Bihar curriculum today bachelor of education 4th semester

Bihar curriculum today bed 4th semester

2. INTRODUCTION

3. BiharCurriculumFrameworkwasprepared
bytheStateCouncilofEducational
ResearchandTraining,Biharonthelineof
NationalCurriculumFramework.
BCFmainlyemphasizeseducationinthe
contextofsocialconditionswhere
children’slivesareanimportantfactorin
development.

4. Itbasicallysaysthatsocietycanbe
developedwhenthemajorityofthe
membersattendschooleducation.
Italsofocusesonthedemocraticvalue
ofequality,justice,secularism,social
valueetc.

5. BCFhasninechapters.Separatechaptershavebeen
createdforChild,Teacher,Textbooks,Assessment&
Evaluation,andofcourse,mostimportantly,Rural
Education.
Inthechapteronchild,whilethereisadiscussionon
earlychildhoodeducationandadolescence,themore
contextuallyimportantissuethatistakenuppertains
tothedisadvantagedchildrenwhoconstitutesucha
largeproportionofthechildpopulationinthestate.
Howtoteachthembestisachallengethatastate-level
curriculumframeworkisexpectedtoaddressinBihar.

6. Issuesrelatingtoteachers,theirchangingrole,needsof
theirtrainingandeducation,andfinallytheinstitutional
supportsystemshavebeendiscussedinthethirdchapter
ofthedocument.
ThefourthchapteronCurricularIssues,Areasand
Strategiesisnotonlythelengthiestbutarguablythemost
importantone.
Besidesthefourconventionalcurricularareas,namely,
languages,mathematics,scienceandsocialscience,
environmentaleducationhasbeenpreferredasaseparate
curriculararea,evenasitsnaturebothintermsofcontent
andtreatmentisdifferentfromthefirstfour

7. Teachingabouttheenvironmentwithintheconfinesofthe
classrooms,merelyfromtextbooks,whichusually
degeneratesintopreparationforexaminations,isbyno
meansofanyvalueoruseandwillhardlyachievethe
basicobjectivesofimpartingenvironmentaleducation.
Thefifthchapterseekstoexplorethepossibilitiesof
textbooks,andotherlearningmaterialsbydelvinginto
aspectsoftheirproductionandmoreimportantly,method
ofuse.

8. ThechapteronRuralEducationisthemostdistinctive
andsignificantpartoftheBCFbecauseofthe
demographiccompositionofthestatewithchildrenfrom
thevillagesconstitutingalmostninetypercentofthe
population.
Ononehandthechapterseekstounderstandavillageand
exploretheruralcontextofeducation,ontheother,it
looksbackupononeofthemostsignificantexperiments
ineducationinIndia,thatisbasiceducation.

9. Theseventhchapterexploresthepossibilityofaschool-
levelcurriculum.Thereisagreatdealofemphasison
multiplyinglearningsitesandopportunitiesinaschool
alongwithsuggestionsonhowtomaximizetheiruseto
achievetheobjectivesoflearning.Stressisalsolaidon
principlesofinclusion,children’sparticipation,and
communitylinkage.
.

10. Thechapteronsystemicreformsandoperationalissues
dealswithanappropriatesystemdesignandclearly
worked-outoperationalstrategies.Thereareseveralother
institution-buildinginitiativesneededtotranslatethe
ideasofNCForBCFintoreality.Ifvocationaleducation
deservesgreaterattention,theadventofnewtechnology
opensupnewopportunitieswhichneedtobeexplored.

11. OBJECTIVES OF BCF

12. ➢BiharCurriculumFrameworkismeantto
designasystemofeducationtopromote
equity,harmonyandexcellence.
➢Relateeducationtonature,societyandlife
outsideschools.
➢Toredesigntextbookandteachinglearning
strategiesforpromotingaconstructive
criticaloutlook.

