Pre -s ch 1 Pre -s ch 2 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade Language Oral M T Language Oral M T Language in MT Language in MT Language in MT MT as subject MT as subject Num be r M T Num be r M T Math in MT Math in MT Math in L2 Math L2 Environm e nt al Aw are ne s s In M T Environm e nt al Aw are ne s s In M T EVS in MT EVS in MT EVS in MT EVS in MT/L2 EVS in L2 Play Play L2 Oral dev’ment Reading and writing in L2 L2 lang dev’mt L2 lang dev’mt Oral L3 Reading and writing in L3 Math in MT Appropriate second language learning materials; textbooks, activities and teachers’ guide are necessary and in Andhra Pradesh these are in the process of development with a module for training on second language learning processes. 9. Teacher Training All teachers in the early grades of primary education should be mother tongue speakers. Teachers and resource persons will require a minimum of 5 days training (TOT) course. A training manual/teacher’s handbook will need to be developed. Teachers who will implement the programme require a minimum of 5 days of training if they have already been trained as teachers and at least 3 weeks if they are 10th grade graduates with no previous training, prior to implementation of the pilot phase. Regular in-service training must be provided to continually support the teachers with developing the curriculum, literature and teaching methods. 10. Implementation In Andhra Pradesh, ten single language schools, with teachers from the same community, were identified for the pilot phase. These teachers were trained in contextualizing the curriculum, to use the materials, in activity based learning and child-centred methods most suited for children of their communities. Orissa is piloting the curriculum in twenty schools in each language group. 11. Monitoring and evaluation An evaluation procedure is already in operation developed to assess the curriculum and teaching methods, and children’s, teachers’ and communities’ responses to it. Weekly reviews by teachers, observation by resource persons and time for feedback are essential. In-service training and/or workshops on a monthly basis will build teachers’ confidence and competence, facilitate evaluation and enable the further development of literature and curriculum materials necessary.