National Curriculum Framework CF-SE & FS-CBSE (1).pptx

National curriculum Framework- School Education and Foundational Stage

1. National Curriculum Framework for School Education (NCF-SE & FS) Summary of Approach, Structure CBSE 25 June 2024

2. About this Presentation This presentation covers – Some context setting Part A – E | in differing levels of detail Few other relevant points This presentation (mostly) directly takes the text from the NCF-SE to help give you a ‘real feel’; so please bear with the level of detail, the small print etc.

3. Context Setting 3

4. The NCFs National Education Policy 2020 ( NEP 2020 ) National Curriculum Framework for Foundation Stage ( NCF-FS ) National Curriculum Framework for School Education ( NCF-SE ) National Curriculum Framework for Teacher Education ( NCF-TE ) National Curriculum Framework for Adult Education ( NCF-AE ) This document specifically focuses on school education of age group 3-8 years. NCF-FS was released on 20 October 2022. This is the overview document comprising all Stages, all Curricular Areas — including a summary of NCF-FS. NCF-SE was released on 23 August 2023 . This document specifically focuses on education and training of teachers both pre-service and in-service. This is due to be released soon. This document specifically focuses on adult education. This is due to be released soon. 4

5. First of Three Preliminary Points Curriculum Curriculum refers to the entirety of the organised experience of students in any institutional setting towards educational aims and objectives. The elements that constitute and bring to life a Curriculum are numerous, and include goals and objectives, syllabi, content to be taught and learnt, pedagogical practices and assessment, teaching-learning materials (TLMs), school and classroom practices, learning environment and culture of the institution, and more. There are other matters that directly affect a Curriculum and its practice or are integrally related while not being within the Curriculum. These include the Teachers and their capacities, the involvement of parents and communities, issues of access to institutions, resources available, administrative and support structures, and more

6. Second of Three Preliminary Points Curriculum Framework The Curricula across our country must be informed by and be fully responsive to the glorious unity and diversity of India. The imagination of NEP 2020, where institutions and educators are highly empowered (including to develop Curricula), is energised by this diversity and the nurturing of it. States have the Constitutional mandate to provide high-quality education to all children, and their own unique State contexts inform their own approaches to Curricula. A Curriculum Framework must support exactly that – it is a framework to help develop all the diverse Curricula in the country, while enabling consonances and harmony across the country, and providing a basis for quality and equity. Thus, a Curriculum Framework provides the guiding principles, goals, structure, and elements for the development of Curricula, informed by which the syllabi, TLMs including play materials, workbooks, textbooks, and assessment methods will be developed by the relevant functionaries including Teachers in the States, Boards, and schools.

7. Last of Three Preliminary Points What does the NCF-SE aim to achieve? The overarching objective of this NCF is to help in positively transforming the school education system of India, through positive changes in the curriculum including pedagogy. In particular, the NCF aims to help change practices in education and not just ideas; indeed, since the word ‘curriculum’ encapsulates the overall experiences that a student has in school, ‘practices’ do not just refer to curricular content and pedagogy, but also include school environment and culture. It is this holistic overall transformation of the curriculum that will enable us to positively transform overall learning experiences for students.

8. Principles of NCF-SE Design Guide for Practitioners. The intent of NCF-SE is to be a guide to practitioners of education, whether they are syllabus or content developers or schoolteachers. The language used and style of articulation attempts to be easily comprehensible and relatable to practitioners. Specificity. To be relatable to practitioners, the NCF-SE has gone into specific, nonbinding suggestions and illustrations, wherever they may be useful, and used examples from ground experiences to illustrate concepts and the principles. There is often concern in the educational domain that being specific means being prescriptive, thus robbing the autonomy of the practitioners. However, this NCF-SE is guided by the belief that being specific is a virtue, helping to provide a good starting point for practitioners. They must always innovate, using the specifics provided only as a starting point or as an idea to be modified or replaced in a manner that is appropriate to their contexts and circumstances. Pragmatic Considerations. This NCF has considered ground realities, such as time available during the school day, resources available in most school contexts in India, and Teacher availability and preparation. While it is true that all educational endeavours are exercises of hope, the NCF has consciously maintained an appropriate balance between idealism and pragmatism, providing in many cases both short- and long-term solutions to problems being faced. Learning Standards. This NCF has set clear and specific Learning Standards in order to bring clarity to all stakeholders – policymakers, educational administrators and functionaries, syllabus and content developers, parents, Teachers, and students – on the intended educational outcomes of the curriculum.

