Module I PDF

MODULE I
Resource Pack on
Foundational Literacy and Numeracy (FLN)
E xploring
FLN
Research Development and Consultancy Division (RDCD)

Council for the Indian School Certificate Examinations
New Delhi
www.cisce.org
November 2022
Published by:
Council for the Indian School Certificate Examinations (CISCE)
Pragati House, 3rd Floor, 47-48,

Nehru Place, New Delhi-110019
Tel: (011) 26413820

E-mail: council@cisce.org
_______________________________________________________________
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thereof solely vests in the Council for the Indian School Certificate
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reproduced, transmitted, distributed or stored in any manner
whatsoever, without the prior written approval of the Council for
the Indian School Certificate Examinations.
Council for the Indian School Certificate Examinations (CISCE)
MISSION STATEMENT

The Council for the Indian School Certificate

Examinations is committed to serving the nation's
children, through high quality educational
endeavours, empowering them to contribute towards
a humane, just and pluralistic society, promoting
introspective living, by creating exciting learning
opportunities, with a commitment to excellence.
ETHOS OF CISCE

Trust and fair play.

Minimum monitoring.
Allowing schools to evolve their own niche.
Catering to the needs of the children.
Giving freedom to experiment with new ideas
and practices.
Diversity and plurality - the basic strength for
evolution of ideas.
Schools to motivate pupils towards the
cultivation of:
Excellence - The Indian and Global
experience.
Values - Spiritual and cultural - to be the bedrock
of the educational experience.
Schools to have an 'Indian Ethos', strong roots in
the national psyche and be sensitive to national
aspirations.
FOREWORD
The National Education Policy (NEP) 2020 aims at addressing many growing
developmental concerns of our country. It proposes radical shifts in
different aspects of school education including its structure, pedagogy,
assessment and governance, to create a new system so as to attain the
Sustainable Developmental Goals (SDGs) and uphold the traditions and
value system of our country.
One of the goals of NEP 2020 has been the attainment of Foundational
Literacy and Numeracy (FLN) by all children and that it must become an
immediate national initiative. To achieve this, the Department of School
Education and Literacy, Ministry of Education, Government of India has
launched a National Mission called the NIPUN Bharat Mission (National
Initiative for Proficiency in Reading with Understanding and Numeracy) in the
year 2021, for ensuring attainment of Foundational Literacy and Numeracy
(FLN) by all children, by the end of Class III. The guidelines of NIPUN Bharat
take into account various aspects of FLN across three years of ECCE
(Preschool I, II and III) and Classes I, II and III, the focus being on children in
the age group of 3 to 9 years.
In order to develop an understanding on various components related to

Foundational Literacy and Numeracy (FLN) amongst all stakeholders,
including its schools and teachers, the Council for the Indian School
Certificate Examination (CISCE), has developed a Resource Pack on
Foundational Literacy and Numeracy (FLN). The contents of the Resource
Pack are in keeping with the NIPUN Bharat guidelines.
I take this opportunity to acknowledge all the resource persons for their
valuable inputs and expertise that has helped shape this Resource Pack. The
Research Development and Consultancy Division (RDCD) team of the CISCE
deserves special mention for conceptualising and developing this Resource
Pack.
We sincerely hope that this Resource Pack will be found useful by all
stakeholders. We invite comments from CISCE affiliated schools on its utility
and quality.
Gerry Arathoon
November 2022
Chief Executive & Secretary (CE&S)

(i)
Experts involved in the development of this
Resource Pack
1. Dr. Romila Soni, Associate Professor, Department of Elementary Education (DEE),

NCERT, New Delhi
2. Prof. Manju Jain, former Head,Department of Elementary Education (DEE),
NCERT,New Delhi
3. Dr. Sandhya Sangai, Professor,Department of Elementary Education (DEE),
NCERT, New Delhi
4. Dr. Varada M. Nikalje, Professor,Department of Elementary Education (DEE),
NCERT, New Delhi
5. Ms. Sushmita Malik, Educational Consultant, New Delhi
6. Ms. Moushumi Bose, former Headmistress of Salwan Public School, New Delhi
7. Ms. Kumud Aneja, Headmistress of Salwan Public School, New Delhi
CISCE Team
1. Mrs. Shilpi Gupta, Head, Research Development and Consultancy Division (RDCD)
2. Dr. Manika Sharma, Education Officer, Research Development and Consultancy
Division (RDCD)
3. Ms. Mansi Guleria, Junior Assistant, Research Development and Consultancy
Division (RDCD)
4. Ms. Roshni George, Junior Assistant
CONTENTS
Module I

