BLOOM PUBLIC

SCHOOL
Address
C-8, Vasant Kunj
New Delhi – 110070

Contact No.
+91-93107-09248, +91- 8826283167

Email
[email protected]
Bloom Public School presents

SEWA
PROJECT
A Social Service Initiative
2022-23
PROJECT ONSOCIAL
MEDIA AND IMPACT
ON CONTEMPORARY
SOCEITY
SUBMITTED BY DHRUV JAIN OF
CLASS 12-B
 SEWA FORMS
Various required CBSE Forms prepared
by Dhruv Jain under the guidance of
Richa ma’am after the Completion of
Content part of SEWA Project
⮚SEWA (Social Empowerment through Work Education and Action), an
endeavor by CBSE is a program that aims to focus on the mental,
emotional and social health of a student.
⮚The main objective of SEWA projects is to direct children’s mind in
constructive activities with positive outcomes through the facilitation
of creative and critical thinking which would help them to develop
self- confidence and self-esteem.
⮚Another objective of this programme is to underline the significance of
the interdependence of all human beings and our dependence on the
environment in this shrinking global village. Students must acknowledge
that they have a responsibility towards their society and the environment.
⮚Keeping these objectives in mind, SEWA Project has been designed for
preparing students to be active global citizens that enhance the quality
of life both for others and themselves.
 DIFFERENT SEWA FORMS
My SEWA Promise Form (Class – XII)

SEWA Schedule (School Activities)

SEWA Hour Log (Hourly Schedule)

Mentor's Observation (Suggestion)

Student’s Self Appraisal Form

Learning Outcomes : What I Learnt?

How I Approached my SEWA Project?

 MY SEWA PROMISE FORM (CLASS –
XII)
Dear Student,
SEWA is a firm step to prepare you for your life. It is a voluntary project
experience. You have to complete My SEWA Promise Form. Selection of
a SEWA activity, development of the proposal and implementation of
the activity is the responsibility of each student to be done in
consultation with SEWA Teacher & Parents. Signatures of the parents of
all the students indicate review and approval of this project. List of
students and signature of their parents enclosed herewith.
⮚Brief Description of the activity : Boosting Community Connect
during the COVID-19 Pandemic
⮚Estimated Duration : Around 2 to 3 months in total contributed
Name of Mentor : Class Teacher, Mrs. Richa . ma’am
 SEWA HOUR LOG (HOURLY SCHEDULE)
No. Date & Day Proposed Activity Plan Hours Mentor’s Signature
Deciding Topic
1 Sept 1 – Sept 2 1–2 Mrs. Richa
Thinking upon Base Plan or Creative Ideas to
2 Sept 2 – Sept 5 5–6 Mrs. Richa
start with & implementing them
Making a scheduled timeline for the project
3 Sept 5 – Sept 10 10 - 12 Mrs. Richa
Finding Details and selecting what to add in
4 Sept 10 - Sept 15 5–6 Mrs. Richa
presentations
Researching upon the topic assigned and
5 Sept 15 – Oct 5 15 - 20 Mrs. Richa
finalizing points
Taking Feedback from different people
6 Oct 5 – Oct 10 10 – 12 Mrs. Richa
through Google Forms & Annalise it

Compilation of & checking for Grammar

7 Oct 10 – Oct 20 10 - 12 Mrs. Richa
Creating Templates, Designing Slides and
8 Oct 20 – Nov 3 15 – 20 Mrs. Richa
Adding Media Files to the PPT
Going through official documents shared by
9 Nov 3 – Nov 10 10 – 12 Mrs. Richa
Ma’am & preparing SEWA Forms
Giving Final Touches to the Project Work &
10 Nov 10 – Nov 20 10 - 12 Mrs. Richa
Taking Feedback from Mentor
 MENTOR'S OBSERVATION
(SUGGESTION)
The activity project was (mark the appropriate response) :
Satisfactorily completed : ✔ Not
Satisfactorily completed : X
⮚ Attendance : 100 %
⮚ Involvement : 100 %
⮚ Regularity : 100 %
⮚ Commitment : 100 %

