Complete NCF 2005.pptx

National Curriculum Framework was framed and published by NCERT in 2005 to give basic guidelines about syllabus, books and other teaching practices. It has 5 chapters dealing with different aspects of education system.

1. NATIONAL CURRICULUM FRAMEWORK 2005 Dr. sonika , ASsociate professor, B.Ed. Dept. Isabella Thoburn College, Lucknow

2. BACKGROUND EARLIER CURRICULUM FRAMEWORKS 1975 1988 2000

3. BACKGROUND NCF 2005 - ON THE BASIS OF NPE 1986, POA 1992 AND LEARNING WITHOUT BURDEN 1993 NATIONAL STEERING COMMITTEE UNDER THE CHAIRMANSHIP OF PROF. YASH PAL FORMED 21 NATIONAL FOCUS GROUP NCF WAS APPROVED BY CENTRAL ADVISORY BOARD OF EDUCATION IN SEPTEMBER 2005

4. BACKGROUND 22 LANGUAGES 17 STATES COMPLETE OUTLINE FOR CLASSES RIGHT FROM I TO XII IMPLEMENTATION IN STATES BY SCERT

5. CHAPTERS

6. CHAPTER 1 – PERSPECTIVE ( VISION )

7. CHAPTER 1 PERSPECTIVE (GUIDING PRINCIPLES)

8. CHAPTER 2 - LEARNING AND KNOWLEDGE REORIENTATION IN OUR PERCEPTION OF LEARNERS AND LEARNING HOLISTIC APPROACH IN THE TREATMENT OF LEARNERS’ DEVELOPMENT AND LEARNING MEETING LEARNING DISABILITY NEEDS THROUGH DATA BASED AND NEED SPECIFIC PROGRAMMES

9. CHAPTER 2 - LEARNING AND KNOWLEDGE LEARNER ENGAGEMENT FOR CONSTRUCTION OF KNOWLEDGE AND FOSTERING CREATIVITY ACTIVE LEARNING THROUGH EXPERIENTIAL MODE ADEQUATE OPPORTUNITIES FOR CHILD’S THINKING, CURIOSITY AND QUESTIONS IN CURRICULAR PRACTICES CONNECTING KNOWLEDGE ACROSS DISCIPLINARY BOUNDARIES TO PROVIDE A BROADER FRAME FOR INSIGHTFUL CONSTRUCTION OF KNOWLEDGE

10. CHAPTER 2 - LEARNING AND KNOWLEDGE LEARNERS TO BE ENGAGED THROUGH OBSERVING, EXPLORING, DISCOVERING, ANALYSING, CRITICAL REFLECTION ETC. ACTIVITIES FOR DEVELOPING CRITICAL PERSPECTIVES ON SOCIO-CULTURAL REALITIES LOCAL KNOWLEDGE AND CHILD’S EXPERIENCES TO FORM BASIS OF TEXTBOOKS AND PEDAGOGY SCHOOL YEARS ARE A PERIOD OF RAPID DEVELOPMENT WITH CHANGES AND SHIFTS IN CAPABILITIES, ATTITUDES AND INTERESTS THAT HAVE IMPLICATIONS FOR CHOOSING AND ORGANISING THE CONTENT AND PROCESS OF KNOWLEDGE

11. CHAPTER 3 – CURRICULAR AREAS,SCHOOL STAGES AND ASSESSMENT

12. CHAPTER 3 – CURRICULAR AREAS,SCHOOL STAGES AND ASSESSMENT (LANGUAGE) LANGUAGE SKILLS – SUCH AS SPEECH AND LISTENING, READING AND WRITING MAKE UNDERSTANDING BETTER AND CUT ACROSS SCHOOL SUBJECTS AND DISCIPLINES SUCCESS IN LEARNING ENGLISH IS POSSIBLE ONLY IF IT BUILDS ON SOUND LANGUAGE PEDAGOGY IN THE MOTHER TONGUE THE MULTILINGUAL CHARACTER OF INDIAN SOCIETY SHOULD BE SEEN AS A RESOURCE FOR ENRICHMENT OF SCHOOL LIFE A RENEWED EFFORT SHOULD BE MADE TO IMPLEMENT THE THREE LANGUAGE FORMULA, EMPHASIZING RECOGNITION OF CHILDREN’S MOTHER TONGUE(S) AS THE BEST MEDIUM OF INSTRUCTION. THIS INCLUDES TRIBAL LANGUAGES

