Introduction
Kendriya Vidyalaya No. 2 Korba is implementing the objectives of Foundational Literacy and Numeracy (FLN) under the NIPUN Bharat Mission as per the vision of NEP 2020. Various child-centred, activity-based and experiential learning practices are being adopted to develop foundational skills among students of Classes I and II.
1. Foundational Literacy
- Students have been engaged in activities related to letter recognition, phonemic awareness, word formation and reading skills.
- Storytelling, poem recitation, flash cards, picture-based activities and TLM have been used to enhance language development.
- Students are gradually improving their reading fluency and expressing their ideas through simple sentences.
- Regular reading practice has enhanced confidence and communication skills among learners.
2. Foundational Numeracy
- Activities related to number recognition, counting, addition, subtraction, shapes and measurement have been conducted.
- Mathematical concepts are taught through games, activities and real-life situations.
- Students are developing number sense, pattern recognition, spatial understanding and application of mathematics in daily life.
3. Implementation of FLN Activities
- FLN activities are being conducted regularly as per the FLN Activity Calendar provided by KVS RO.
- Teaching Learning Materials (TLM), group activities, joyful learning and peer learning strategies are being used effectively.
- Remedial teaching and additional support are provided to students requiring improvement.
4. Assessment and Monitoring
- Regular observation and assessment of students’ learning progress are carried out.
- Competency-based assessment is used to identify learning gaps and provide appropriate support.
Conclusion
Kendriya Vidyalaya No. 2 Korba is continuously working towards achieving FLN Lakshya NIPUN goals. Significant improvement has been observed in students’ reading, writing and numeracy skills. The school is moving progressively towards achieving the objectives of the NIPUN Bharat Mission.