13. ➢Re-inventclassroomsandexaminationsto
aidtheprocessoflearning.
➢Allrounddevelopmentofachildtogrow
intoaninformed,capableandconscious
citizensimbuedwithsocialconcerns.
➢Nurturingachildtogrowintoaninformed,
capableandconscientiouscitizenimbuedwith
socialconcerns

14. NEED FOR SEPARATE
CURRICULUM FOR
BIHAR

15. Bihar’sconditionsareuniqueanddifferentfromthe
nationalgeneralsituationregardingeducation.For
thesakeofcontextualrelevance,therefore,adistinct
curriculumframeworkisdesirableinthestate.
SomeofthesalientfeaturesofBihar,needtobekept
inviewinanexerciselikecurriculumdesignforthe
childrenofthestate.

16. IntermsofeconomicbackwardnessorHuman
DevelopmentIndexBihariscurrentlyatthelowest
rungamongthestates,thelevelofurbanizationas
lowasamere10.47%against27.78%atnational
level(2001census).
Biharhasastronglegacyofcaste-riddensocial
hierarchy.Dissent,disorder,anddefianceare
rampant.Thelevelofeducationalinfrastructureis
generallylow.

17. ❖LevelofUrbanisation:Thelevelof
urbanisationinthestateis10.47%whichis
wellbelowthenationalaverageof27.78%.
❖Literacyrate:LiteracyrateofBiharisvery
lessascomparedtothenationallevel.In
thiswayalargenumberofstudentswho
cometoschoolarethefirstgeneration
learnerspeakinglocaldialectswhichare
theirhomelanguage.

18. ❖Statusofinfrastructure:
▪Thebasicinfrastructureandfacilitiesareverypoor
ascomparedtothenationallevel.
▪Thestatusofinfrastructurefacilitiesintheschools
aregenerallypoorwhichismadeworsedueto
chronicshortageofteacher.
❖Issuesofcontextualrelevance:
▪Biharisamulticulturalanddiversestateas
comparedtothenationallevel.Itmayappearto
bemicrocosmofIndiaintermsofitscultural
diversity.

19. FOUR AREAS OR PARAMETERS
OF CURRICULUM DESIGNING
Child Teacher School Community

20. Thelearneristhecentralconcernofevery
systemofeducation.
❑Achildisalivingbeing,farmoreenergetic,
curious,andeagertolearnthananadult.
❑Teachingthereforemustbeconcreteand
active.
❑Theareaofdevelopmentshouldinclude
physical,andsocio-emotionalapartfrom
cognitive.

21. ❖Teacher works towards the removal of a hindrance
to the self-development or self-activity of the child.
❖Child centeredsystem of teaching should be
followed.
❖Role of teachers has degraded.
❖Pre-service and in-service education of teachers is
required.

22. Ifschoolisseenasaninteractivephysicalspace,
thenitsphysicalcharacteristicsneedtobe
examined,explored,andenriched.
InBihar,thereisanacuteshortageofclassroomsor
sometimesclassroomsareovercrowded.
Effortsshouldbemadetoensurethatminimum
requirementsofinfrastructureandmaterialsare
availableineveryschool.

23. Therewasatimewhenthevillagecommunity
virtuallyowned andsupportedelementary
educationwithpracticallynocontrolofthestate.
Buttodayschoolsseemtobedisconnectedwhichis
notacorrectsign.
Itmaybenotedthatlearningisacontinuous
activity,whichgoesonbeyondschoolhours.
Hencethecommunitycanbeutilizedasanagent
toconnectwiththeoutsideworld.
.

24. BCF and SOCIAL
SCIENCES

25. Theboundariesofsocialsciencesneedtobe
broadenedsoastoenhanceinstudentsan
awarenessofone’sowncultureandculturesof
others.
Socialsciencesshouldincludethefollowingthings:
❖Itshouldbeverycarefullydecidedwhatandhow
muchtoincorporateinthesyllabustoensure
qualityoflearningofsocialscience.
❖Moreemphasisshouldbegivenonapplicationof
learningratherthanrotelearning.