Mrs. Richa ma’am Bloom Public School

(Activity / Project (Seal of the
Mentor’s Signature) Conducting School)
 MENTOR'S OBSERVATION
(SUGGESTION)
Additional Comments :
⮚SEWA Project done by the student displays excellent
planning and organizing skills in spite of the social
distancing due to the pandemic.
⮚The student has done the work assigned to him
according to his best efforts.
⮚ He knows very well how to keep a good relationship and
communication with others.
⮚He has shown exemplary discipline and dedication in
completing the SEWA project work within the given time.
 SELF APPRAISAL FORM
The following question should be addressed at the end of each
activity or project. Those are guiding questions. Candidate
can either answer on this form or write a refractive continues
text incorporating response to these questions.
⮚ My Names : DHRUV JAIN
⮚ My Class & Section : 12 (XII) – B
⮚ My Roll Numbers : 6600
⮚ My Activity / Project : Social media and its impact on
contemporary society
⮚ My Commitment towards the Activity / Project : I was
very committed to the activity. I devoted the required time
and took keen interest in it. It was really a great learning
opportunity for me.
 SELF APPRAISAL FORM

⮚This Activity / Project has been a Great Experience and

Learning because : It was a very fulfilling and satisfying
experience for me. I got more knowledge regarding the
problems faced by the teenagers, problems caused by COVID,
etc. Besides this, I learnt various life and technical skills.
⮚I initially felt that the project could not have achieved
its outcomes because :There was lack of research sources,
and I was not able to manage time in beginning for the
project.
⮚The project has definitely changed me as a person in
terms of behaviour, attitude and life skills because : It
made me realize that I need to be thankful to God for …
 SELF APPRAISAL
FORM

… each and every little thing I got and not take them for
granted. The project left me with a quality to fight any
situation at any point of time. The circumstances have
definitely developed me as a better human being.
⮚ Please quote any comments received from beneficiaries :
“I was a bit sad due to the pandemic as I could not go out to
play with my friends. My relative with his friends conducted
virtual gaming tournaments and told me about creative
learning skills which made me happy.”
 SELF APPRAISAL
FORM

“I was facing a lot of problems due to the pandemic as I could

not go out and sitting idly at home becomes monotonous after
a while.”
“As the shops we were closed due to pandemic, I was suffering
from a great loss. “
⮚The challenges I faced and the things we might do
differently next time so as to improve : My movements were
restricted due to the lockdown and COVID-19 pandemic but
would definitely like to interact with other teenagers
physically regarding their opinion on covid-19 and lockdown.
We’ll surely discuss upon how to prevent the problems faced
by them and implement our ideas.
 LEARNING OUTCOMES : WHAT I LEARNT?
This whole period of sudden Lockdown due COVID-19 Pandemic and
ongoing SEWA Project in specific taught me more than I have ever
learnt in our past years. Apart from the Time Management skill, it
taught me the following things…

⮚ Importance of Time
⮚ Selflessness and Service
⮚ Psychology
⮚ Never Give Up Attitude
⮚ Management Skill
⮚ Technical Skills
and Many More
Skills….
 LEARNING OUTCOMES : WHAT I
LEARNT?
⮚It taught me understanding and managing time is very important
not for a student just a small step of not wasting time could make us
do multiple tasks a day and manage SEWA along with studies.
⮚I learnt that being privileged is never a boon to someone it’s an
opportunity a duty to serve the needy be it materialistic or about
knowledge.
 LEARNING OUTCOMES : WHAT I
LEARNT?
⮚It made me realize that that what can solitude and ignorance do to
a person and how deeply can it affect the mental state of someone
and how just by talking to someone discussing about what's going on
could make so much impact. Turning a period of true solitude to a
period of self growth and improvement.
⮚There have been times when it felt that now completing this is
not possible. From times of enjoyment to demotivation, all that
should remain consistent. Our zeal is an attitude to never give up.
⮚All of the project left me
with a quality to fight any
situation at any possible
time in any circumstances
and developed whole into a
better human being.
SEWA CONTENT
Compilation of Written Work & Media
Files by Dhruv Jain after Research Work
done by student on the assigned topic,
Boosting Community Connect
 SEWA
PROJ
IMPA ECT:-
CT OF
COVI
D-19
Done
By- DH
RUV JA
IN , CLA S
S 12-B
 IMPORTANCE OF THE TOPIC :