13. CHAPTER 3 – CURRICULAR AREAS,SCHOOL STAGES AND ASSESSMENT (MATHEMATICS) MATHEMATIZATION (ABILITY TO THINK LOGICALLY, FORMULATE AND HANDLE ABSTRACTIONS) RATHER THAN KNOWLEDGE OF MATHEMATICS (FORMALS AND MECHANICAL PROCEDURES) IS THE MAIN GOAL OF TEACHING MATHEMATICS THE TEACHING OF MATHEMATICS SHOULD ENHANCE THE CHILD’SABILITY TO THINK AND REASON, TO VISUALIZE AND HANDLE ABSTRACTIONS, TO FORMULATE AND SOLVE PROBLEMS  ACCESS TO QUALITY MATHEMATICS EDUCATION IS THE RIGHT OF EVERY CHILD

14. CHAPTER 3 – CURRICULAR AREAS,SCHOOL STAGES AND ASSESSMENT (SCIENCE) CONTENT, PROCESS AND LANGUAGE OF SCIENCE TEACHING MUST BE ACCORDING TO LEARNER’S AGE RANGE AND COGNITIVE ABILITIES SCIENCE TEACHING SHOULD ENGAGE THE LEARNER IN ACQUIRING METHODS AND PROCESSES THAT WILL NURTURE THEIR CURIOSITY AND CREATIVITY, PARTICULARLY IN RELATION TO THE ENVIRONMENT SCIENCE TEACHING SHOULD BE PLACED IN THE WIDER CONTEXT OF CHILD’S ENVIRONMENT TO EQUIP THEM WITH THE REQUISITE KNOWLEDGE AND SKILLS NEEDE FOR FUTURE LIFE AWARENESS OF ENVIRONMENTAL CONCERNS MUST PERMEATE THE ENTIRE SCHOOL CURRICULUM

15. CHAPTER 3 – CURRICULAR AREAS,SCHOOL STAGES AND ASSESSMENT (SOCIAL SCIENCE) SOCIAL SCIENCE TEACHING SHOULD AIM AT EQUIPPING CHILDREN WITH MORAL AND MENTAL ENERGY SO AS TO PROVIDE THEM THE ABILITY TO THINK INDEPENDENTLY AND REFLECT CRITICALLY ON SOCIAL ISSUES INTERDISCIPLINARY APPROACHES, PROMOTING KEY NATIONAL CONCERNS SUCH AS GENDER JUSTICE, HUMAN RIGHTS AND SENSITIVITY TO MARGINALIZED GROUPS AND MINORITIES CIVICS SHOULD BE RECAST AS POLITICAL SCIENCE SIGNIFICANCE OF HISTORY AS A SHAPING INFLUENCE ON THE CHILD’S CONCEPTION OF THE PAST AND CIVIC IDENTITY SHOULD BE RECOGNIZED

16. CHAPTER 3 – CURRICULAR AREAS,SCHOOL STAGES AND ASSESSMENT (ART EDUCATION) ARTS SUCH AS FOLK AND CLASSICAL FORMS OF MUSIC AND DANCE, VISUAL ARTS, PUPPETRY, CLAY WORK, THEATRE, ETC. AND HERITAGE CRAFTS SHOULD BE RECOGNISED AS INTEGRAL COMPONENTS OF THE SCHOOL CURRICULUM AWARENESS OF THEIR RELEVANCE TO PERSONAL, SOCIAL, ECONOMIC AND AESTHETIC NEEDS SHOULD BE BUILT AMONG PARENTS, SCHOOL AUTHORITIES AND ADMINISTRATORS. ART SHOULD COMPRISE A SUBJECT AT EVERY STAGE OF SCHOOL EDUCATION