26. ❖DisasterManagement, Population,Human
Rights,GenderIssuesetc.,shouldbeincluded.
❖Genderinsocialsciencesshouldfocusmoreon
womennotasanindependentcategorybutas
anintegralpartofthesocialprocess.
❖Socialsciencewillneedtopenetrateintoforms
ofhumanbehaviour.

27. ➢Noseparatetextbookhasbeenprescribedfor
socialsciencesinPrimaryClasses.
➢Teachingmethodologyshouldincludestorytelling,
pictures,postcards,music,danceandwherever
possibleplentyofoutdooractivities.
➢Environmentalstudiesisintroducedinclass3.
startingfromhomethelessonsshouldcoverthe
neighbourhoodandtheschools.

28. SocialsciencesshouldincludeareasfromHistory,
Geography,EconomicsandPoliticalScience.
Democracy andfunctioningofdemocratic
governmentatthelocal,stateandnationallevel
shouldbeintroduced.
Theteachershouldbringoutinterrelationship
betweenhistoryandgeography,geographyand
economicsetc.

29. ➢Atthisstagedifferentiationofsubjectsgetsmore
explicit,particularlyintermsofconceptual
foundation.
➢Differentsubjectshavetheirownterminology,
methodofanalysis,andconceptualframework
aboutwhichyounglearnersshouldgainsomeidea
atthislevel.
➢SyllabusshouldincludecontemporaryIndiasothat
learnersacquireadeeperunderstandingofthe
socialandeconomicchallengesofthenation.

30. ➢Inmodernhistoryfreedomstrugglesandother
aspectsofmodernhistoryshouldbeincluded.
➢Inpoliticalsciencethefocusshouldbekepton
Indianconstitutionwithphilosophicalframe
work.Thereshouldbediscussiononjustice,
fraternity,secularism,pluralism,statusof
minorities,positivediscriminationandfreedom
fromexploitation.

31. This stage may be terminal stage of formal education
for many more students and they would prepare to
enter the world to work.
A large option of vocational courses can take care of
that. Some students will prepare for higher studies and
specialised subjects.
Accordingly there is need of offering a large enough
choice to students and lay foundation for their higher
studies.

32. SUGESSTIONS

33. Theteachingofsocialsciencemustadopt
methodsthatpromotecreativity,aestheticsand
criticalperspectives.
Problemsolving,dramatizationandroleplaycan
beemployed.
Teachingshouldutiliseaudio-visualmaterials.
Localexplorationandexcursiontripsshouldbe
promoted.

34. BCF and Languages

35. ❖LanguageinEducationisdealtinthefourthchapter
ofBCF2008i.e.CurricularIssues,Areasand
Strategieswhichisnotonlythelengthiestbut
arguablythemostimportantone.Takingcuefrom
NCF2005thechapterbeginswithan
acknowledgementoftheproblemsinthe
identificationofsubjectsinthecurriculum.Itgoeson
todiscussstagewisechoiceanddefinitionofsubjects
andapproachestoteaching-learning.

36. ❖Languageisthemostimportantpartofcurriculuminthe
contextofschooleducation.
❖Insocialinteractionitmaybeprimarilyamediumof
communication,butinthewholeenterpriseoflearning,apart
fromitscommunicativeroleitisofutmostimportancein
conceptformationandconstructionofknowledge.
❖Notonlythatwemostlyexpressourthoughtsandfeelingsin
somelanguage,wethinkandformulateourideas,conduct
almostallouractivitiesinthesocietywiththehelpofwords
andlanguage.
❖Languageisoftenthemostconvenientinstrumentfor
socializationortransmissionofculture.Languageisaspecial
humancreationwhichsetsthemapartfromotherspecies.

37. ❖BCFquestionshowtomakeyounglearnersadept
intheuseoflanguages.

38. ❖IntheBiharsituationmostofthechildrenarelikelyto
haveaweakmultilingualexposureinthesensethat
childreninthecountrysidearegenerallyexposedtothe
localdialectandatbesttheremaybesomeexposureto
standardHindi.
❖Itisonlyintheurbanareas,whichisquitesmallinthe
state,thatachildmaygetanopportunitytolearnHindi
andinmuchfewerfamilies,Englishaswell.
❖Amongthelinguisticminoritygroupsthereislearning
ofthelanguageslikeUrduorsomeregionallanguage
etc.
❖Indiaisamultilingualcountry,butthelocalrural
situationsarehardlymultilingual.