~ Now a day’s social media has been the important part of one’s life from shopping
to electronic mails, education and business tool. Social media plays a vital role in
transforming people’s life style. Social media includes social networking sites and
blogs where people can easily connect with each other.
~Since the emergence of these social networking sites like Twitter and Facebook
as key tools for news, journalists and their organizations have performed a high-
wire act .
~These sites have become a day to day routine for the people. Social media has
been mainly defined to refer to “the many relatively inexpensive and widely
accessible electronic tools that facilitate anyone to publish and access information,
collaborate on a common effort, or build relationship”
TOPICS COVERED UNDER MY PROJECT
~Knowledge is power. We all recognize this saying but few understand
the empowering role social media has played. Through social media,
anyone online is empowered by an unrestricted flow of information to
add to their knowledge bank. In today's world, it is undeniable that
social media plays an important role in impacting our culture, our
economy and our overall view of the world. Social media is a new forum
that brings people to exchange idea, connect with, relate to, and
mobilize for a cause, seek advice, and offer guidance. Social media has
removed communication barriers and created decentralized
communication channel and open the door for all to have a voice and
participate in a democratic fashion including people in repressive
countries.
~This media outlet accommodates a wide variety spontaneous, formal,
informal, scholarly and unscholarly writings to flourish. It enables
common interest based groups such as students to work in a
collaborative group projects outside of their class. It fosters creativity
and collaboration with a wide range of commentators on a number of
issues such as education, the economy, politics, race, health,
relationships…etc.
~ Although it has brought about many benefits, allowing us to easily connect with
friends and family around the globe, allowing us to break down international borders
and cultural barriers, social media has come at a price. social media has a negative
impact on our lives because the combination of isolation and global reach has eroded
our culture. Social media is robbing us of trust and comfort we once placed in one
another, replacing the human fellowship, physical and emotional support we once drew
from each other with virtual connection. It robs us from self control and from the ability
to think independently and instead makes us gullible to join any group that posts
perverse messages that tickle our ear and amuse our senses without evaluating the
consequences.
~ One of the aspects of tertiary education which Education at a Glance
tracks each year is international student flows. This is an area where future
editions of this publication may reveal a sharp reversal of trends in the year
that COVID-19 struck. The global spread of the COVID-19 pandemic severely
affected higher education as universities closed their premises and
countries shut their borders in response to lockdown measures. The crisis
has affected the continuity of learning and the delivery of course material,
the safety and legal status provide emergency financial aid grants to
students whose lives have been disrupted .
~The CARES Act Elementary and Secondary School Emergency Relief Fund
aims to provide financial support to school districts affected by the
disruption and closure of schools from COVID-19 . of international students
in their host countries, and students’ perception of the value of their
degree.
~ To ensure the continuity of education despite the lockdown, higher
education institutions have sought to use technology and offer online
classes and learning experiences as a substitute for in-class time. However,
many universities struggled and lacked the experience and time they
needed to conceive new ways to deliver instruction and assignments.
Examinations were also affected, causing disruption to students’ learning
trajectories and progression.
~Although many higher education institutions offered online courses before
the pandemic, few students considered it as the sole alternative to physical
in-person learning. For example, in the United States, only 13% of first-cycle
tertiary students were exclusively enrolled in distance education courses in
2017 .With the reopening of institutions for the coming academic year
severely compromised and travel likely to remain restricted even after the
confinement period, international students are being forced to deal with
the reality of online learning.
~In their first attempts to contain the spread of the virus, many countries imposed a
lockdown and schools and/or universities have closed for several months across all
OECD and partner countries. Out of the 38 OECD countries and 8 partner countries
covered by Education at a Glance 2020, the People’s Republic of China was the first to
close schools in response to the COVID-19 pandemic. School closures were imposed on
16 February 2020 in some parts of China, where the scheduled spring semester starts
earlier, and extended nationwide about a week later. Other countries also began to
close schools (closing school premises, without necessarily completely ceasing teaching
and learning) as the pandemic expanded. Preliminary information from various sources
(see below) provides a snapshot of responses during this ongoing and evolving global
pandemic.
~By the end of March, school closures had been implemented to some extent in all 46
countries covered by Education at a Glance, but to different degrees: 41 countries
closed schools across the country while 5 (Australia, Iceland, the Russian Federation,
Sweden and the United States) closed them at a subnational or local level (Figure 3).
However, not all countries hit by the pandemic closed all of their schools. For example,
primary schools in Iceland remained open if class sizes were below 20 students. In
Sweden, most primary and lower secondary schools remained open, while upper