Exploring FLN
Page nos.
Foreword i
Acronyms ii
Key Terms iii
Introduction vii
1. Understanding Foundational Literacy and Numeracy 1
2. Foundational Language and Literacy 17
3. Foundational Numeracy and Mathematical Processes 33
4. Setting up an Environment for Foundational Literacy and 49

Numeracy
5. Learning Assessment at the Foundational Stage 61
Appendix 1 i
ACRONYMS
AaL : Assessment as Learning

AfL: Assessment for Learning
AoL: Assessment of Learning
CBE: Competency-Based Education
CCE:Continuous and Comprehensive Evaluation
DG:Developmental Goals
DIY :Do it Yourself
ECCE :Early Childhood Care and Education
EVS : Environmental Studies
FLN: Foundational Literacy and Numeracy
GDP:Gross Domestic Product
GOI: Goverment of India
HPC: Holistic Progress Report Card
LO: Learning Outcome
MOE: Ministry of Education
NCERT: National Council of Educational Research and Training
NEP: National Education Policy
NIPUN Bharat: National Initiative for Proficiency in Reading with
Understanding and Numeracy
PTMs: Parent Teacher Meetings
PWD :Persons with Disability
SDGs: Sustainable Development Goals
TBP:Toy-based Pedagogy
TLMs:Teaching-learning Materials
UNICEF: United Nations Children's Fund
(ii)
KEY TERMS
Anecdotal Record: A detailed descriptive narrative recorded after a specific behaviour or
interaction occurs. It informs teachers as they plan learning experiences, provides information to
families and gives insights into identifying possible developmental delays.
Assessment for Learning: This is an approach to teaching and learning that creates feedback
which is then used to improve students' performance.
Alliteration: The repetition of the initial sound of each word in connected text.
Balanced Approach: Where teachers follow what is appropriate for their classroom and where every
child learns in a joyful and stress-free manner, by taking the best of multiple approaches.
Blending: The task of combining sounds rapidly, to accurately represent the word.
Competency: Statements that specify what children will know or be able to do, or be able
demonstrate when they have completed or participated in a course or programme.
Classification: It involves putting together things that have some characteristics in common.
Data Handling: Data refers to information in a raw form that is collected from various sources. Data
handling includes collecting, representing, analysing and interpreting data.
Decoding: The ability to translate a word from print to speech, usually by employing knowledge of
sound-symbol correspondences.
Early literacy: It is what children know about reading and writing before they read or write.
First Generation Learners: It refers to the students who are the first in their entire generation to go
to school and receive an education or whose parents have attended the formal education system
up till the primary level of schooling.
Formative Assessment: Formative assessment refers to a wide variety of methods that teachers
use in the classroom to conduct in-process evaluations of student comprehension, learning needs
and academic progress during a lesson, unit, or course.
Foundational Numeracy: The ability to read and write and perform basic operations with numbers.
Fine Motor Skill: It is the coordination of small muscles in movements usually involving
coordination of hands and fingers with eyes.
Fluency: Ability to read a text quickly, accurately, and with proper expression.
Keyword Approach: In this approach, students learn words by connecting a visualisation in their
minds to the sound and meaning of the word. In this way, they are able to recall new words and
their meanings by simply bringing back the memory of the visualisation that they have associated
with it.
(iii)
KEY TERMS
Gross Motor Skills: The abilities required to control the large muscles of the body for walking,
running, sitting, crawling and other activities.
Holistic Development: Development of intellectual, mental, physical, emotional and social abilities.
Learning Outcomes: Statements that describe the knowledge, skills and attitudes that students
should acquire by the end of a particular assignment, class, course, or programme, and help them
understand why that knowledge and those skills will be useful to them.
Life Skills: A set of abilities, attitudes and socio-emotional competencies that enable individuals to
learn, make informed decisions and exercise rights to lead a healthy and productive life and
subsequently become agents of change.
Literacy: The ability to identify, understand, interpret, create, communicate and compute, using
printed and written materials associated with varying contexts. Literacy involves a continuum of
learning to enable individuals to achieve their goals, to develop their knowledge and potential and to
participate fully in their community and wider society (UNESCO, 2004; 2017).
Measurement: Involves dealing with quantities by using numbers.
Modelling: The teacher overtly demonstrates a strategy, skill or concept that the children will be
learning.
Multilingual Class: This is a class where the learners speak a variety of first language.
Numeracy: The ability to use mathematical understanding and skills to solve problems and develop a
critical viewpoint with appropriate reasoning.
One-to-one Correspondence: It involves matching or pairing of objects.
Oral Language: Spoken language.
Phonics Instruction: It focusses on the relationship of the sounds in spoken words and their
associated letters or groups of letters as they appear in print.
Phonological Awareness: It is the ability to recognise and work with sounds in a spoken language.
Picture Reading/Talk: Children can be shown sceneries of a particular event, place, story like a
fair/mela, zoo, circus, etc. Children can then be engaged in conversations involving observations
(What is happening in the picture?), reasoning (Why do you think so?), prediction (where do you think
the girl is going?). Children can also put the events shown in the picture in a sequence and narrate
them.
(iv)
KEY TERMS
Print Awareness: It refers to a child’s understanding of the nature and uses of print and the way it is
organised.
Problem Solving: It is the act of defining a problem; determining the cause of the problem;
identifying, prioritising, selecting an appropriate solution from amongst the alternatives and
implementing the solution.
Read Aloud: It is a practice where teachers, parents, and caregivers pick up an engaging text and
read it aloud to children. Variations in pitch, tone, pace, volume, pauses, eye contact, questions and
comments make for a fluent and enjoyable delivery. Reading aloud engages the creativity and
imagination of children along with increasing their attention span and ability to focus.
Reading Area: A special place organised for children where they work/read in small groups. A well
equipped area with books and provides meaningful and purposeful activities for foundational
literacy. This area requires careful planning.
Pre-Number Concepts: Before children start counting objects or develop an understanding of

