Library@Kendriya Vidyalaya Pattom

Where Minds meet and Ideas pop up !

Annual Library Activity Plan 2012-‘13

S.No Programme Proposed dates Activities
01 International Children’s Book Day 02 April, 2012 Exhibition, Book reviews, Discussions
02 World Book and Copyright Day 23 April, 2012 Exhibitions, Literary competitions, Meet the author programmes
03 Inauguration of Reader’s Club April, 2012 Beginning of Reader’s Club activities for the session
04 Reader’s Club activities Whole academic year Seminars, Exhibitions, displays, competitions, Meet the Author, Book discussions
05 Harry Potter Birthday celebration 25-28 July. 2012 HP Quiz, Writing Birthday wishes, E-greeting cards, Assembly programmes,HP Book jacket designing competition, Exhibition of HP books
06 Hiroshima Day 6-10 Aug.2012 Remembering the victims, Against War exhibition
07 Independence Day 13-17 Aug 2012 Exhibition of books on freedom struggle
08 Book Fairs 03 times in a year (Aug, Sept, Dec) By external agencies
09 Teacher’s Day 03-07 Sept


Exhibition of books on or by Dr.S.Radhakrishnan
10 Hindi Fortnight 17-29 Sept. 2012 Exhibition of popular Hindi books in the library & competitions
11 Gandhi Jayanthi 01-05 Oct.. 2012 Exhibition of books on or by Mahatma Gandhi and Non violence
12 U.N.Day 18-20 Oct.


Exhibition of books on United Nations and other International organisations
13 International School

Library Day (ISLD) & Month

October 2012 Talk by an eminent

Librarian and other


“Smart Web Searcher”

Competitions, exhibitions

14 Children’s Day 12-17 Nov.2012 Exhibition of books on or by

Jawaharlal Nehru, Competitions

15 National Education Day 09-12 Nov. 2012 Exhibition of books on

or by Dr. Abdul Kalam


16 National Library Week 19-24 Nov.


-Exhibition of rare books in the library -Competitions

1. Book review

2. Designing book jackets

3. Story telling

4. Book reading

5. Literary quiz

6. Designing Bookmarks

7. Assembly programmes

8. Find the book

9. Library cultural programmes, etc

17 Indira Gandhi’s Birthday 21-24 Nov. 2012 Exhibition of books on Indira Gandhi and other Indian Prime Ministers
18 Army Flag Day 05-10 Dec.2012 Exhibition of books on Indian Army and warfare
19 Republic Day 21-25 Jan.


Exhibition of books on India

(Society and constitution)

20 Martyr’s Day 28-31 Jan


Exhibition of books on or by freedom fighters
21 Kerala State Reading Week Jan First week


Book reading competitions

“Drop everything and Read”

22 Safer Internet Day 4-09 Feb. 2013 Online safety workshops, talks, exhibitions, etc
23 Information/Media Literacy Programmes Library Periods As per the Information Literacy curriculum
24 Know your Library Programmes Once in a month Tour to the library to understand its resources and activities
25 Screening of VCDs Once in a month Screening of Educational and issue based VCDs for children
26 Workshops and orientation programmes Once in a year For other School Librarians
27 Career Guidance programme Career corner and display of related materials on the bulletin board
28 Class Libraries As per Library Policy Circulation of Books, Book reviews, library corner, activities
29 Online Activities Regular maintenance of Library Blogs and Social networks BLOGS




30 Best Reader Awards For best library users from each class Distributed on the Annual Day function
31 Reader of the Month One student and one teacher selected every month A short profile with photograph will be published on library bulletin, bulletin board and website
32 Publication of booklet Annual Collection of selections from LibZine, My Dear Book and the Library blog
33 Digital Library Creation and maintenance of school digital library system on Greenstone. (Planning and implementation)

Filed under: Snippets, ,

Secondary and Senior Secondary School Curriculum

Secondary School Curriculum

Secondary School Curriculum 2014 (Volume-II) Languages

Secondary School Curriculum 2014 (Volume-I)

