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India National Curriculum Frame 2005

India National Curriculum Frame 2005

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This may be used by India National Curriculum Frame 2005.
This may be used by India National Curriculum Frame 2005.

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Published by: yeddularaghavareddy on Dec 30, 2009
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07/20/2013

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India National Curriculum Framework 2005

NCERT , New Delhi & SCERT,AP,HYDERABAD.

India National Curriculum Frame 2005
 

The Mandate NCERT envisages a special place for designing curriculum ? NCERT is expected to review School Curriculum as a regular activity ensuring highest standards of rigour ? NPE 1986,assigned a special role to NCERT in preparing and promoting NCF

Main Features of NCF 2005
    

Perspective Learning and Knowledge Curricular area, School Stages and Assessment School and Classroom Environment Systemic Reforms

Perspectives
    

Perspectives-Guiding Principles on NCF. Connecting knowledge to life outside the School Ensuring that learning is shifted away from rote methods. Enriching curriculum-so that it goes beyond Text Book Making Examination more flexible . Nurturing an over- riding Identity informed by caring concern within the democratic polity of the country .

Perspectives

Perspectives- Discusses the aims of education -Building commitment to democratic values of equality, justice & freedom.

Learning and knowledge

Learning and knowledge Focus on child as an active Learner Primacy to children’s experience, their voices and participation . Needs for adults to change their perception of children as passive receiver of knowledge Children can be active participants in the construction of knowledge and every child come to school with pre knowledge.

Learning and knowledge

Children must be encouraged to relate the learning to their immediate environment . Emphasizes that gender , class ,creed should not be constraints for the child . Highlights the value of Interaction Designing more challenging activities.

Curricular areas ,school stages and Assessment

Recommends significant changes in -Maths, -Natural Sciences, -Social Sciences -Overall view to reduce stress , -make education more relevant , meaningful

Curricular areas ,school stages and Assessment
 

Languages Make renewed attempt to implement 3- language formula . Emphasis on mother tongue as medium of instruction . Curriculum should contain multi-lingual proficiency only if mother tongue is considered as second language . Focus on all skills

Curricular areas ,school stages and Assessment
Mathematics - Curriculum is disappointing to nonparticipating children . -It offers them no challenge . -Text books have problems which are repetitive and mechanical .  Sciences -They should enable children to analyze everyday experience. - Environment Education be part of every subject thru wide range of out door projects.

Curricular areas ,school stages and Assessment
Social Sciences -Emphasizes integration of themes -Recommends paradigm shift to study social sciences from the Perspectives of marginalized group. -Gender justice and sensitivity to the issue of tribal and socially deprived group and -minorities must be taken care of.

Curricular areas ,school stages and Assessment

Art Education- covers music ,dance, visual arts and theater which on interactive approaches- not instruction - aesthetic awareness and enable children to express themselves in different forms. Health and Physical Education-Health depends upon Nutrition and planned physical activities .

Curricular areas ,school stages and Assessment

Education for Peace-As a precondition to snub growing violence and intolerance . Work and Education- As it can create a social temper and agencies offering work opportunities outside the school should be formally recognized .

School and classroom environment

Critical pre-requisites for improved performance -minimum infrastructure and material facilities and support for planning a flexible daily schedule . -Focus on nurturing an enabling environment. -Revisits traditional notions of discipline .

School and classroom environment
-Discuss needs for providing space to parents and community - Discuss other learning sites and resources like Texts and Books , Libraries and laboratories and media and - ICT Addresses the need for plurality of material and Teacher autonomy / professional independence to use such material.

Systemic Reforms

Covers need for academic planning for monitoring . quality Teacher education should focus on developing professional identity of the Teacher. Examination reforms to reduce psychological stress particularly on children in class X and XII

Our Tasks AHEAD

Development of syllabi and textbooks based on following considerations: -Appropriateness of topics and themes for relevant stages of children’s development . -Continuity from one level to the next . -Pervasive resonance of all the values enshrined in the constitution of India . -the organization of knowledge in all subjects.

Future Steps
- Inter-disciplinary and thematic linkages between topics listed for different school subjects, which falls under different discrete disciplinary areas. -Linkage between school knowledge in different subjects and children’s every day experiences . -Infusion of environment related to knowledge and concern in all subjects and at all levels. -Sensitivity to gender ,caste ,class ,peace ,health and need of children with disability. -Integration of work related attitudes and values in every subject and all levels. - Need to nurture aesthetic sensibility and values.

Future Steps
Development of syllabi and textbooks based on following considerations: -Linkage between school and college syllabi , -avoid overlapping -Using potential of media and new information technology in all subjects - Encouraging flexibility and creativity in all areas of knowledge and its construction by children

THANK YOU ONE AND ALL Any Queries: CALL:9440884898 e-mail: studyline2000@yahoo.com evaluationdepartment@yahoo.com

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