PrepGraph Academy · Template
Capstone case-study template
Your practicum, written up as a short evidence-based case study. Fourteen sections that mirror CBSE’s Format F1 one for one, with prompts under each, a before/after evidence table and the Format F4 weightings so you know where the marks sit. All example numbers are illustrative; yours come from your practicum log.
1How to use this template
Your capstone is a short case study of your Module 9 practicum: one class, one chapter, 10–30 students, a diagnostic before and a reassessment after. It is read by your peers and the PrepGraph Academy assessor, and it is the evidence behind the Level 3 certificate.
The fourteen headings below are, one for one, the sections of CBSE’s Format F1 — the case-paper template CBSE asks teachers to follow when presenting at a District Level Deliberation on CT & AI. Format F1 is CBSE’s; ours mirrors it. If your school or Sahodaya hosts a DLD, the same document becomes your case paper with minimal edits (shorten to the presentation slot, check the sub-theme wording, add the presenter block the organiser asks for).
Aim for 4–6 pages plus appendices. Write in the first person. Use the numbers from your practicum log; label where each number came from; never name a student.
- Work from your classroom practicum log and your chapter decomposition planner — most sections lift straight from them.
- Every figure needs a source label: “dashboard export”, “paper diagnostic, marked by me”, “teacher observation”, “student survey”.
- Anonymise: use “Student 7” or initials known only to you, and take faces out of photographs unless the school has consent for that use.
- Write “after the intervention” rather than “because of the intervention”. Your reassessment shows what changed; it does not prove why.
2Presenter details
- Keep this to one block at the top of page 1. For a DLD the organiser may ask for a separate presenter form — copy these lines across.
Name
School, city and CBSE affiliation number (as the organiser requires)
Subject(s) and classes taught
Contact (school email / phone)
Programme level completed and cohort dates
3Title of the practice + corresponding sub-theme
- ILLUSTRATIVE title: “Improving understanding of Linear Equations in One Variable using AI-assisted diagnostic intervention in Class VIII”.
- The seven sub-themes of the 2026-27 theme “Computational Thinking (CT) and Understanding Artificial Intelligence (AI)” (CBSE Notification TRG-02, 09 April 2026): 1. Foundations of Computational Thinking (CT) and AI Readiness; 2. From Play to Abstraction: Progressive Pedagogy for Computational Thinking; 3. Mathematics as the Cornerstone of Computational Thinking and AI readiness; 4. Interdisciplinary Connections: CT across Subjects at Middle Stage; 5. AI in Real-World Contexts; 6. Assessment and Pedagogy in CT and AI; 7. Ethics and Responsible use of AI.
- Most capstones from this programme sit under sub-theme 6 (Assessment and Pedagogy in CT and AI); a reflection-heavy paper may fit sub-theme 7 (Ethics and Responsible use of AI). Quote the sub-theme name exactly.
Title of the practice (one line: what, for whom, using what)
Corresponding CBSE 2026-27 sub-theme (one of the seven listed below)
Class, subject and NCERT chapter
4Background / context — problem, target group, timeline
- Half a page. Be concrete: “In the unit test 21 of 35 students lost marks on questions that needed a term moved across the equals sign” says more than “students were weak in algebra”.
- If the chapter was taught before the practicum, say so, and say what the diagnostic was checking: new teaching or retained understanding.
The problem as I saw it before the practicum (what students were getting wrong, and how I knew)
Target group — class, section, number of students, subject, medium of instruction
Timeline — practicum start and end, diagnostic date, reassessment date
What was already in place (textbook, previous teaching of the chapter, tools the school provides)
5Objectives — learning outcomes targeted, CT & AI competencies focused
- Two or three outcomes are enough. Each must be observable — something you could see on a reassessment item or in a student’s work.
- Do not list the whole chapter. The capstone is about the concepts you diagnosed and acted on.
Learning outcomes targeted (from the NCERT/CBSE chapter outcomes, written as “students can …”)
The two to four concepts I focused on (from my chapter decomposition)
CT & AI competencies in focus — for students (e.g. reasoning from evidence, checking an answer) and for me as the teacher (e.g. reading AI output as a recommendation to verify)
6Methodology — pedagogical approach, role of teachers, role of students, curriculum integration
- Write the teacher’s role and the AI’s role as two separate lines. “AI recommends, teachers decide” should be visible in the structure, not only stated.
- Name the tools plainly. If you used PrepGraph for the diagnostic and the practice, say so; if part of it was on paper, say that too. The methodology criterion rewards a clear structure, not a particular tool.
Pedagogical approach (e.g. teach → short diagnostic → identify → diagnose → differentiated intervention → reassess → review)
Role of the teacher — what I decided, and at which step
Role of students — what they did (diagnostic, practice, reteach session, AI tutor where provisioned, reassessment)
Role of AI — what it analysed, suggested or practised; what it did not decide
Curriculum integration — where this sat in the annual plan and the timetable
7Description of the practice / implementation process
- This is the longest section — one to two pages. Lift it from the practicum log, in order, including what went wrong (a diagnostic that was too long, students who could not attempt at home).
- Include one or two of your actual diagnostic items and the distractor that caught the misconception.
Week 1 — what I taught, the diagnostic I gave, what it showed
Week 2 — who needed what, the intervention I assigned and how (practice set / reteach / AI tutor at home where available)
Week 3 — follow-up, second round of practice or reteach, anything I changed
Week 4 — reassessment, who improved, who still needed help, what I retaught in class
Tools and materials used (diagnostic items, practice sets, shared notes, worksheets)
8Evidence-based impact — student learning outcomes (data, assessment results), testimonials, engagement
Report the concepts you targeted, before and after, with the source of every number. Put students who did not improve in the table too — a reader trusts a paper that shows the whole class. The first row is an ILLUSTRATIVE example and must be replaced with your own data.