17. CHAPTER 3 – CURRICULAR AREAS,SCHOOL STAGES AND ASSESSMENT (HEALTH AND PHYSICAL EDUCATION) HEALTH AND PHYSICAL EDUCATION ARE ESSENTIAL FOR THE DEVELOPMENT OF CHILD HEALTH AND PHYSICAL EDUCATION PROGRAMME INCLUDING YOGA – HELPS IN HANDLING THE ISSUES OF ENROLLMENT, RETENTION AND SCHOOL COMPLETION

18. CHAPTER 3 – CURRICULAR AREAS,SCHOOL STAGES AND ASSESSMENT (WORK AND EDUCATION) WORK SHOULD BE INFUSED IN ALL SUBJECTS FROM THE PRIMARY STAGE UPWARDS AGENCIES AND SETTINGS OFFERING WORK OPPORTUNITIES OUTSIDE THE SCHOOL BE FORMALLY RECOGNIZED DESIGN OF VOCATIONAL EDUCATION AND TRAINING PROGRAMME TO BE BASED ON THE PERSPECTIVE OF 10-12 YEARS OF WORK- CENTRED EDUCATION.

19. CHAPTER 3 – CURRICULAR AREAS,SCHOOL STAGES AND ASSESSMENT (EDUCATION FOR PEACE) PEACE-ORIENTED VALUES SHOULD BE PROMOTED IN ALL SUBJECTS THROUGHOUT SCHOOL YEARS WITH THE HELP OF RELEVANT ACTIVITIES PEACE EDUCATION SHOULD FORM A COMPONENT OF TEACHER EDUCATION

20. Chapter 4 – SCHOOL AND CLASSROOM ENVIRONMENT SCHOOL CULTURE SHOULD NURTURE CHILD’S IDENTITY AS LEARNER AND ENHANCE THE POTENTIAL AND INTERESTS OF EACH CHILD AVAILABILITY OF MINIMUM INFRASTRUCTURE AND MATERIAL FACILITIES, AND SUPPORT FOR PLANNING A FLEXIBLE DAILY SCHEDULE ARE CRITICAL FOR IMPROVED TEACHER PERFORMANCE SPECIFIC ACTIVITIES TO ENSURE PARTICIPATION OF ALL CHILDREN – NORMAL AND DIFFERENTALLY ABLED - ARE ESSENTIAL CONDITIONS FOR LEARNING BY ALL THE VALUE OF SELF DISCIPLINE AMONG LEARNERS THROUGH DEMOCRATIC FUNCTIONING IS AS RELEVANT AS EVER

21. Chapter 4 – SCHOOL AND CLASSROOM ENVIRONMENT RECONCEPTUALIZATION OF LEARNING RESOURCES IN TERMS OF: TEXTBOOKS FOCUSED ON ELABORATION OF CONCEPTS, ACTIVITIES, PROBLEMS AND EXERCISES ENCOURAGING REFLECTIVE THINKING AND GROUP WORK SUPPLEMENTARY BOOKS, WORKBOOKS, TEACHERS’ HANDBOOKS ETC. BASED ON FRESH THINKING AND NEW PERSPECTIVES MULTIMEDIA AND ICT AS SOURCES FOR TWO WAY INTERACTION RATHER THAN ONE WAY RECEPTION

22. Chapter 4 – SCHOOL AND CLASSROOM ENVIRONMENT SCHOOL LIBRARY AS AN INTELLECTUAL SPACE FOR TEACHERS, LEARNERS AND MEMBERS OF THE COMMUNITY TO DEEPEN THEIR KNOWLEDGE AND CONNECT WITH THE LARGER WORLD PARTICIPATION OF COMMUNITY MEMBERS IN SHARING KNOWLEDGE AND EXPERIENCE IN A SUBJECT AREA HELPS IN FORGING A PARTNERSHIP BETWEEN SCHOOL AND COMMUNITY DECENTRALISED PLANNING OF SCHOOL CALENDAR AND DAILY SCHEDULE AND AUTONOMY FOR TEACHER PROFESSIONALISM PRACTICES ARE BASIC TO CREATING A LEARNING ENVIRONMENT

