| 1 | 1 | Yog | Knowledge | By the end of the sub strand, the learner should be able to; a) acknowledge Gyan/Jnana Yog as a tool of holistic development | 1. Why are contemplative practices important in our lives? | - Plan with neighbouring schools and organize a symposium on Gyan/Jnana Yog | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Yog | Knowledge | By the end of the sub strand, the learner should be able to; a) acknowledge Gyan/Jnana Yog as a tool of holistic development | 1. Why are contemplative practices important in our lives? | - Plan with neighbouring schools and organize a symposium on Gyan/Jnana Yog | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Yog | Knowledge | By the end of the sub strand, the learner should be able to; a) acknowledge Gyan/Jnana Yog as a tool of holistic development | 1. Why are contemplative practices important in our lives? | - Make a collage of pictures of different Gyan/Jnana Yog practitioners from the four faiths and assist learners with special needs | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Yog | Knowledge | By the end of the sub strand, the learner should be able to; a) acknowledge Gyan/Jnana Yog as a tool of holistic development | 1. Why are contemplative practices important in our lives? | - Make a collage of pictures of different Gyan/Jnana Yog practitioners from the four faiths and assist learners with special needs | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Yog | Knowledge | By the end of the sub strand, the learner should be able to; a) acknowledge Gyan/Jnana Yog as a tool of holistic development | 1. Why are contemplative practices important in our lives? | - Make a collage of pictures of different Gyan/Jnana Yog practitioners from the four faiths and assist learners with special needs | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | Yog | Knowledge | By the end of the sub strand, the learner should be able to; a) acknowledge Gyan/Jnana Yog as a tool of holistic development | 1. Why are contemplative practices important in our lives? | - Make a collage of pictures of different Gyan/Jnana Yog practitioners from the four faiths and assist learners with special needs | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Sanskaars (Rites of Passage) | Sikh Sanskaars | By the end of the sub strand, the learner should be able to; a) outline the five Sanskaars as per Sikh Dharma for familiarization | - | - Sankaars from the other three faiths | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Sanskaars (Rites of Passage) | Sikh Sanskaars | By the end of the sub strand, the learner should be able to; a) outline the five Sanskaars as per Sikh Dharma for familiarization | - | - Sankaars from the other three faiths | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Sanskaars (Rites of Passage) | Sikh Sanskaars | By the end of the sub strand, the learner should be able to; a) outline the five Sanskaars as per Sikh Dharma for familiarization | - | - Sankaars from the other three faiths | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Sanskaars (Rites of Passage) | Sikh Sanskaars | By the end of the sub strand, the learner should be able to; a) outline the five Sanskaars as per Sikh Dharma for familiarization | - | - Sankaars from the other three faiths | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | Sanskaars (Rites of Passage) | Sikh Sanskaars | By the end of the sub strand, the learner should be able to; a) outline the five Sanskaars as per Sikh Dharma for familiarization | - | - Sankaars from the other three faiths | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | Sanskaars (Rites of Passage) | Sikh Sanskaars | By the end of the sub strand, the learner should be able to; a) outline the five Sanskaars as per Sikh Dharma for familiarization | - | - Sankaars from the other three faiths | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | Sanskaars (Rites of Passage) | Sikh Sanskaars | By the end of the sub strand, the learner should be able to; a) outline the five Sanskaars as per Sikh Dharma for familiarization | - | - Sankaars from the other three faiths | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | Sanskaars (Rites of Passage) | Sikh Sanskaars | By the end of the sub strand, the learner should be able to; a) illustrate the significance of the five Sikh Sanskaars for better understanding | - | - Sankaars from the other three faiths | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | Sanskaars (Rites of Passage) | Sikh Sanskaars | By the end of the sub strand, the learner should be able to; a) illustrate the significance of the five Sikh Sanskaars for better understanding | - | - Sankaars from the other three faiths | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