numbers, they need to be able to match, classify, order and set up one-to-one correspondences to
some extent. Since these skills are preliminary to the understanding of numbers, they are called pre-
number concepts.
Patterns: It is an arrangement, order or sequence in repetition.
Phonics approach: Children are taught by introducing letters or aksharas first and gradually building
a correlation with their sound.
Rubrics: It is an assessment tool that clearly indicates achievement criteria across all the
components of any kind of student work, from oral to written to visual. It can be used for marking
assignments, class participation, personal-social qualities or giving overall grades.
Shared Reading: In shared reading, the teacher holds one big book up and the whole class reads
from the same book. The book has large font, illustrations and simple text so that all the children can
participate in the reading. The teacher reads the text while the children join in when they recognise a
word from illustrations, sight words or memory. Children start developing the concept of print.
Seriation: It involves ordering a set of objects according to some rule.
Spatial Understanding: It is the area of Mathematics that involves shape, size, space, position,
direction and movement.
Sensory and Perceptual Development: Development of the five senses through visual, auditory and
kinaesthetic experiences.
(v)
KEY TERMS
Syllable: A part of a word that contains a single vowel sound and that is pronounced as a unit. For
example, ‘book’ has one syllable and ‘reading’ has two syllables.
Sight Words: Commonly used words that young children are encouraged to memorise as a whole by
sight in order to help them in recognising these words in print without the use of any specific
strategy.
Vocabulary: Developing knowledge of a wide range of words and their meanings.
(vi)
INTRODUCTION
The foundational years are the most critical period of human life, as the rate of
development in these years is more rapid than at any other stage of development.
Focussed and relevant interventions in these foundational years can have a lasting
impact on children’s long-term development, learning and later life outcomes.
Early literacy and numeracy, which are two important skill areas that develop during
the foundational years, can be correlated not only with better quality of life,
personal well-being, national stability and prosperity but are also critical for
achieving educational outcomes in the later years. Age-approprite literacy and
numeracy helps children to learn, experiment, reason and create, to be active and
informed citizens and to contribute socially, culturally and economically.
On the other hand, lack of learning opportunities, during the early stages of
acquiring literacy and numeracy impede children’s academic progress and
motivation, resulting in further lack of achievement. Studies have shown that
inevitably, once children fall behind on foundational literacy and numeracy, they are
unable to catch up in the learning process. For many children, this becomes the
reason for not attending school or dropping out of school altogether.
The NEP 2020 reiterates that in order to avert this learning crisis, there needs to be
an increased focus on foundational literacy and numeracy, with a robust system of
continuous formative and adaptive assessment to track the progress and thereby
individualise and ensure each child’s learning.
The idea behind the focus on foundational literacy and numeracy is that if certain
skills are not mastered by the children at the foundational stage, it creates learning
gaps and they remain unprepared for the complexities of the curriculum beyond
Class III. Thus, foundational learning is the basis of all future and new learning for the
children.
The guidelines of NIPUN Bharat address all pertinent areas along with the issues and
concerns related to foundational literacy and numeracy, covering both, the
academic as well as the administrative aspects. The guidelines focus on how to use
competency-based learning, create an enabling environment for the pedagogical
processes, use various assessment practices along with the role of the teachers. The
guidelines take into account various aspects of FLN across three years of ECCE
(Preschool I, II and III) and Classes I, II and III, the focus being on children in the age-
group of 3 to 9 years. Three developmental goals have been specified for FLN and
for each developmental goal, key competencies and class-wise learning outcomes
(LOs) have been specified.
(vii)
CISCE’s Resource Pack on Foundational Literacy and Numeracy is based on the
NIPUN Bharat guidelines. The Resource Pack consists of three Modules as follows:
Module I: Exploring FLN
Module
Module II:I:Creating
Exploring
anFLN
Enabling Environment for FLN
Module III: Engaging in Enriching Experiences for FLN
Module I aims at developing a broad understanding on various components of FLN

