National curriculum framework 2005

The brief details of the National Curriculum Framework 2005 developed by the NCERT, New Delhi

1. NATIONAL CURRICULUM
FRAMEWORK NCF-2005
Dr Ramakanta Mohalik
Faculty of Education
Regional Institute of Education, BBSR

2. What is NCF
It is a document seeks to provide a
framework within which teachers and
schools can choose and plan experiences
that they think children should have.
It address four issues such as educational
purpose, educational experience,
organization of experience and assessing
learner.

3. What is NCF
It differs from Curriculum and Syllabus.
It is only suggestive and provides guidelines
on different aspects of education
NCF came in 1975, 1988, 2000 and 2005
Earlier NCFs were based Behaviorist psy but
NCF 2005 based on Constructivist
All the states also developed SCF in line with
NCF

4. Why NCF
NCF as means of evolving a National system of
Education capable of responding to Indias
diversity of geographical and cultural milieus
while ensuring common core of values along
with academic components
To make school education comparable across
the country in qualitative terms and also
making it as means of ensuring national
integration without compromising on the
country's pluralistic character.

5. Why NCF 2005
To remove ills of present school education
Inflexibility of school practice
Learning becomes a isolated activity than life
School discouraging creative thinking
Neglecting whole personality of child
Neglecting present of child for future

6. Development of NCF-2005
National Steering Committee was set up
under chairman ship of Prof. Yash Pal and 21
national Focus groups
National Focus groups are: Aims of edn,
Teaching Eng, Teaching Sc/SS/Math, Ednal
technology etc
Finally discussed and passed in CABE on 7
th

Sept. 2005

7. Contents of NCF 2005
Perspective: guiding principles
Learning and Knowledge:
Curricular area:
School and classroom:
Systemic reform:

8. Perspectives
Strengthening National system of edn
Reducing curriculum load
Curriculum as per constitutional values
Quality edn for all

9. Guiding principles
Connecting knowledge to life outside school
Learning is shifted away from rote method
Overall development of child NOT textbook
centric
Exam system more flexible and integrated
with classroom life and
Nurturing democratic polity of the country

10. Learning and Knowledge
•Reorientation of our perception to learner and
learning
•Child centered pedagogy
•Holistic approach to learners development
• Adequate room for children thought,
curiosity, and questions in teaching
•Connecting knowledge across boundaries
•Inclusive environment in class for all

11. Learning and Knowledge
•Learners engagement: experience, making
and doing, experimenting, reading, discussion,
asking, listening, thinking and reflecting,
expressing oneself.
•Teaching for Construction of Knowledge:
Learners actively construct their own
knowledge by connecting new ideas to
existing ideas on basis of materials/ activities
presented to them.

12. Learning and Knowledge
Construction indicates that learner
individually/socially constructs meaning as
her/she learns. It happens in collaboration,
negotiation, sharing of views.
Role of teacher is to facilitates, provide
materials/ activities and coordinate.
It can be done by allowing students to ask
questions, answer in own words, intelligent
guessing, asking students to ask question by
listening answer.

13. Learning and Knowledge
•Critical pedagogy: opportunity to reflect
critically on issues in terms of their political,
social, economic and moral aspects by open
discussion and encouraging and recognizing
multiple views.
•Contextualization of teaching with children's
and local knowledge.

14. Curricular Areas
•Implementation of three language formula:
Multilingual education.
•Teaching math is to develop thinking and
reasoning, to visualizing abstractions and
formulate and solve problems.
•Teaching of science is to enable learner to
acquire method and process that will nurture
thinking process, curiosity and creativity.

15. Curricular Areas
Social sciences to be considered from
disciplinary perspective while emphassing
integrated approaches.
Art and heritage crafts, and health and
physical education to form critical
components of school curriculum
Education for peace: permeates the entire
school life-cum, classroom environment,
school management etc

16. Curricular Areas
•Assessment: Integral part of the learning
process and benefits both learner and teacher
by giving credible feedback.
•Purpose is to enhance quality of teaching and
learning.
•Assessment is to be continuous and
internal/school based.

17. School and Classroom Environment
School environment: colorful, friendly and
peaceful, with lots of open space offering with
animals, plants, flowers, trees and toys.
Class size: Not higher than 1:30
Democratic classroom practice
Participation of Community members
Participation of all learners in class work
Policy of inclusion to be followed

18. School and Classroom Environment
•Text books: Carefully written and designed,
professionally edited and tested, offering not
merely factual information but interactive
space for children.
•Writer focus on elaboration of concepts,
activities, spaces for wondering about
problems, exercise encouraging thinking and
small group work.
•Thinking for Multiple text book

19. Systemic Reform
Evolving Common school system
Teaching as professional activity: Reflective
Practice
Tr should get minimum infrastructure facilities
for better teaching.
Locally planned, flexible school calendars and
time tables

20. Systemic Reform
•Encouraging community participation for
enhancing quality and accountability in
teacher:PRI
•Academic leadership of Principals is related to
performance school
•In service edn of teacher can not be Event but
Process- which includes knowledge
development and change in attitudes, skills
and practice- through interaction both in
workshop setting and in the school.

21. Systemic Reform
•Exam. Reform: Shift form content based testing
to problem solving and competency based
assessment.
•Open ended questions to be asked
•Exam of shorter duration
•Flexible time limit
•Guidance and counseling be made part of school

22. THANK YOU