Secondary School Curriculum 2013 (Volume-I)

Secondary School Curriculum 2013 (Volume-II)

Secondary School Curriculum 2012 (Hindi)

Secondary School Curriculum 2012 (Volume-I)

Secondary School Curriculum 2012 (Volume-II)

Secondary Curriculum 2011 (Hindi Version)

Secondary School Curriculum 2011 Volume – 1

Senior School Curriculum

Senior School Curriculum 2014 (Volume-II) Languages

Senior School Curriculum 2014 (Volume-I)

Senior School Curriculum 2013 (Volume-I)

Senior School Curriculum 2013 (Volume-II)

Senior School Curriculum 2012 (Volume-I)

Senior School Curriculum 2012 (Volume-II)

Senior Secondary Curriculum 2011 (Hindi Version)

Senior School Curriculum 2011 Volume – 1

Courtesy: CBSE

Filed under: Downloads, , ,

KV Pattom celebrated World Book Day

The World Book Day celebration at Kendriya Vidyalaya Pattom was inaugurated by Malayalam poet and lyricist Ezhachery Ramachandran. He spoke about the importance of active reading which enables one to know more about his culture and society. He also inaugurated the Reader’s Club activities of the school for the new session.

The day was celebrated by the Library Media Centre at KV Pattom with a variety of activities. Storytelling, book review writing and literary quiz competitions were held and the prizes to the winners were distributed at the function. A three day exhibition and sale of books was also organized in collaboration with Scholastic Publishing Co., in the school.

The meeting was chaired by C.P.Kumaran, Principal and attended by S.L.Faisal and B. Surendran, Librarians.

WBD Ezhachey 3

Shri Ezhachery  Ramachandran, poet inaugurating the celebrations on 25 April 2012

Shri C.P. Kumaran, Principal, S.L.Faisal, B surendran, Librarians are also seen.

WBD Ezhachery

WBD Ezhachery2
















Filed under: Library activities, Reader's Club, ,

Teach the Books, Touch the Heart

imageDomitille Collardey

FRANZ KAFKA wrote that “a book must be the ax for the frozen sea inside us.” I once shared this quotation with a class of seventh graders, and it didn’t seem to require any explanation.

We’d just finished John Steinbeck’s “Of Mice and Men.” When we read the end together out loud in class, my toughest boy, a star basketball player, wept a little, and so did I. “Are you crying?” one girl asked, as she crept out of her chair to get a closer look. “I am,” I told her, “and the funny thing is I’ve read it many times.”

But they understood. When George shoots Lennie, the tragedy is that we realize it was always going to happen. In my 14 years of teaching in a New York City public middle school, I’ve taught kids with incarcerated parents, abusive parents, neglectful parents; kids who are parents themselves; kids who are homeless or who live in crowded apartments in violent neighborhoods; kids who grew up in developing countries. They understand, more than I ever will, the novel’s terrible logic — the giving way of dreams to fate.

For the last seven years, I have worked as a reading enrichment teacher, reading classic works of literature with small groups of students from grades six to eight. I originally proposed this idea to my principal after learning that a former stellar student of mine had transferred out of a selective high school — one that often attracts the literary-minded offspring of Manhattan’s elite — into a less competitive setting. The daughter of immigrants, with a father in jail, she perhaps felt uncomfortable with her new classmates. I thought additional “cultural capital” could help students like her fare better in high school, where they would inevitably encounter, perhaps for the first time, peers who came from homes lined with bookshelves, whose parents had earned not G.E.D.’s but Ph.D.’s.