39. HOME LANGUAGE

40. ❖Achildbeginswithahomelanguagewhichinmost
casesislikelytobeoneofthelanguages/dialectsof
BiharlikeMaithili,Bhojpuri,Magahi,Angikaor
Vajjika.
❖IngeneralHindiisthefirstlanguageintheschool
foralmostallchildrenexceptahandfulstudyingin
eliteEnglishmediumschools.
❖TherearenotmanyfamiliesinwhichHindiisthe
homelanguage,andassuchthefirstdisjointhatis
likelytooccur,particularlyfortheruralchildrenis
betweenhomelanguageandfirstschoollanguage.

41. HINDI

42. ❖Hindiisthenaturalchoiceasthefirstlanguageinschools
ofBihar.
❖Differentdialectsorhomelanguagesspokeninthestate
belongtothesamefamilywithanaturallinkagewith
Hindi.
❖Itis,therefore,easyforallchildrentolearnHindionthe
strengthoflinguisticsensibilityandcapabilitiesacquired
throughtheirhomelanguage.

43. ❖Hindiisaninterstatelanguagewithanationalreach.
❖Itisstandardizedandhasrichliteratureacrossmajor
disciplinesandareasofknowledge.
❖Hence,thedevelopmentofthepersonalityofstudentsor
helpingthemacquirethecapacitytothink,debate,or
expressHindiprovidesagoodopportunity.

44. ❖BiharispartofthenorthernHindiheartlandandHindi
representsthecompositecultureandidentitywhich
evolvedinthislargeregionoveralongperiodoftime.
❖Italsocarriesthelegacyofthenationalfreedom
strugglewithitsinclusiveidealsandthereisample
reasontobeproudofit.
❖WiththeirknowledgeofHindi,studentsshouldbecome
readyforthepursuitofdifferentfieldsofknowledge,
scientifictemper,andtechnicaleducationandhence
languageeducationshouldnotremainfocusedon
literature,ratheritshouldcoveravarietyoftopics
drawnfromdifferentdisciplines

45. ENGLISH

46. ❖Inthepresentageofglobalization,theimportanceof
Englishasaninternationallanguageisundeniable.
❖Moreover,itistodaynotonlythelanguageofthe
InformationTechnologysectorbutalsoofinternational
tradeorhigherandtechnicaleducationorhigh-paying
jobs.
❖InthemultilingualIndiancontext,itremainsthelink
languageatleastoftheeliteovertheentirelengthand
breadthofthecountry.Itisthereforehardlysurprising
thatthereisagreatdemandforitsteaching.

47. ❖TherewasaphasewheninBihartheideaofpassing
withoutEnglishwasintroduced.Likeotherstatesnow
Englishisbeingaccordedaplaceofimportanceinour
syllabi.
❖ItwasintroducedingradeIIIin2002andrecently
decisionistakentostartteachingrightfromgradeI.
❖Howeverthereislittlepreparationinthestatethusfar
forthistask,particularlyamongtheteachers.

48. ❖Englishteachingforchildrenrequirescarefulplanning
ifthequalityistobeensured.
❖ProficiencyinEnglishandprofessionalcompetencein
secondlanguageteachingarehighlydesirableamong
teachersentrustedwiththetask.

49. MEDIUM OF
INSTRUCTION

50. ❖Intermsoftheprinciplelaiddownintheconstitution
mothertongueorhomelanguageshouldbethemedium
attheprimarylevel.
❖IfitisHindi,thenthereisnotmuchofaproblem,butif
itisalocaldialect,whichisamorelikelysituation,
thenitisneitherpropertoignoretheprinciple,norto
over-emphasizeit.
❖Itshouldimplyagreateracceptanceofadialectinthe
classroomandyetsincetextbooksareinHindior
Englishchildrenwillhavetobetaughtinthatmedium.

