india national curriculum frame 2005

8/14/2019 India National Curriculum Frame 2005

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India National CurriculumIndia National Curriculum

Framework 2005Framework 2005

NCERT , New DelhiNCERT , New Delhi

&&

SCERT,AP,HYDERABAD.SCERT,AP,HYDERABAD.



India National CurriculumIndia National Curriculum

Frame 2005Frame 2005 The Mandate NCERT envisages a special place for The Mandate NCERT envisages a special place for

designing curriculum ?designing curriculum ?

NCERT is expected to review School Curriculum as aNCERT is expected to review School Curriculum as a

regular activity ensuring highest standards of rigour ?regular activity ensuring highest standards of rigour ?

NPE 1986,assigned a special role to NCERT inNPE 1986,assigned a special role to NCERT in

preparing and promoting NCFpreparing and promoting NCF



Main Features of NCFMain Features of NCF

20052005 Perspective Learning and KnowledgePerspective Learning and Knowledge

Curricular area,Curricular area,

School Stages and AssessmentSchool Stages and Assessment School and Classroom EnvironmentSchool and Classroom Environment

Systemic ReformsSystemic Reforms



PerspectivesPerspectives

Perspectives-Guiding Principles on NCF.Perspectives-Guiding Principles on NCF.

Connecting knowledge to life outside the SchoolConnecting knowledge to life outside the School

Ensuring that learning is shifted away from roteEnsuring that learning is shifted away from rotemethods.methods.

Enriching curriculum-so that it goes beyondEnriching curriculum-so that it goes beyond Text Book Making Examination more flexible . Text Book Making Examination more flexible .

Nurturing an over- riding Identity informed byNurturing an over- riding Identity informed bycaring concern within the democratic polity of caring concern within the democratic polity of

the country .the country .



PerspectivesPerspectives

Perspectives- Discusses the aims of Perspectives- Discusses the aims of

education -Building commitment toeducation -Building commitment to

democratic values of equality, justicedemocratic values of equality, justice

& freedom.& freedom.



Learning and knowledgeLearning and knowledge

Learning and knowledge Focus on child as anLearning and knowledge Focus on child as an

active Learner Primacy to children’s experience,active Learner Primacy to children’s experience,

their voices and participation .their voices and participation .

Needs for adults to change their perception of Needs for adults to change their perception of children as passive receiver of knowledgechildren as passive receiver of knowledge

Children can be active participants in theChildren can be active participants in the

construction of knowledge and every child comeconstruction of knowledge and every child come

to school with pre knowledge.to school with pre knowledge.



Learning and knowledgeLearning and knowledge

Children must be encouraged to relateChildren must be encouraged to relate

the learning to their immediatethe learning to their immediate

environment .environment .

Emphasizes that gender , class ,creedEmphasizes that gender , class ,creed

should not be constraints for the child .should not be constraints for the child .

Highlights the value of InteractionHighlights the value of Interaction

Designing more challenging activities.Designing more challenging activities.



Curricular areas ,schoolCurricular areas ,school

stages and Assessmentstages and Assessment

Recommends significant changes inRecommends significant changes in

-Maths,-Maths,

-Natural Sciences,-Natural Sciences,-Social Sciences-Social Sciences

-Overall view to reduce stress ,-Overall view to reduce stress ,

-make education more relevant ,-make education more relevant ,meaningfulmeaningful




stages and Assessmentstages and Assessment Languages Make renewed attempt toLanguages Make renewed attempt to

implement 3- language formula .implement 3- language formula .

Emphasis on mother tongue as mediumEmphasis on mother tongue as medium

of instruction .of instruction .

Curriculum should contain multi-lingualCurriculum should contain multi-lingual

proficiency only if mother tongue isproficiency only if mother tongue is

considered as second language .considered as second language . Focus on all skillsFocus on all skills




stages and Assessmentstages and Assessment MathematicsMathematics

- Curriculum is disappointing to non-- Curriculum is disappointing to non-participating children .participating children .

-It offers them no challenge .-It offers them no challenge .

-Text books have problems which are-Text books have problems which arerepetitive and mechanical .repetitive and mechanical .

SciencesSciences

-They should enable children to analyze-They should enable children to analyze

everyday experience.everyday experience.- Environment Education be part of every- Environment Education be part of every

subject thru wide range of out door projects.subject thru wide range of out door projects.




stages and Assessmentstages and Assessment Social SciencesSocial Sciences

-Emphasizes integration of themes-Emphasizes integration of themes

-Recommends paradigm shift to study-Recommends paradigm shift to study

social sciences from the Perspectives of social sciences from the Perspectives of

marginalized group.marginalized group.