Along with “Of Mice and Men,” my groups read: “Sounder,” “The Red Pony,” “A Raisin in the Sun,” “Lord of the Flies,” “The Catcher in the Rye,” “Romeo and Juliet” and “Macbeth.” The students didn’t always read from the expected perspective. Holden Caulfield was a punk, unfairly dismissive of parents who had given him every advantage. About “The Red Pony,” one student said, “it’s about being a dude, it’s about dudeness.” I had never before seen the parallels between Scarface and Macbeth, nor had I heard Lady Macbeth’s soliloquies read as raps, but both made sense; the interpretations were playful, but serious. Once introduced to Steinbeck’s writing, one boy went on to read “The Grapes of Wrath” and told me repeatedly how amazing it was that “all these people hate each other, and they’re all white.” His historical perspective was broadening, his sense of his own country deepening. Year after year, ex-students visited and told me how prepared they had felt in their freshman year as a result of the classes.

And yet I do not know how to measure those results. As student test scores have become the dominant means of evaluating schools, I have been asked to calculate my reading enrichment program’s impact on those scores. I found that some students made gains of over 100 points on the statewide English Language Arts test, while other students in the same group had flat or negative results. In other words, my students’ test scores did not reliably indicate that reading classic literature added value.

Until recently, given the students’ enthusiasm for the reading groups, I was able to play down that data. But last year, for the first time since I can remember, our test scores declined in relation to comparable schools in the city. Because I play a leadership role in the English department, I felt increased pressure to bring this year’s scores up. All the teachers are increasing their number of test-preparation sessions and practice tests, so I have done the same, cutting two of my three classic book groups and replacing them with a test-preparation tutorial program. Only the highest-performing eighth graders were able to keep taking the reading classes.

Since beginning this new program in September, I have answered over 600 multiple-choice questions. In doing so, I encountered exactly one piece of literature: Frost’s “Road Not Taken.” The rest of the reading-comprehension materials included passages from watered-down news articles or biographies, bastardized novels, memos or brochures — passages chosen not for emotional punch but for textual complexity.

I MAY not be able to prove that my literature class makes a difference in my students’ test results, but there is a positive correlation between how much time students spend reading and higher scores. The problem is that low-income students, who begin school with a less-developed vocabulary and are less able to comprehend complex sentences than their more privileged peers, are also less likely to read at home. Many will read only during class time, with a teacher supporting their effort. But those are the same students who are more likely to lose out on literary reading in class in favor of extra test prep. By “using data to inform instruction,” as the Department of Education insists we do, we are sorting lower-achieving students into classes that provide less cultural capital than their already more successful peers receive in their more literary classes and depriving students who viscerally understand the violence and despair in Steinbeck’s novels of the opportunity to read them.

It is ironic, then, that English Language Arts exams are designed for “cultural neutrality.” This is supposed to give students a level playing field on the exams, but what it does is bleed our English classes dry. We are trying to teach students to read increasingly complex texts, but they are complex only on the sentence level — not because the ideas they present are complex, not because they are symbolic, allusive or ambiguous. These are literary qualities, and they are more or less absent from testing materials.

Of course no teacher disputes the necessity of being able to read for information. But if literature has no place in these tests, and if preparation for the tests becomes the sole goal of education, then the reading of literature will go out of fashion in our schools. I don’t have any illusions that adding literary passages to multiple-choice tests would instill a love of reading among students by itself. But it would keep those books on the syllabus, in the classrooms and in the hands of young readers — which is what really matters.

Better yet, we should abandon altogether the multiple-choice tests, which are in vogue not because they are an effective tool for judging teachers or students but because they are an efficient means of producing data. Instead, we should move toward extensive written exams, in which students could grapple with literary passages and books they have read in class, along with assessments of students’ reports and projects from throughout the year. This kind of system would be less objective and probably more time-consuming for administrators, but it would also free teachers from endless test preparation and let students focus on real learning.

We cannot enrich the minds of our students by testing them on texts that purposely ignore their hearts. By doing so, we are withholding from our neediest students any reason to read at all. We are teaching them that words do not dazzle but confound. We may succeed in raising test scores by relying on these methods, but we will fail to teach them that reading can be transformative and that it belongs to them.