secondary schools switched to mainly distance learning from mid-March.
~Countries used a variety of resources to support students’ learning while they
were unable to come to school, including instructional packages (textbooks,
worksheets and printouts), radio education, educational television and online
instructional resources. Countries usually used several tools in order to reach
the largest proportion of students possible. In the OECD and partner countries,
online platforms were the most popular tool used during school closures.
~ In some countries, TV programmes mostly catered for younger children in
primary schools (for example, in Greece, Korea and Portugal), who may have
had difficulty using online learning platforms or conducting self-directed
learning. TV broadcasts are also a way to reach students who do not have
adequate resources for online instruction. Despite these advantages,
broadcasts can be limited to covering only a few subjects due to the short
amount of time devoted to these TV programmes . For example, two channels
in Spain covered one of five subjects (Spanish, mathematics, social science,
natural sciences and arts and/or physical education) per day during a one-hour
slot.
~During the pandemic, remote learning became a lifeline for education but the
opportunities that digital technologies offer go well beyond a stopgap solution
during a crisis. Digital technology offers entirely new answers to the question of
what people learn, how they learn, and where and when they learn. Technology
can enable teachers and students to access specialised materials well beyond
textbooks, in multiple formats and in ways that can bridge time and space.
~Working alongside teachers, intelligent digital learning systems don’t just teach
students science, but can simultaneously observe how they study, the kind of
tasks and thinking that interest them, and the kind of problems that they find
boring or difficult. The systems can then adapt the learning experience to suit
students’ personal learning styles with great granularity and precision.
~Similarly, virtual laboratories can give students the opportunity to design,
conduct and learn from experiments, rather than just learning about them.
Moreover, technology does not just change methods of teaching and learning, it
can also elevate the role of teachers from imparting received knowledge
towards working as co-creators of knowledge, as coaches, as mentors and as
evaluators.
~A survey recently conducted by the OECD and Harvard University on the education
conditions faced in countries and on the approaches adopted to sustain educational
opportunity during the pandemic has found that the learning that has taken place during the
period when schools were closed was at best only a small proportion of what students
would have learned in school The period of learning at home has made visible the many
benefits that students gain from being able to learn in close contact with their teachers and
peers, and with full access with the wide variety of educational, social and health-related
services which schools offer.
~This public awareness of the importance of schools and of teachers could be strategically
deployed to increase engagement and support from parents and communities for schools
and for teachers. This will be particularly important in the current context as the health and
economic costs of the pandemic risk reducing the funds available to education.
~There are unquestionable benefits to reopening educational institutions in terms of
supporting the development of knowledge and skills among students and increasing their
economic contribution over the longer term. In fact, the learning loss which has already
taken place, if left unremedied, is likely to exact an economic toll on societies in the form of
reduced productivity and growth. Reopening schools will also bring economic benefits to
families by enabling them to return to work, once public health authorities deem that this is
feasible.
~Social distancing has proven to be one of the most effective
measures to prevent the spread of the COVID-19. Within a school
context, this means reducing contact between groups of children and
maintaining a safe distance of 1-2 metres between pupils and staff. In
some countries, the safety distance depends on the level of
containment of the virus achieved. For of students and teachers to
learn and teach in that way. This is essential first because there is a
possibility that, until a vaccine is widely available, any return to school
may have to be again interrupted as a result of future outbreaks, at
least locally. But beyond COVID-19 pandemic, there are evident
benefits to students in expanding their learning time and
opportunities beyond the school gate by being able to learn using a
variety of distance learning approaches.
~Plans for school reopening could consider blended modalities to
allow all students to access the curriculum. example, schools in less-
affected areas in Japan (Level 1) are required to maintain a distance of
1 metre.
As we enter the COVID-19 recovery phase, it will be critical to reflect on
the role of educational systems – and particularly vocational education –
in fostering resilient societies. The global health crisis and the lockdown
that followed have brought to the fore professions that have often been
taken for granted, renewing our awareness of their value to society. This
has helped restore a sense of esteem for those workers who have
worked relentlessly during this time to keep economies afloat.
In this sense, the pandemic is also a call to renew the commitment to
the Sustainable Development Goals. Ensuring that all young people
have the opportunity to succeed at school and develop the knowledge,
skills, attitudes and values that will allow them to contribute to society
is at the heart of the global agenda and education’s promise to our
future society. The current crisis has tested our ability to deal with
large-scale disruptions.
 SPECIAL THANKS TO
Richa ma’am
(Class Teacher, 12-B)
for Guidance & Support whenever
required throughout the SEWA
Project.
THANK
YOU
for watching the PPT. Hope you liked
it!
- Dhruv Jain (12-B )