NCF for Foundational Stage 2022 for DU 12th November, 2022.pptx

Ncf

1. National Curriculum Framework for Foundational Stage(NCF-FS) 2022 Pedagogy, Approaches and Learning Outcomes Presentation for 12 th Novermber, 2022

2. National Policy on Education and School Education 2 Policy Curriculum Framework Syllabus, Textbooks and other supplementary material Capacity Building Programmes Transformation at the school level

3. Role of National Curriculum Framework Curriculum description (areas of learning) Learning Outcomes (content and definition) Core Essential Skills (learn and perform) Teaching Learning Material (curricular and supplementary) 3

4. Role of National Curriculum Framework Classroom transactions( pedagogies) Evaluation and assessment ( for holistic development ) Teacher education ( corresponding to all the stages of school education) 4

5. NCF Position Papers of National Focus Groups Position papers by 25 State Focus Groups Curriculum and Pedagogy (12), Cross-cutting Themes(5), other important areas of NEP(8) District-level consultations and Mobile App Survey by States 5 Current NCF Process: Bottom - Up Approach At the National level District-level consultations Citizen-centric survey Consultations with different stakeholders

6. Foundational Stage In Institutional Settings (Age 3-8) 3-6 Years: Early Childhood Education Programmes (Anganwadis, Balvatika) 6-8 Years: Early Primary classes in Schools (Grade 1 & 2) Quality ECCE leads to: Brain Development School Preparedness Overall growth of the country Employability Improved Learning Outcomes Early Childhood Care and Education (ECCE) ECCE is defined as the care and education of children from birth to eight years This National Curriculum Framework aims to address the Foundational Stage in institutional settings, within the overall context of ECCE

7. Transformative Aspects of NCF-FS Flow and interconnectivity among Aims, Curricular Goals, Competencies and learning Outcomes T he holistic development of child- ‘ Panchkosha Vikas’ How children Learn at the Foundational Stage? Play is at the center of child’s learning- Toy and game-based pedagogy Flexibility in approaches- Storytelling, thematic, project based, etc. Principles of Pedagogy- ‘ Panchadi ’ Organising Time for Integrated Learning Lifestyle for Environment Empowering Teachers- Variety of Illustrations Early identification of Disabilities Guidelines for developers of syllabus and –learning-teaching materials

8. Domains and Curricular Goals Domains Curricular Goals Physical and motor  Development Children develop habits that keep them healthy and safe Children develop sharpness in sensorial perceptions Children develop a fit and flexible body Socio-Emotional-Ethical Development Children develop emotional intelligence, i.e., the ability to understand and manage their own emotions, and responds positively to social norms Children develop a positive attitude towards productive work and service or ‘Seva’ Children develop a positive regard for the natural environment around them

9. Domains and Curricular Goals Domains Curricular Goals Cognitive Development Children make sense of world around through observation and logical thinking Children develop mathematical understanding and abilities to recognize the world through quantities, shapes, and measures Language and Literacy Development Children develop effective communication skills for day-to-day interactions in two languages Children develop fluency in reading & writing in Language 1 Children begin to read and write in Language 2

10. Domains and Curricular Goals Domains Curricular Goals Curricular Goals Aesthetic and Cultural Development Children develop abilities and sensibilities in visual and performing arts and express their emotions through art in meaningful and joyful ways Children develop abilities and sensibilities in visual and performing arts and express their emotions through art in meaningful and joyful ways In addition to the above Curricular Goals based on the domains of development, developing Positive Learning Habits is another relevant goal for the Foundational Stage.   Children develop habits of learning that allow them to engage actively in formal learning environments like a school classroom

11. Domain-CG-Competence-LO Linkages Domain: Socio-Emotional-Ethical Development ( manomaya kosha) CG-4 Children develop emotional intelligence, i.e., the ability to understand and manage their own emotions, and responds positively to social norms Competencies: Starts recognising ‘self’ as an individual belonging to a family and community LO - Demonstrates awareness of self(refers to favorite toy, shirt, friend, etc.) Recognises different emotions and makes deliberate efforts to regulate them appropriately LO – Describes feelings and their causes- I am happy because, I solve the puzzle Interacts comfortably with other children and adults Shows cooperative behaviour with other children Understands and responds positively to social norms in the classroom and school Shows kindness and helpfulness to others (including animals, plants) when they are in need Understands and responds positively to different thoughts, preferences, and emotional needs of other children

12. Domain-CG-Competence-LO Linkages Domain: Language and Literacy Development CG-9 Children develop effective communication skills for day-to-day interactions in two languages Competencies Listens to and appreciates simple songs, rhymes, and poems LO -Listens to a wide variety of poems, songs, etc. LO -Repeats poems, songs, etc. Creates simple songs and poems on their own Converses fluently and can hold a meaningful conversation Understands oral instructions for a complex task and gives clear oral instructions for the same to others Comprehends narrated/read-out stories and identifies characters, storyline and what the author wants to say Narrates short stories with clear plot and characters Knows and uses enough words to carry out day-to-day interactions effectively and can guess meaning of new words by using existing vocabulary