23. Chapter 5 – SYSTEMIC REFORMS QUALITY CONCERN - A KEY FEATURE OF SYSTEMIC REFORM A BROAD FRAMEWORK FOR PLANNING UPWARDS ( IDENTIFYING FOCUS AREAS, SCHOOL-CLUSTER, DECENTRALISED PLANNING STRATEGY AT THE DISTRICT LEVEL) MEANINGFUL ACADEMIC PLANNING HAS TO BE DONE IN A PARTICIPATORY MANNER BY HEADMASTERS AND TEACHERS

24. Chapter 5 – SYSTEMIC REFORMS PROFESSIONAL TRAINING OF TEACHERS CAN BE STRENGTHENED BY LINKING IT TO: POST-GRADUATE STUDIES IN DIFFERENT SUBJECTS PROVISION FOR INTEGRATED UNDERGRADUATE STUDIES IN TEACHER EDUCATION INCLUSION OF A COURSE ON LANGUAGE PROFICIENCY AS AN INTEGRAL COMPONENT ENGAGING THE TRAINED WITH THE LARGER CONTEXT OF EDUCATION INTERACTING WITH CHILDREN IN REAL CONTEXTS CRITICALLY QUESTIONING THEIR OWN BELIEFS ABOUT KNOWLEDGE AND LEARNING, GENDER, CASTE, EQUITY AND JUSTICE

25. Chapter 5 – SYSTEMIC REFORMS IN-SERVICE EDUCATION SHOULD BECOME A CATALYST FOR CHANGE IN SCHOOL PRACTICES EXAMINATION REFORMS TO REDUCE BURDEN AND PSYCHOLOGICAL STRESS PARTICULARLY ON CHILDREN IN CLASS X AND XII

26. GUIDELINES FOR SYLLABUS DEVELOPMENT TOPICS AND THEMES FOR RELEVANT STAGES OF CHILDREN’S DEVELOPMENT CONTINUITY FROM ONE LEVEL TO THE NEXT LEVEL EMPHASIS ON ALL THE VALUES ENSHRINED IN THE CONSTITUTION OF INDIA INTER-DISCIPLINARY AND THEMATIC LINKAGES BETWEEN TOPICS LISTED FOR DIFFERENT SCHOOL SUBJECTS AND DISCRETE DISCIPLINARY AREAS

27. GUIDELINES FOR SYLLABUS DEVELOPMENT LINKAGE BETWEEN SCHOOL KNOWLEDGE AND CONCERN IN ALL SUBJECTS AND AT ALL LEVELS  SENSITIVITY TO GENDER, CASTE, CLASS, PEACE, HEALTH AND CHILDREN WITH SPECIAL NEED  INTEGRATION OF WORK-RELATED ATTITUDES AND VALUES IN EVERY SUBJECT AND ALL LEVELS  NEED TO NURTURE AESTHETIC SENSIBILITY AND VALUES.

28. Development of Support Material AUDIO/VIDEO PROGRAMMES ON NCF-2005 AND TEXTBOOKS SOURCE-BOOK ON LEARNING ASSESSMENT EXEMPLARY PROBLEMS IN SCIENCE AND MATHEMATICS SCIENCE AND MATHEMATICS KITS TEACHERS’ HANDBOOKS AND MANUALS

29. Development of Support Material TEACHER TRAINING PACKAGES DEVELOPED SYLLABI AND TEXTBOOKS IN NEW AREAS SUCH AS HERITAGE CRAFT, MEDIA STUDIES, ART EDUCATION, HEALTH AND PHYSICAL EDUCATION ETC. VARIOUS INITIATIVES IN THE AREA OF ECCE (EARLY CHILDHOOD CARE EDUCATION), GENDER, INCLUSIVE EDUCATION, PEACE, VOCATIONAL EDUCATION, GUIDANCE AND COUNSELING, ICT, ETC.

30. REFERENCE- https://ncert.nic.in/pdf/nc-framework/nf2005-english.pdf

31. THANK YOU