51. ❖Hindiisclosetothelocallanguages/dialectsofBihar
andsoagradualshifttostandardHindiasthemedium
ofinstructionshouldnotbeproblematic.
❖Careshouldbetakensothatthenaturalcreativityand
expressiveabilityofchildrenarenotaffected.
❖WhileitmaynotbeadvisabletobanEnglishasthe
medium,theremustbeclarityinthemindsofteachers
ofstate-runorevenprivateschoolsadheringtoHindi
asthemediumthatitisaninferiorversionofeducation.

52. ❖UseofmothertongueorHindiwithasomewhatliberal
attitudetowardswordsandphrasesfromthelocal
languagesshouldenableachildtolearnbetterand
learnmoreassheislessburdenedandoccupiedbythe
pressureofgrapplingwitharelativelyunfamiliar
languagelikeEnglish.
❖TeachingEnglishasasecondlanguagefromanearlier
classisadifferentpropositionthanadoptingEnglishas
themedium.

53. SUGGESTIONS

54. ❖Itis,therefore,necessaryandhighlydesirablethatin
theearlyclasses,thereshouldbeanacceptanceof
homelanguageorlocaldialectbyteachers.Whileit
wouldbedesirabletoincreaseherexposuretoHindi,
careshouldbetakentoaccepttheirlanguage,
pronunciation,andvocabularywithoutanyattemptto
correctthem.
❖Thisdoesnotimplythatteachersmaynotusestandard
Hindiandcorrectpronunciation,infact,thatwould
remainimportantbecauseformanychildrenthatwould
bethemostimportantexposureforyounglearnersfrom
theweakersectionsofsociety

55. ❖Acceptanceofhomelanguageintheschoolisvery
importantbecausethiswillactasabridgebetween
homeandschoolandthedisconnectbetweenchildren’s
ownexperiencesandlearningattheschoolscanbe
prevented.
❖Oftenanaturalinfluenceofthehomelanguageis
noticeableinthepronunciationandsyntaxofHindi
usedbychildrencomingfromdifferentregionsof
Bihar.Whilethisisnaturalandshouldbefully
acceptableintheearlyclasses,inthehighergrades
graduallylearnersshouldbeencouragedtobefreefrom
itandadoptthestandardlanguage.

56. ❖Methodologyoflanguagelearningshouldbeso
designedtoensureallcompetencies.
❖Greateruseofinformalmethodsandextra-curricular
activitieslikedebates,theatre,discussionsinand
outsideclassrooms,andsimilarotherprogramsmustbe
undertaken.

57. ❖IntheearlyyearsofHinditeachingstressshouldbelaidonthe
developmentoflinguisticskillsandchildrenshouldbe
familiarizedwithlinguisticstructuresandconventionswiththe
helpofsuitablychosentexts,ratherthanburdeningthemwiththe
teachingofgrammar.Atahigher-leveltheoreticalunderstanding
ofgrammarmaybedeveloped.
❖Compositionshouldformanimportantsegmentoflanguage
learningsothatchildrengetthemaximumopportunitytousethe
languageastheywant.Letterwriting,essays,diary,comments,
storymaking,etcarevariousassignmentsthatwillhelpchildren
togainbetterinsightandconfidenceintheuseofwritten
language.

58. ❖Mostofourchildren,particularlyinthevillages,have
almostnoexposuretotheEnglishlanguageandhenceit
isnecessarythatacompensatoryinput-rich
communicationalenvironmentiscreatedatleastinthe
formofprintedmaterialintheschools.
❖SinceEnglishwouldbelikelythelanguageofhigher
educationandresearch,thecurriculumapproachbecomes
moreusefulevenifrequiresgreaterteacherpreparation
foralmostalltheteachersintheschool.