Published: April 20, 2012

Courtesy: New York Times, Sunday Review

Filed under: Article of the Week,

WBD Competition winners

Storytelling Competition (19/04/2012)

S.No Position Name, Class & Div.
1 I Vishnu P.S., VIII A
2 II Athena K., VI B
3 II Kanchana M., VIII B
4 III Prarthana Manoj, VII D

Literary Quiz Competition (20/04/2012)

S.No Position Name, Class & Div.
1 I Nandana A.S., IX D
2 II Ayisha Salim, IX D
3 III Dariya S., XB
4 III Swetha Rajan, XB

Filed under: Reader's Club, Winners of library competitions,

World Book Day 2012


World Book and Copyright Day (also known as International Day of the Book or World Book Days) is a yearly event on 23 April, organized by UNESCO to promote reading, publishing and copyright. The Day was first celebrated in 1995 and in 2012 the UK World Book day was celebrated on March 1, 2012.[1]

World Book Day was celebrated for the first time on April 23. The connection between 23 April and books was first made in 1923 by booksellers in Spain as a way to honour the author Miguel de Cervantes who died on that day.

In 1995, UNESCO decided that the World Book and Copyright Day would be celebrated on this date because of the Catalonian festival and because the date is also the anniversary of the birth and death of William Shakespeare, the death of Miguel de Cervantes, Inca Garcilaso de la Vega and Josep Pla, and the birth of Maurice Druon, Manuel Mejía Vallejo and Halldór Laxness.

Although 23 April is often stated as the anniversary of the deaths of both William Shakespeare and Miguel de Cervantes, this is not strictly correct. Cervantes died on 22 April and was buried on 23 April according the Gregorian calendar; however, at this time England still used the Julian calendar. Whilst Shakespeare died on 23 April by the Julian calendar in use in his own country at the time, he actually died eleven days after Cervantes because of the discrepancy between the two date systems. The apparent correspondence of the two dates was a fortunate coincidence for UNESCO.

(Courtesy: Wikipedia)

Our library celebrates the World Book Day with many programmes.

19-20 April 2012

  • Story Telling Competition ,

Class VI-VIII, 19/04/2012 @ 10.00 am in the Library

Tell a short story to your friends

  • Inter School Literary Quiz Competition,

Class IX-XII, 20/04/2012 @ 10.00 am in the Library

Questions will be on Characters, Books, Authors, Awards and Events

25 April 2012

  •  Meet the Author

Ezhacheri Ramachandran, Malayalam poet and lyricist

  •  Prize Distribution

23-25 April 2012

Book Exhibition in collaboration with M/s Scholastic publishing Co.

Filed under: Library activities, ,

CCE Scheme for the year 2012-13

CCE Scheme for the year 2012-13

CCE Primary



Weightages and marks

Suggested General Sequence of Activities

Class wise syllabus

Class-III                         Hindi                     Maths                    English                   EVS

Class-IV                          Hindi                     Maths                   English                   EVS

Class-V                           Hindi                    Maths                    English                   EVS


CCE Secondary


Evaluation of Scholastic Aspect
























Filed under: Downloads, , ,

KV Pattom launches “InfoLit India”, an Information Literacy initiative

InfoLit India, the school information literacy project launched by the Library Media Centre of Kendriya Vidyalaya was inaugurated by the famous Malayalam poet Kureepuzha Sreekumar at a function in the school. He also released the project logo.

InfoLit India project launch

The project aims at developing  the essential 21st century literacy skills (Information, Media and Library) in the students of Kendriya Vidyalaya Pattom through instruction, training  and research. It is conceived on a basic information literacy curriculum which was developed according to the standard skill sets required in an Indian education environment.

K. R. Manoj, documentary director, P. K. Sudhi, novelist, C.P. Kumaran, Principal and S.L.Faisal, project coordinator were also present.