13. Learning through Play Conversations Storytelling Toy-Based Learning Songs and Rhymes Music and Movement Art and Craft Indoor Games Outdoor Games Spending Time in and with Nature Field Trips Organizing the Environment Awareness Programmes

14. PLANNING FOR TEACHING Important Considerations for planning: Panchaadi, a five-step learning process, Differentiated Instruction, Scaffolding and Gradual Release of Responsibility Children blossom when there is a Positive relationships between Teacher, Family, and Communities Children enjoy learning through several ways - talking, listening, using toys, painting and drawing, singing, dancing, running and jumping Four Block approach of teaching for Literacy Instruction and Mathematics12 Creating classroom norms with children around Self- Discipline and Classroom behaviour BUILDING POSITIVE RELATIONSHIP LEARNING THROUGH PLAY STRATEGY FOR LITERACY & NUMERACY CREATING POSITIVE CLASSROOM CULTURE Pedagogy

15. Approaches related to Language and Literacy for the Foundational Stage The medium of instruction will be the home language L1 in the Foundational Stage to the extent possible, where not, build bridges from the home language to the school languages. Children will be immersed in multiple oral languages as early as is possible. Reading skills will first be developed in L1 through picture and story books, read aloud books, shared reading, guided reading, and more independent reading through graded readers, with interactive activities involving poetry, songs, literature, drama, games to enhance learning. W riting skills will be developed in L1 through drawing labelling, spelling, writing workbooks, inventive games requiring writing, and other forms of guided writing, followed by more independent writing of words, phrases, and then complete sentences in meaningful and creative contexts.

16. Approaches to Teaching Mathematics Developing mathematical abstract ideas (concepts) through concrete experience (ELPS) E – Experience L – Spoken Language P – Pictures S – Written Symbols Components/Areas of Mathematics Learning in Early Years -Number and its Relations -Basic Mathematical Operation -Shapes and Spatial -Patterns -Measurement -Data Handling

17. Approaches to Teaching Mathematics Block 1 Oral Math Talk (Math poem, oral calculation, concept, children’s experience) Block 2 Skills Teaching (Combine all strand of proficiency) Block 3 Skills Practice (Procedural, conceptual, problem solving, reasoning) Block 4 Math Game for Reinforcing Learning/ Problem Solving (Reinforcing learning and problem solving)

18. Assessment for Furthering Learning Objectives Guiding Principles for Assessment Methods and Tools of Assessment Checklist Event Sampling Portfolios Photographs, Artefacts, and Work Samples Worksheets Analysing Children’s Responses for Effective Teaching- Learning Documenting and Communicating Assessment

19. Guidelines for Curricular Developers-Choosing and Organising Content Content for Language, Maths and Art TLMs and Learning Environmen t Books/Textbooks/Worksheets/Workbooks Children’s literature Audio-Visual Material Flashcards Project-based Approach Story-based Approach Theme-based Approach Eclectic Approaches Ways of Organising Content

20. Learn as much as possible about the child. Setting goals for the child that are realistic and achievable. Make information as concrete as possible. Using a multi sensory approach. Sensitize other children to the situation Early identification of children who are ‘at risk’ for developmental delays and disabilities is very crucial for timely intervention Observe the child to understand the child’s functioning Record daily or weekly observation Share concern with parents and family. Refer the child to an appropriate medical professional focussed work with the child in school.. Role of Foundational Stage Institutions Role of Teachers Early Identification of Children with Disabilities

21. Ensuring physical and emotional safety of children in schools and providing a secure environment Adult supervision must always be present No physical violence or corporal punishmen t with children Adults must not bully, harass, or intimidate children even by implication or covertly. Teachers must i ntervene inappropriate behaviour Zero tolerance of child sexual abuse. Teachers and all other adults must be aware of child sexual abuse, and the POCSO Act Physical and Emotional Security of Children

22. Curricular Goals Content Pedagogy Assessment Development domains Foundational Stage Preparatory Stage Curricular areas Concrete experiences Abstract content Learner centric Self direction Teacher observations Assessment tasks (low stakes) Linkages to the Higher Stages

23. Creating a Supportive Ecosystem Enabling and Empowering Teachers Ensuring an Appropriate Environment for Learning Role of Academic and Administrative Functionaries Role of Parents and Community Leveraging Technology

24. Way Forward Dissemination of NCF-FS and Capacity building of various stakeholders including teachers. Development of Syllabus and Learning-teaching material including Textbooks for the Foundational Stage Implementation of NCF-FS in Balvatika at KVS and in other setups

25. We want that education by which character is formed, strength of mind is increased, the intellect is expanded, and by which one can stand on one’s own feet. (Swami Vivekanand) National Curriculum Framework for the Foundational Stage is another step towards the education for holistic development. Thank You!