9. Structure of this NCF This NCF is organised into five parts. Part A articulates the broad Aims of School Education , and the Values, Dispositions, Capacities, Skills, and Knowledge that are required to achieve these aims. It also describes principles and approaches for content selection, pedagogy, and assessment and gives the rationale and design principles for the four stages of schooling. Part B focuses on some of the important cross-cutting themes of the NCF, viz., rootedness in India, education for values, learning and caring about the environment, inclusive education, guidance and counselling, and use of educational technology in schools. Part C has separate chapters for each school subject . Each of these chapters have Learning Standards defined for all the relevant stages of schooling along with specific guidelines for content selection, pedagogy, and assessments appropriate for that subject. This part also has a chapter on the Foundational Stage and one on the range and design of subjects in Grades 11 and 12 Part D handles school culture and processes that enable a positive learning environment and inculcate desirable values and dispositions. Part E outlines the requirements for an overall ecosystem of schooling that would enable the achievement of the aims of the NCF. This includes aspects of Teacher capacities and service conditions, physical infrastructure requirements, and the role of the community and family .

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11. Part A: Approach 12

12. What is there in ‘Approach’? Aims and Curricular Areas of School Education School Stages – Logic and Design Approach to Learning Standards, Content, Pedagogy, Assessment Time Allocation

13. Overall Frame Vision of Society Vision & Purpose of Education Aims of School Education Knowledge, Capacities, Values & Dispositions Curricular Areas + School Culture and Processes

14. Learning Standards: Flow-down till Learning Outcomes The Learning Standards to achieve the values and dispositions, capacities, and knowledge are articulated at four levels: Curricular Aims – Curricular Aims have been articulated within each of the Curricular Areas. These aims are to be achieved by the ends of each of the four Stages of schooling. Curricular Goals – Curricular Goals are more specific statements that give direction to curriculum development and implementation in order to achieve the Curricular Aims. They are also specific to a school stage. Competencies – Competencies are specific learning achievements that are observable and can be assessed systematically. Learning Outcomes – Learning Outcomes (LOs) are granular milestones of learning and usually progress in a sequence leading to the attainment of a Competency.

15. School Stages – Logic & Design 5+3+3+4 Child Development. Physical, Cognitive, Language, Socio-emotional, Moral Infancy, Early & Middle Childhood, Adolescence Development of concepts in Curricular Areas and requirement of Capacities. Reading development: Prereading to Construction/Deconstruction Perceptual, Practical and Theoretical Concepts Modes of Inquiry: Play to Disciplinary Exploration Implications. Content Pedagogy Assessment Classroom arrangements Teachers

16. Time Allocation Middle Stage Secondary Stage Preparatory Stage Foundational Stage

17. Part B: Cross-cutting Themes 18

18. Informing all Subjects and Practices Rootedness in India and Indian Knowledge Systems Values and Dispositions Learning about and Caring for the Environment Equity and inclusion in Schools Guidance and Counselling in Schools Educational Technology in Schools 19

19. Part C: School Subjects 20

20. School Subjects Learning in the Foundational Stage Language Education Mathematics Education Science Education Social Science Education Art Education Education in Interdisciplinary Areas Physical Education and Well-being Vocational Education Subjects in Grades 11 and 12 We will get into details of Foundational Stage and Social Science Education…

21. Foundational Stage 22

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23. Key Points Five years of flexible, multilevel, play and activity-based learning for children from Ages 3 to 8 Based on cutting-edge research from across the world Rooted in India’s deep traditions and knowledge Guide for Teachers and other Practitioners Enables holistic development of all our children across institutions — Schools, Anganwadis, Balvatikas, Preschools First ever integrated Curricular Framework for children from Ages 3 to 8 in the country 24

24. Fundamental Principles of NCF-FS Every child is capable of learning Care is central to learning Each child is different and grows, learns, and develops at their own pace Children learn through observation, imitation, collaboration and concrete experiences Children learn best when they are respected, valued, fully involved in the learning process Play and activity are primary ways of learning and development Continuous opportunities for children to experience, explore, and experiment with the environment are important for learning Families and Schools are partners in children’s learning 25

25. Classroom Culture and Pedagogy Emphasis on nurturing and care, positive classroom environment Addresses all domains of development Use of the child’s home language Play as the primary method of learning and teaching Conversations, stories, songs and rhymes, music and movement, art and craft, indoor and outdoor games, field trips, being in nature, playing with material and toys Foundational Literacy and Numeracy Strategies for emergent literacy and early mathematics Leveraging full five years of the Foundational Stage 26