- Label the data source on every number: “dashboard export”, “paper diagnostic marked by me”, “teacher observation”.
- Anonymise throughout. No names, roll numbers or photographs that identify a child.
- Compare like with like: the same competency, a different set of items, the same group of students. Say how many students sat both assessments.
- This section carries the largest weight in CBSE’s Format F4 (30 of 100 marks for demonstrated, evidence-supported impact). Evidence means data you can show, not adjectives.
Overall mastery on the targeted concepts — before / after (with the source of each figure)
Engagement — attempt rates, practice completed, doubts asked, AI-tutor sessions where provisioned (source: dashboard / my register)
Students who did not improve, and what I think happened
Student voice — two or three anonymised comments, collected with the school’s consent
| Concept | Students below mastery — before | Students below mastery — after | Reassessment date | Data source & notes |
|---|---|---|---|---|
| EXAMPLE (illustrative) — Variable transposition, Class VIII | 17 of 35 (class mastery 54%) | 6 of 35 (class mastery 78%) | (date) | Dashboard export: diagnostic 1 vs diagnostic 2, same competency, different items; 2 students absent for reassessment |
9Novelty and relevance
- Novelty is rarely the tool. It is usually the decision-making: diagnosing a specific concept before remediating, differentiating by what was missed, reassessing instead of assuming.
What is different from how I taught this chapter last year
How the practice connects to the curriculum goal and to the CBSE 2026-27 theme
10Inclusivity and equity
- Be honest about what was not possible. “Four students had no device; they did the same practice set on paper during the zero period” is inclusive practice described plainly.
How students without a device at home, or without the AI plan, were included (paper practice, in-school time, peer pairs)
Language — how Hindi-medium or bilingual learners were supported
Differentiation for students who needed more time, and for students who had already mastered the concept
Anything specific for students with identified learning difficulties
11Scalability and replicability
- Attach your chapter decomposition planner and your ten diagnostic items as appendices — that is what makes the practice replicable.
What another teacher in my school would need to repeat this with their section (time, materials, access, training)
What I would need to run it for every section of the class, or for the next chapter
12Sustainability and cost effectiveness
Time cost to me per week during the practicum
Money cost — what was free, what the school already provides, what would need to be bought
What continues next term without any extra support
13Learnings and reflections
- This is where a reader learns whether you are the decision-maker. A concrete override — “the flag said three students were slipping; one had simply been absent” — is worth more than a paragraph about the importance of teacher judgement.
What the data told me that I did not know from teaching the class
One AI suggestion I overrode, and why I was right (or wrong) to do so
What I would change if I ran the practicum again
One thing I will keep doing with every chapter
14Conclusion
Three sentences: what I did, what changed on reassessment, what happens next
15Optional add-ons (links, sample student work)
Links to anonymised dashboard exports or result sheets
Sample student work (anonymised, with the school’s consent)
Photographs of the class at work (no identifiable faces unless consent covers it)
Appendices: chapter decomposition planner; diagnostic items with answer key; practice sets
16Presenting it — in the cohort and at a DLD
In Module 10 you present the case study to your cohort in ten minutes plus five of questions. At a District Level Deliberation, presenters follow CBSE’s Format F1 — 25 minutes each (20 + 5 of questions) — and an Appreciation Committee scores each case paper on Format F4. The weightings below are CBSE’s, reproduced so you know where to spend your effort.
- A DLD case paper is a practice and its evidence — CBSE’s guidelines describe the forum as deliberation on practice, not an exhibition of projects.
- CBSE describes the DLD as: “A forum where teachers present case papers on CT & AI practice (Format F1), judged by an Appreciation Committee (Format F4); topic, venue and inviting experts are the organiser's responsibility; training records must be maintained.” — CBSE Guidelines 2026 — District Level Deliberations on CT & AI.
- Your school decides whether, and how, to record your presentation in its CPD records.
| Format F4 criterion (CBSE) | Marks |
|---|---|
| Demonstrated impact (data-driven, evidence-supported outcomes) | 30 |
| Novelty | 10 |
| Relevance (curriculum goals, real-world CT & AI issues) | 10 |
| Methodology (sound pedagogy, clear structure) | 10 |
| Inclusivity | 10 |
| Scalability | 10 |
| Replicability | 10 |
| Sustainability | 5 |
| Cost-effectiveness | 5 |
Format F1 and Format F4 are CBSE’s (CBSE Guidelines 2026 — District Level Deliberations on CT & AI). This template mirrors F1 so the same document can serve as a DLD case paper; it is a PrepGraph Academy template, not a CBSE form. The Class VIII Linear Equations figures (54% → 78%; 17 of 35 → 6 of 35) are illustrative, not a result from any class.
Capstone case-study template — PrepGraph Academy, training.prepgraph.com/resources/capstone-case-study-template. Free to use and adapt with attribution to PrepGraph Academy; not for resale. Full terms: training.prepgraph.com/terms. Example figures, where given, are illustrative.
Independent programme, not a CBSE certification. PrepGraph Academy is not affiliated with, endorsed by, or accredited by the Central Board of Secondary Education. Certificates are issued by PrepGraph. The programme is designed around the CBSE 2026-27 training theme and the CBSE/NPST professional-development domains; the host school decides how to record the hours under CBSE’s CPD guidelines and keeps the attendance records.