts of the building so that the building is constructed.  The foundations, columns, beams, floor system, roof system and structural parts can house the entire structure of the building.  The casing of these structural parts of the building is known as structural casing.  No. Structural Problem Type Location 1 ૨ 3 € 5 ઉપ Presence of Sesmic Band Floating Column Short Column Expansion Joint Large Door Beam Size Responsibility for Problem Solution

Section-2.  Preparation Equipments are activities that are aimed at reducing the risks of various disasters, making resistance operations effective and increasing capacity.  Disaster Preparedness To mitigate the effects of a disaster, to increase resilience before a catastrophic situation arises.  It is very important for school staff to be committed to any disaster situation.  Children who are the future of tomorrow should have a safe learning environment and should be able to cope with any crisis.  To rehearse this, it is suggested that each school should form a school DM committee with sub-committees / teams for better disaster preparedness and resistance.  (A) Formation of School Disaster Management Committee.  (SDMC) The school should form a school disaster management committee for various preparations regarding the prevention plan and management of mitigation activities.  The SDMC (School Disaster Management Committee) should be functioning throughout the year.  The SDMC (School Disaster Management Committee) should train school students, teachers and other staff to be aware of such activities and to manage various activities and to deal with any emergency situation.  The SDMC (School Disaster Management Committee) should bring the various stakeholders under one umbrella so that the continuous efforts of each stakeholder can create a conducive environment for education and a school environment including peace.

(B) SDMC (School Disaster Management Committee) Sub-Committee Formation The following sub-committees / teams should be formed and they will function under SDMC (School Disaster Management Committee).  1.  Awareness Education and Communication Team 2.  Primary treatment team 2.  Search and rescue team  Migration Squad 2.  Site Security Team 2.  Transportation Management Team 2.  Fire Protection Team (c) Permanent Movable Items (1) List of Permanent Movable Items available on the school premises.  Number Physical Condition Condition No. 2 Permanent Movable Items First Aid Fire Extinguishers

Shala Shalamati Word

Importent File

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Playground and open space.  .  Item Map (Appendix-2) This map should include the following information.  Important equipment like fire extinguishers, ropes, first aid kits etc. available in the school premises.  Fire Station, Hospital / PHC, Police Station, Civil Defense Office, EOC  Tools available nearby like etc.  Nearest bus station, railway station, auto rickshaw station.  Geographical locations such as lakes, rivers, high / low plains, beaches, etc. near school premises.  I.  Migration Map (see Appendix 2) This map should contain the following information.  All CDOs, windows and doors should be displayed in the migration.  The exit routes for migration should be clearly indicated.  Migration should indicate different ways to get out of the classroom, staffroom, etc.  Migration maps should be placed at various locations in the school and should be marked in red with "You are here" so that anyone using the map can find the nearest exit and migration route.

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