26. Illustrations of Pedagogical Practices: Teachers’ Voices throughout the Framework (1/2) Some of my children have gardens at home. When we discussed plants, the other children became interested, and asked many questions about how plants grow, what they need and how do we know when to eat them. So, I decided to use a part of the small open area in the school as a vegetable garden. Some of the children brought seeds from home, and I planted them with their help. The children took the responsibility of caring for and tending to the garden. As we harvested the ‘crops’, which were tomatoes and pumpkins, we distributed the produce among the children to take home to share with their families. Next, we tried growing some dhania and pudina, and I brought in some potted flowering plants. Again, the children took care of the class ‘garden!’ As the children began to develop more interest in plants, we decided to explore the parks and green zones near our school. We took many nature walks, and the children and I were surprised to ‘discover’ flowers and weeds in the cracks at the side of the road, butterflies along with bugs, bees, ants, worms, and spiders. My goal was to encourage children to observe, explore, question and respect nature in their immediate environment. My desire was to develop in them an affinity with the natural world, which would hold them in good stead as they grew older. 27

27. Illustrations of Pedagogical Practices: Teachers’ Voices throughout the Framework (2/2) When I take the children out into the garden, when I stay close to them when they are playing outside the classroom, or while waiting for their parents to pick them up, I wonder at the questions they ask. Shireen asked the other day, pointing to a small rock leftover from construction work that lay by the side of the road ‘What is under that rock?’ Sushma asked, upon seeing a small flock of birds descend into the school during assembly, ‘What are those birds picking up from the ground?’ Harpreet’s attention was drawn to the birds, and he exclaimed, ‘Why are the birds made of so many colours ?’ I found Doma squatting near a wall, peering closely at something. It was a line of ants moving into a crack in the wall. ‘Where are they going? How will they find their way back?’ she asked when I checked on her. I am not always sure how to deal with their questions. However, I want my children to keep asking these questions, since I understand that they can help children develop respect and appreciation for nature, and all its beauty. I also understand that I must display the same curiosity and enthusiasm to ensure that their engagement with nature grows. Most important of all, I understand that my response to their questions must be, ‘I am not sure of the answer, but let us try and find out together.’ 28

28. Organising Content and Learning Material Sensorially engaging — encourages children to examine and explore using all their senses Drawn largely from the context of the child Cater to different needs and levels of children Emphasis on local material, made by Teachers and children Print-rich environment with range of reading material — stories, poems, picture books 29

29. Assessment for Learning and Development Focus on children’s strengths and abilities Integral part of everyday classroom process Largely based on systematic and careful observation of children Analysis of children’s work — craft, projects, simple worksheets 30

30. Organising the Day for Effective Learning Based on child’s span of attention Ample opportunities for activities in all development domains Balance between child-initiated and Teacher-guided activities Balance between group and individual activities Adequate time for Art and Craft, Outdoor Play, Free Play throughout the Foundational Stage 31

31. Building an Enabling Eco-System Empowering Teachers Supportive Academic and Administrative Functionaries Close connections with Families and Community Adequate Infrastructure and Learning Resources Leveraging Technology 32

32. Connections to the Preparatory Stage Gradual shift from Development Domains to Curricular Areas (subjects) in the Preparatory Stage Gentle move from child-led pedagogical exploration to a more formal learning environment Begin to move from concrete, sensorial experiences to more abstract ideas, concepts Assessment through some formal tasks in addition to structured observation — continues to be an integral part of classroom process 5+3+3+4 Curricular and Pedagogical design necessitates continuity and change across Stages 33

33. Social Science Education 34

34. 35 Section 5.1 Section 5.4 Aims Learning Standards Section 5.2 Section 5.5 Nature of Knowledge Content Section 5.3 Section 5.6 Current Challenges Pedagogy and Assessment