More images


InfoLit India

InfoLit India is a pilot project on Information Literacy (IL) for the new generation learners to make them the effective users of information available in any format.

Information literacy is defined as a set of skills, which require an individual to:

“recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.”

The project aims at developing  the essential 21st century literacy skills (Information, Media and Library) in the students of Kendriya Vidyalaya Pattom, Thiruvananthapuram through instruction, training  and research. It is conceived on a basic information literacy curriculum which was developed according to the standard skill sets required in an Indian education environment.

The project has three main components.

  1. Internet Literacy (“Web Challenge”)
  2. Media literacy (“Media matters”)
  3. Library Literacy (“Face-a-book”)

The project will select a group of students and carry out a planned Information Literacy programme for the coming one year. This is the first school in India lauching this project on Information Literacy.

For more details, please log on to



InfoLit Logo’s Meaning

The logo image communicates, in a simple way, the human skills to search and access information, not only through traditional means, but also with the aid of information and communication technologies, since it uses graphical references that are recognized worldwide, as are the book and the circle. The first one is used to symbolize the study and the second to represent the knowledge and the information that nowadays arrive to us more easily thanks to the Internet, showing also its social role of communication.

The logo also represents a book, with its open pages, aside with the circle that integrates a visual metaphor, and that represents all those persons who own the cognitive skills to retrieve the information easily and to gain the knowledge that information provides. Discerning viewers may also see a lowercase “i” which is used internationally for information.

The IInfoLit logo is derived from the UNESCO Information Literacy logo.

Filed under: InfoLit India, ,

InfoLit India project launch on 11 April 2012


“Penengunni”, Audio Release

(Realistic 3D Animation Film for Children)


“InfoLit India”, Project Launch

(School Information Literacy initiative)


10.30am, 11 April 2012, KV Pattom


Welcome : Shri C. P. Kumaran, Principal, KV Pattom

About the film and the poem, “Penangunni” : Shri Kureepuzha Sreekumar, Malayalam poet and academy award winner for children’s literature

Audio releasing : Shri K.R. Manoj, Documentary film maker and National Award winner, 2011 (‘A pestering journey’)

Receiving the audio disc : Kumari Nyma and Master Didyu

Felicitation : Shri K.R. Manoj

Launching of the school information literacy project, “InfoLit India” by releasing of the project logo

: Shri Gouridasan Nair, Kerala Bureau Chief, the Hindu daily, Media activist and Academician

Felicitation : Shri Gouridasan Nair

Felicitation : Shri P.K.Sudhi, Malayalam novelist and short story writer, Eureka Editorial Board Member

About the script and the making of the film : Kumari Sudhanya, script writer of the film

Songs from the film : Shri Rana Bhuvan, winner, Gandharva Sangeetham and Master Abhijith, Actor

Vote of thanks : Shri Vinayan from Egograph

Filed under: InfoLit India, ,


Reading4Pleasure School 2020

Reading 4 Pleasure School 2020 Award


KVPattom Library on Phone

Real time News on Kendriya Vidyalayas on the web

KV Pattom Karaoke

Library YouTube Channel

Little Open Library (LOLib)

Tools for Every Teacher (TET)

Follow Us on Twitter



Face a Book Challenge

e-reading Hub @ Your Library

Learn anything freely with Khan Academy Library of Content

A free, world-class education for anyone, anywhere.

Interactive challenges, assessments, and videos, on any topic of your interest.

Child Line (1098)

CHILDLINE 1098 service is a 24 hour free emergency phone outreach service for children in need of care and protection.

CBSE Toll Free Tele/Online Helpline

Students can call 1800 11 8002 from any part of the country. The operators will answer general queries and also connect them to the counselors for psychological counseling. The helpline will be operational from 08 a.m to 10 p.m. On-line counseling on:

Kendriya Vidyalaya (Shift-I)
Thiruvananthapuram-695 004
Kerala India

Mail: librarykvpattom at