NATIONAL CURRICULUM FRAMEWORK 2005 For School

Education

Presented by-

Dr. MANISHA TANEJALecturer in EducationR.M.S. College of EducationBehrampur, Gurgaon

Problem of Curriculum Load

Joyless learning Examination system Textbook as the ‘Truth’ Structure of syllabus Language Textbooks Starting Early

Making of NCF-2005

Need of drafting NCF-2005 Procedure of making of NCF-2005

(a) the school system is characterized by an inflexibility that makes it resistant to change;

(b) learning has become an isolated activity, which does not encourage children to link knowledge with their lives in any organic or vital way;

(c) schools promote a regime of thought that discourages creative thinking and insights;

(d) what is presented and transmitted in the name of learning in schools bypasses vital dimensions of the human capacity to create new knowledge;

(e) the “future” of the child has taken centre stage to the near exclusion of the child's" present”, which is detrimental to the well-being of the child as well as the society and the nation.

NCF DRAFTING COMMITTEE

NCF-Aims of Education(Based on the Constitutions’ Vision of India)

Independence of thought and action Learning to respond to new situations

flexibly and creatively Pre-disposition for participation in

democratic process and social change Empower all children to learn

Distortion of Aims of Education(Learning has become a source of burden and stress for children)

Textbooks/Workbooks Information Overload Incomprehension Tests and Examinations

All children are motivated and capable of learning

Children learn in a variety of ways

Developing capacity for abstract thinking, reflection and work are most important aspects of learning

Child as a ‘critical’ learner and constructor of knowledge

Different types of knowledge as embodied in the traditional curriculum as well as in the world outside the school

NCF – Learning And KnowledgeThe Child as Learner and What Should be Learnt

NCF Perspectives

Not true of large numbers of children

Children learn in limited ways

Developing generally only skills necessary for helping students pass or excel in examinations

Child as passive imbibers of textbook information and providing set answers to all questions

Knowledge as embodied in textbooks

Commonly Held Views

Local Knowledge is a Rich Source of Learning for All Children

Children’s Knowledge And Local Knowledge

Implications for Curriculum & Practice

Teaching for Construction of Knowledge The Value of Interactions Designing Learning Experiences Approaches to Planning Critical Pedagogy

Framing Questions

If the answer is, ‘It was red’, what might be the questions?

What was the color of the flower? Why did you put the letter into that box? Why did she stop so suddenly at the traffic

light?

NCF CURRICULUM AREAS

Traditional Mathematics Language Science Social Sciences

Other Areas Art Education Health & Physical

Education Education for Peace Habitat & Learning

NCF – Language

• Three language formula reaffirmed – importance of home language

• Multilingualism as a resource

• “English as subject” and “English as medium”

NCF - Science

What biology can Janabai, an ‘incapable’ tribal secondary school student learn ? What biology does she know ?

• Can use different plants as sources of food, medicines, fuel, wood, dyes and building materials

• Recognises differences between trees and notices seasonal variations based on shape, size, distribution of leaves and flowers, smells, textures

• Can identify 100 different plants – more than her biology teacher who believes Janabai is a poor student

NCF - Science

• Science should nurture curiosity and creativity particularly in relationship to the environment

• Science teaching should be placed in the context of children’s environment to help them enter the world of work

• Awareness of environmental concerns

NCF – Social Sciences

• Equip children to think critically on social issues

• Interdisciplinary approach to key national concerns such as gender, human rights, marginalised minorities, etc.

• Civics to be recast as political science

• Significance of history – conception of past and civic identity

NCF-Mathematics

Main goal of Mathematics is Mathematisation rather than Knowledge of Mathematics

NCF – Systemic Reforms

Concern for Quality

NCF – Systemic Reforms

Teacher education for curriculum renewal

NCF – Systemic Reforms

• Shift from content-based teaching to problem solving and understanding

• Schools should evolve continuous evaluation for diagnosis and remedial learning

• Maths and English board exams at different levels

• No board or state level exams at Class 5, 8 or 11

Examination Reforms

NCF - Systemic Reforms

• Shift from content-based teaching to problem solving and understanding

Examination Reforms

Understanding in Mathematics

• If you know that 235+367=602, how much is 234+369? How did you find the answer?

• Change any one digit in 5384. Did the number increase or decrease? By how much

THANK YOU