59. ENVIRONMENTAL
EDUCATION

60. ❖Environmentaleducationisarecentinclusioninthe
educationalcurriculumbornoutofagrowingrealizationof
theproblemsofenvironmentaldeterioration.
❖TheUNConferenceofHumanEnvironmentheldin
Stockholmin1972markedthebeginningofanewerawhen
theproblemsrelatingtotheenvironmentwerefirst
addressedatthegloballevel.
❖AnInternationalWorkshoponEEwasheldinBelgradein
1975whichcanbetakenasthestartingpointattheglobal
levelfordevelopingtheconceptandtheaimsandobjectives
ofenvironmentaleducation

61. ❖GoalOfEnvironmentEducation
"Todevelopaworldpopulationthatisawareofandconcerned
abouttheenvironmentanditsassociatedproblemsandwhich
hastheknowledge,skills,attitudes,motivationand
commitmenttoworkindividuallyandcollectivelytowards
solutionsofcurrentproblemsandpreventionofnewones."

62. ObjectivesOfEnvironmentEducationAwarenesstohelp
❖Awarenesstohelpindividualsandsocialgroupsgaina
varietyofexperienceswiththetotalenvironmentandto
acquireabasicunderstandingofthetotalenvironment,its
associatedproblemsandhumanity'scriticalresponsible
presenceandroleinit;
❖Attitudetohelpindividualsandsocialgroupsacquiresocial
valuesforworkingtowardsthesolutionofenvironmental
problemsandtofosteradialoguebetweenthesegroups;

63. ObjectivesOfEnvironmentEducationAwarenessto
❖Skillstohelpindividualsandsocialgroupsacquireskillsfor
workingtowardsthesolutionofenvironmentalproblems
andtofosteradialoguebetweenthesegroups;and
❖Participationtohelpindividualsandsocialgroupsdevelopa
senseofresponsibilityandurgencyregardingenvironmental
problemstoensuretheappropriateactiontohelpsolvethese
problems.

64. PreparationOfEnvironmentEducationCurriculum
Interdisciplinarymodel:Forenvironmentaleducation,the
creationofadiscretecourseorseriesofcourses,units,or
othercurricularpackageistermedtheinter-disciplinary
(single-subject)approach.
Multi-disciplinary:Theincorporationofenvironmental
educationcomponentsintootherestablishedinterrelated
disciplinesisreferredtoasthemulti-discipline(infusion)
approach.

65. AspectsOfEnvironmentEducation
Curriculum
Learningabouttheenvironment
Learningthroughtheenvironment
impliesasystematicexplorationthrougha
varietyofactivities
Learningfortheenvironmentby
developingagenuineconcernforand
sensitivitytowardsitsprotectionand
preservation

66. LearningMethodsOfEnvironment
EducationCurriculum
Thatis,environmentisbothanobjectofstudyanda
sourceofknowledgeandfurther,thisknowledge
needstobeutilizedforitsprotectionand
preservation.Infact,itisrightlysaidthatEEshould
focusonallthreedomainsofknowledge,i.e.,
cognitive,affective,andconative.
Learningmethodshavetobemademoreopenand
innovativeandcannotremainlimitedtoclassrooms
ortextbooks.

67. ApproachesOfEnvironment
EducationCurriculum
❑Anintegratedapproachhasbeenattemptedatthe
primarylevel,thoughthecommonpracticehas
beentoeachdifferentsubjectinmuchthesame
mannerastheywouldbecoveredassubjectsin
scienceorsocialscience.
❑Preparationoftextbooksandteachinglearning
strategiesextracareisneededtohighlightthe
environmentalaspectsandconcerns.

68. ApproachesOfEnvironment
EducationCurriculum
❑Forexampleintheteachingofsubjectslike
history,theecologicalbasisoftheriseandfallof
civilizationsorenvironmentalconcernsshownby
majorpersonalitieslikeBuddha,Ashoka,Babur,
orAkbarmaybehighlightedingeographylessons.
❑Itmaybringouttheimportanceofthe
preservationofgiftsofnature,ratherthanlooking
atthemlargelyasresourcestobeutilizedby
mankind.