-Gender justice and sensitivity to the issue-Gender justice and sensitivity to the issue

of tribal and socially deprived group andof tribal and socially deprived group and-minorities must be taken care of.-minorities must be taken care of.




stages and Assessmentstages and Assessment Art Education- covers music ,dance,Art Education- covers music ,dance,

visual arts and theater which onvisual arts and theater which on

interactive approaches- notinteractive approaches- not

instruction - aesthetic awareness andinstruction - aesthetic awareness andenable children to express themselvesenable children to express themselves

in different forms.in different forms.

Health and Physical Education-HealthHealth and Physical Education-Healthdepends upon Nutrition and planneddepends upon Nutrition and planned

physical activities .physical activities .




stages and Assessmentstages and Assessment

Education for Peace-As aEducation for Peace-As a

precondition to snub growingprecondition to snub growing

violence and intolerance .violence and intolerance .

Work and Education- As it can createWork and Education- As it can create

a social temper and agencies offeringa social temper and agencies offering

work opportunities outside the schoolwork opportunities outside the school

should be formally recognized .should be formally recognized .



School and classroomSchool and classroom

environmentenvironment Critical pre-requisites for improvedCritical pre-requisites for improved

performanceperformance

-minimum infrastructure and material-minimum infrastructure and material

facilities and support for planning a flexiblefacilities and support for planning a flexibledaily schedule .daily schedule .

-Focus on nurturing an enabling environment.-Focus on nurturing an enabling environment.

-Revisits traditional notions of discipline .-Revisits traditional notions of discipline .



School and classroomSchool and classroom

environmentenvironment

-Discuss needs for providing space to parents-Discuss needs for providing space to parents

and communityand community

- Discuss other learning sites and resources like- Discuss other learning sites and resources like

Texts and Books , Libraries and laboratories and Texts and Books , Libraries and laboratories andmedia andmedia and

- ICT Addresses the need for plurality of material- ICT Addresses the need for plurality of material

and Teacher autonomy / professionaland Teacher autonomy / professional

independence to use such material.independence to use such material.



Systemic ReformsSystemic Reforms

Covers need for academic planningCovers need for academic planning

for monitoring .for monitoring .

quality Teacher education shouldquality Teacher education should

focus on developing professionalfocus on developing professional

identity of the Teacher.identity of the Teacher.

Examination reforms to reduceExamination reforms to reduce

psychological stress particularly onpsychological stress particularly on

children in class X and XIIchildren in class X and XII



Our Tasks AHEADOur Tasks AHEAD

Development of syllabi and textbooks based on followingDevelopment of syllabi and textbooks based on following

considerations:considerations:

-Appropriateness of topics and themes for relevant stages-Appropriateness of topics and themes for relevant stages

of children’s development .of children’s development .

-Continuity from one level to the next .-Continuity from one level to the next .-Pervasive resonance of all the values enshrined in the-Pervasive resonance of all the values enshrined in the

constitution of India .constitution of India .

-the organization of knowledge in all subjects.-the organization of knowledge in all subjects.



Future StepsFuture Steps

- Inter-disciplinary and thematic linkages between- Inter-disciplinary and thematic linkages betweentopics listed for different school subjects, which fallstopics listed for different school subjects, which fallsunder different discrete disciplinary areas.under different discrete disciplinary areas.

-Linkage between school knowledge in different-Linkage between school knowledge in different

subjects and children’s every day experiences .subjects and children’s every day experiences .-Infusion of environment related to knowledge and-Infusion of environment related to knowledge andconcern in all subjects and at all levels.concern in all subjects and at all levels.

-Sensitivity to gender ,caste ,class ,peace ,health and-Sensitivity to gender ,caste ,class ,peace ,health andneed of children with disability.need of children with disability.

-Integration of work related attitudes and values in-Integration of work related attitudes and values inevery subject and all levels.every subject and all levels.

- Need to nurture aesthetic sensibility and values.Need to nurture aesthetic sensibility and values.



Future StepsFuture Steps

Development of syllabi and textbooks based onDevelopment of syllabi and textbooks based on

following considerations:following considerations:

-Linkage between school and college syllabi ,-Linkage between school and college syllabi ,

-avoid overlapping-avoid overlapping-Using potential of media and new information-Using potential of media and new information

technology in all subjectstechnology in all subjects

- Encouraging flexibility and creativity in all areas- Encouraging flexibility and creativity in all areas

of knowledge and its construction by childrenof knowledge and its construction by children



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