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37. 38 The nature of knowledge of Social Sciences may be understood as follows: Evidence-based, empirical, and verifiable: Valid knowledge in and of Social Science relies on accepted norms of inquiry and verifiability of evidence, not on speculation. Social Science is often interpretive: While based on verifiable evidence, Social Science is nevertheless interpretive. Given the dynamism and complexity of human nature and cultures, and the real constraints in securing comprehensive, complete evidence for all aspects and for every level of any phenomenon, the same set of evidence often lends itself to different interpretations. Social Science is value-laden: Since Social Science is interpretive, it also reflects the values and the worldview of the interpreter. This manifests not only in different interpretations and explanations that can be drawn from the same set of verified evidence, but sometimes also in methodological issues, such as the weight to be given to various kinds of sources of evidence (e.g., surveys versus experiments) and which questions to seek answers to. Social inquiry: Knowledge in Social Science helps us understand the relationships and interaction between social processes and social facts (values, cultural norms, social structures); this also enables a sense of ‘social inquiry and criticality’, in other words, seeking answers to questions and issues that could help improve society. Social Science is multidisciplinary and requires an interdisciplinary approach: It is a complex task to understand human beings and human societies, and this requires an interdisciplinary approach informed by and based on multiple disciplines, such as Geography, Political Science, History, Economics, Sociology, Anthropology, Psychology, Philosophy, Culture (including literature, art, traditions), and more. Social Science is sensitive to context: Socio-cultural beliefs and values are subject to their context, including historical, cultural, geographical, economic, and political.

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41. 42 As mentioned in the beginning, the approach, principles, and methods of selecting content have commonalities across subjects — those have been discussed in Part A, Chapter 3, §3.2 of this document. This section focusses only on what is most essential to education of Social Science in schools. Hence, it will be useful to read this section along with the above-mentioned section. Content must be adequate to develop relevant knowledge and capacities Content must be based on verified evidence and narratives Content must be interdisciplinary in approach Concepts must be built from the simple to the complex Content to progress from local to global Content to include real and diverse experiences of people Content must enable development of capacities Content must enable the development of values and dispositions

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43. 44 Inquiry : Inquiry-based methods help students understand how social scientists generate knowledge. Issues-based learning: Issues-based learning can be a conducive tool for acquainting students with various aspects of social realities, integrating perspectives from different disciplines in investigating the causes of problems, and thinking about relevant social action. Conversations, discussions, and debates: Conversations are extremely vital in a Social Science classroom. These conversations should lead to focussed discussions on concepts, ideas, belief systems, and value claims. Sometimes these discussions may turn into debates in the classroom. It is important to encourage such debates, as it provides students with the opportunity to put forth their perspectives, resolve conflicts, iron out contradictory ideas, and learn from each other. Role plays and simulations: Role plays and simulations may help students explore decision-making processes and find means for conflict resolution. Community service and field excursions: Community service is yet another engaging strategy in a Social Science classroom. It not only involves concrete experiences for learning concepts from the curriculum, but also enables students to develop the desired values. Reflective essays: Students can write reflective essays on various topics related to the curriculum. These essays can also be used by Teachers to assess the extent to which students have learnt the desired concepts and skills. Project work: Effective Social Science teaching happens when students collaborate for a project or a specific task. Some specific opportunities for projects to create models and artefacts: Students should be given opportunities where they can apply their knowledge to create models and artefacts.

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45. Part D: School Culture and Processes 46

46. School Culture School Culture influences learning in two significant ways . First, it enables an effective learning environment for all students. Second, it has a significant influence on the development of Values and Dispositions. School Culture has two aspects . The first aspect is values, norms, and beliefs – which form the school culture; and the second aspect is behaviours, relationships, and practices – in which the culture is manifested and experienced. These manifestations can be seen in three categories – relationships amongst the people in the school, symbols that are displayed and celebrated, and arrangements and practices of the school. To achieve the Aims of Education, the constituent elements of School Culture must have certain characteristics. Relationships must have mutual trust and be respectful, with openness, communication, and collaboration, as well as care and responsibility. Symbols must thoughtfully highlight and celebrate the desired values and dispositions. School arrangement and practices must manifest these desired values, including in classroom practices, school assembly, mealtime arrangements, distribution of work, sports activities, and in the engagement with parents, family, and the community.

47. School Processes School processes must ensure two things – the smooth functioning of day-to-day activities and enabling progress towards the achievement of the Curricular Goals . School processes can be broadly divided into the following categories: Curricular processes , which includes school timetable, assembly, library related, student committees, and forums, events, and celebrations. Curriculum-associated processes , which includes Teacher collaboration and professional development, engaging with parents, families, and communities; and related to mealtime, health, and hygiene. Organisational processes , which includes school development plan, time and resource allocation, student safety, resolving differences and disciplinary issues, and data management and reporting

48. Part E: Creating a Supportive Ecosystem 49

49. Only Brief Points On Capacity development for implementation Ensuring an appropriate environment for learning Enabling and empowering teachers Community and family engagement

50. Thank you | Please read the NCF SE. This presentation and document is no more than a very superficial glimpse 51