69. EnvironmentEducationinBCF
❑AttheelementarylevelEEshouldrelatetothe
immediatesurroundingsandformationofproper
habitsrelatingtohealth,hygiene,and
environmentalcare.
❑Attheupperprimarylevel,children‘sparticipation
insimpleprojectsrelatingtodifferent
environmentalissuesandproblemsshouldbe
ensuredsothatsheisdrawnintofield
observationswhichwilleventuallyculminatein
environmentalactionatthesecondarylevel.

70. EnvironmentEducationinBCF
❑Atthesecondarystagechildrenshouldbeexposed
moreandmoretoreal-lifesituationsandfind
opportunitiesforcommunity-basedaction.The
schoolsmaysetupeco-clubs,healthclubs,and
eco-cornersandconductcleanlinessdrives,nature
studycamps,andfieldvisits.
❑Besidesschoolscanworkwithpanchayatsand
urbanlocalbodiestodocumentbiodiversity
resourcesandassociatedknowledge.

71. Pedagogy of Environment
EducationinBCFThepedagogyof
EEwillhavetobebasedon
❑localcontextuality,
❑indigenousknowledge,
❑experientiallearningstrategies,
❑multi-disciplinaryapproaches,
❑project-basedmethodsand
❑action-orientedpractical.

72. SCIENCE

73. SCIENCE
AccordingtoNCF2005,“goodscienceeducationis
truetothechild,truetolifeandtruetoscience”
❑Insimpleterms,scientificknowledgeincludedin
thecurriculumshouldbeage-appropriateforall
childrenandyetscientificallycorrect.
❑Further,theprocessofacquisitionofknowledgeis
moreimportantthanmerelyrotelearningor
knowingtheanswers.
❑Achildshouldlearnsciencefromaproper
historical,environmental,andsocialperspective.

74. ➢Scienceeducationshouldremainanintegralpart
ofenvironmentalstudies.Childrenshouldbe
encouraged toexploretheirimmediate
environmentduringthefirsttwoyearswithoutthe
aidofanytextbooks.
➢Theexperiencesandactivitiescanbegradually
structuredintheremainingthreeyearsofprimary
educationwiththeintroductionofasubjectlike
environmentalstudieswithtwotextbooks.

75. ➢Onebookshouldhavetopicsrelatingtonatural
objectsandphenomenaandthatisthebeginning
ofscienceeducation.Theotherbookshouldfocus
onsociety,whichwouldleadtosocialscience
later.
➢AIM:thechildrendeveloptherightattitudes
towardsnatureandtheenvironmentandthe
interdependenceofmanandnature.

76. ➢Themanneroftransactionshouldcarefullynurse
theinnatecuriosityamongchildrenandgradually
helpthemlearntostudythesurroundings
systematically.
➢Childrenshouldengageinhands-onactivitiesfor
acquiringbasiccognitiveandpsychomotorskills
throughobservation,classification,measurement,
inferenceetc.
➢Knowledgeandcareofthebody,nutrition,and
healthshouldalsoremainanimportant
componentofcurriculumattheprimarystage.

77. Atthisstagechildrenshouldbeengagedinlearning
theprinciplesofsciencethroughfamiliarexperiences
andstartrecognizingtherelationshipofscience&
technologywithsocietyandhumanenterprise.
Theyshouldunderstandtheprocessesunderlying
simplescientificactivitiesandtheuseofsciencein
solvingproblemsandexplainingsimplenatural
phenomena.
Theyshouldgainanideaofthemethodsofscienceby
undertakingsimpleexperimentsaswellassurveysand
analysisofdata.

78. Theyshouldbeencouragedtomakesimple
workingmodelsusinglocallyavailablematerials.
Groupactivities,peergroupinteractionpossibly
throughscience orenvironmental clubs,
discussionswithpeersandteachers,exhibitionsetc
aresomeofthemodesoflearningwhichmaybe
adoptedfortakingsciencebeyondtextbooks.

79. ➢Studentsmaybeencouragedtolearnscienceasa
compositediscipline,evenasdifferentsubjectsget
fairlydifferentiateduptothisstage.Thisiswitha
viewtorelatesciencetolifesituations,exploreits
possibleusesinsolvingproblemswhichmaycut
acrossdisciplines.
➢Anintegratedapproachtoscienceandtechnology
shouldleadtoitsvariousapplicationsandan
appreciationofitslinkageswithsocietalissues.

80. ➢Studentsmaybeencouragedtolearnscienceasa
compositediscipline,evenasdifferentsubjectsget
fairlydifferentiateduptothisstage.Thisiswitha
viewtorelatingsciencetolifesituations,and
exploringitspossibleusesinsolvingproblemsthat
maycutacrossdisciplines.
➢Anunderstandingofconceptsrelatingtophysics,
chemistry,andlifesciencesshouldbekeptinfocus.
Eventheterminologyofscienceneedstobe
introducedatthisstage.

81. ➢Studentsshouldbeabletodesignmore
advancedtechnicalmodulesthanatthe
upperprimarystageandtakeupsystematic
experimentationasamethodofdiscovering
scientificknowledge.
➢Theyshouldalsoworkonlocallysignificant
projectsinvolvingscienceandtechnology.

82. ❑Atthisstage,scienceisdifferentiatedintoacademic
andvocationalstreams.
❑Ontheacademicsidesciencehastobeclear
differentiationofsubjectsandscientificrigorshould
bemaintainedintheteachingofscience.
❑Forthevocationalcourses,theemphasisshould
obviouslybeontheapplicationsideand
experiments.Coretopicsofdisciplinesshouldbe
identifiedcarefullyandtreatedasimportantforall
categoriesofchildren.

83. MATHEMATICS

84. ➢ThereisanaturalprocessoflearningThechildatthis
stageisgenerallyinterestedineverythingaround
her.Indeed,thisisthemostcriticalandcrucialstage
ofachild'slearningandeveryteachermustbearit
inmind.
➢Asthechildgrows,hermathematicalmaturity
develops.Shenowobservesneighborhoodobjects
morecloselyandhasreasonstounderstandor
confirmwhatshesees.Shewouldtrytotest
everythingphysicallyandafterwardlogically.
➢Ateacheratthisstageisexpectedtoguideachild
intheartofreasoningandhelptohoneherskills.

85. Attheageof11-13yearsachildisreadytomove
intoabstractionsandheranalyticalpower
simultaneouslygrows.
Thetransitionfromarithmetictoalgebraand
understandingtheproofsofvariousgeometrical
ideas,axioms,andtheorems,takesplaceatthis
stage.

86. ➢Asthechildmovesontosecondaryandsenior
secondaryclasses,shedevelopsfurthertheskillsof
mathematization,whichisoneofthehigheraimsof
teachingmathematics.
➢Shewillgraduallyunderstandhowareal-life
situationcanbetranslatedintoamathematical
problemandsolvedthroughtheapplicationof
methodslearnedinthesubject.
➢Thus,thisapplication-basedapproachhelpsthe
studentsrealizethatmathematicscanbetakenup
bothasasubjectandasatool.

87. ➢Inthiswholeprocessateacheractslikeacatalyst,a
planner,andasourceofinspiration,inspiringand
encouragingherpupilsintheireveryendeavor.
➢Tomakethetransactionanddeliverylucid,the
teacherherselfisexpectedtohavedoneproper
homeworkandbethoroughlyconversant.
➢Whilethemethodofrotelearningneednotbewholly
avoidedintheearlierdays,i.e.atthepre-primaryor
primarylevelsandsometimesattheupper-primary
stagealso,itisimportanttomakethestudentsaware
ofthereasonsbehindmathematicalideasindue
course.

88. CONCLUSION

89. Thus,BiharCurriculumFramework2008preparedby
theStateCouncilofEducationalResearchand
Training,BiharonthelineofNationalCurriculum
Frameworkwouldgreatlyencouragetheeducational
systemofBihartopromoteabetterunderstandingof
theculturalheritage,geographicalcondition,and
otherrequirementsofthecurriculuminthecontextof
thelocalneedsofthestate.