among all stakeholders. Module II focusses on the teaching-learning processes from
Preschool I to Class III, in keeping with the Goal-wise Competencies and Learning
Outcomes specified in the NIPUN Bharat document. Module III includes FLN
resources that may be used by teachers for enriching learning experiences.
CISCE’s Resource Pack on Foundational Literacy and Numeracy (FLN) is meant for all
stakeholders in general and practitioners working primarily across the foundational
stage (preschool to class III), including teachers and teacher educators.
In preparing this Resource Pack, all efforts have been made to ensure that the
matter is presented in a simple, user-friendly manner. We hope that this resource
pack will not only help in developing a better understanding on Foundational
Literacy and Numeracy but also provide teachers with useful ideas and resources to
enrich their classroom transactions for FLN.
(viii)
ABOUT THE RESOURCE PACK
The Resource Pack on Foundational Literacy and Numeracy (FLN) aims to develop
an understanding on various components related to Foundational Literacy and
Numeracy (as per the NIPUN Bharat guidelines, 2021) amongst all stakeholders.
Further, it aims to help all those working in the area of foundational literacy and
numeracy by providing them resources and tools to design and implement activities
and experiences that will facilitate achievement of the desired learning outcomes
and competencies.
The Resource Pack consists of three Modules:
Module I

Exploring
FLN
Module III Module II

Engaging in Creating an
Enriching Enabling
Experiences Environment
for FLN for FLN
(ix)
MODULE I: EXPLORING FLN
Module I highlights the various academic aspects of Foundational Literacy and

Numeracy and aims to provide a broad understanding to all stakeholders.
Starting with a discussion on the three developmental goals of FLN, the module goes
on to explain the relationship between the Developmental Goals, Key Competencies
and the Learning Outcomes. Each Learning Outcome for FLN has a unique
number/code for easy identification and referencing. This codification of the
Learning Outcomes has been explained in the module with relevant examples.
Understanding of the codification will help practitioners identify and relate each
Goal-wise Learning Outcome to the Class to which it belongs.
The module goes on to discuss the key components of Foundational Language and
Literacy wherein the pedagogical processes for promoting language and literacy
development at the foundational stage are also dealt with, along with the role of the
teacher. Similarly, the module discusses the key components of early mathematics
learning along with the pedagogical processes to develop foundational numeracy
and mathematical skills. The role of the teacher in promoting foundational numeracy
is also highlighted.
How to set up an effective environment for Foundational Literacy and Numeracy is

another area that this module focusses on, where, useful tips on organising the
classroom to selection, placement and display of materials and planning the daily
schedule, are provided. A planned, systematic and need based assessment is an
integral part of the curriculum and pedagogy. The last section of this module
provides guidance on learning assessment at the foundational stage, how it may be
carried out, along with the tools and techniques of assessment.
This module includes five sections as follows:
1. Understanding Foundational Literacy and Numeracy

2. Foundational Language and Literacy
3. Foundational Numeracy and Mathematical Processes
4. Setting up an Environment for Foundational Literacy and Numeracy
5. Learning Assessment at the Foundational Stage
(x)
MODULE II: CREATING AN ENABLING
ENVIRONMENT FOR FLN
Module II focuses on creating an enabling environment to facilitate learning in the

early years.
An enabling environment in the classroom plays a key role in supporting children’s

learning and development. Children learn and develop best in an environment that
is caring and supportive, that supports their individual needs, while allowing them to
play, explore and discover. The module suggests a range of teaching-learning
processes that may be adopted/adapted by the teacher, both inside as well as
outside the classroom, to optimise learning.
The teaching-learning processes suggested in this module have been provided with
reference to the Goal-wise Competencies and Learning Outcomes specified in the
NIPUN Bharat document.
Module II has been presented class-wise as follows:

Preschool (PS) - I
Preschool (PS) - II
Preschool (PS) - III
Class - I
Class - II
Class - III
A three-column format has been used in this module.
For each class, the competency-wise Learning Outcomes of the three

Developmental Goals of FLN, have been presented in Column I. Column II includes
suggested Learning Materials and Resources which may be used by teachers to
unfold/develop these Learning Outcomes. The suggested Pedagogical Processes
which may be used by the teachers for achieving the specified learning outcome
have been given in Column III. This column also includes some guiding questions
which may be used by teachers to assess children.
(xi)
MODULE III: ENGAGING IN ENRICHING
EXPERIENCES FOR FLN
Module III provides a range of FLN resources that may be used by the teacher to
engage children in developmentally appropriate and stimulating FLN activities. The
resources include:
1. Suggested play activities and ideas

2. Worksheets
3. Rhymes and songs
4. Suggested assessment ideas: sample rubrics, checklists and observation
schedule
Suggested play activities and ideas have been given for each of the three
developmental goals. Each activity includes the objectives, materials required (if
any), as well as instructions/steps for organizing the activity. Variations/ suggestions
for adapting the activity have also been provided, wherever relevant. Simple and
easy to use worksheets, across the three developmental goals have also been
included in this module.
Rhymes and songs are an effective way to reinforce learnt concepts in a fun manner.
A number of age-appropriate rhymes and songs also form a part of this module. In
addition, the module also includes a few sample rubrics, checklists and observation
schedules .
(xii)
USING THE RESOURCE PACK
CISCE’s Resource Pack on Foundational Literacy and Numeracy (FLN) is meant for
all stakeholders in general including practitioners (teachers and teacher educators),
working across the foundational stage (preschool to class III). The Resource Pack
may also be used by parents and families of young children to support their learning
by engaging them in enriching activities and experiences at home.
Before transacting the learning materials in the classroom for achieving the learning
outcomes (which have been presented in module II), module I which is generic in
nature and gives a broad understanding on FLN, needs to be read by the all teachers
at the foundational stage.
The learning materials and resources as well as the pedagogical processes given in
module II to attain the learning outcomes (given in a tabular form) are purely
suggestive in nature. Teachers may develop/create their own material, keeping in
view the age and difficulty level. In module III, the play activities and ideas,
worksheets, rhymes and songs, assessment ideas, have been suggested as
exemplars. Teachers can develop many more as per the requirements and share
them with fellow teachers as well, for better learning.
This Resource Pack will be useful for the practitioners particularly in classroom
planning, while transacting concepts, skills and activities related to Foundational
Literacy and Numeracy. Teachers need to plan keeping the Learning Outcomes as a
checkpoint. Apart from this, the Resource Pack will also be useful for developing
assessment items with reference to the Learning Outcomes for each stage of
learning. Module III will also serve as a learning resource for teachers, providing
them with ideas for developing/devising new activities, hands-on-materials, DIY
games/toys, etc.
(xiii)
Understanding Foundational Literacy and Numeracy (FLN)
0
Teachers must recognise the power

of play and toys as tools for
learning of foundational literacy and
numeracy
1
The development of Foundational Literacy and Numeracy (FLN) begins at birth. Parents and
families start this process by providing play experiences to children through interactions with
them and the immediate environment.
A rich play environment at home in the early

years, enhances literacy and numeracy skills
which helps the children when they enter
school. Thereafter, when teachers take over,
it is important for them to focus not only on
how they speak to the children, what they
read to them, how they behave in front of
them and with them, but also on how they
engage children in discussions regarding
stories read or events attended, by asking and
answering questions. At the same time, it is
also important for teachers to think creatively
about how they can help children in making
mathematical relationships in their
surroundings.
Each child in a classroom is unique. Children come from different socio-economic and
cultural backgrounds and contexts. They differ in terms of their abilities, skills, interests and
experiences as well as their learning styles. For all the children to reach their full potential
(academically and socially), the teaching-learning process needs to be geared to support their
strengths and weaknesses, giving each individual child the same chance for progress.
In order to address the quality of learning as envisaged in the NEP 2020 and the ‘Atmanirbhar
Bharat’ Campaign, MOE, the GOI has launched a National Mission on FLN called NIPUN
Bharat (National Initiative for Proficiency in Reading with Understanding and Numeracy),
2021.
The NIPUN Bharat guidelines take into account various aspects of FLN across three years of
ECCE (Preschool I, II and III) and Classes I, II and III, the focus being on children in the age-
group of 3 to 9 years.
2
Developmental Goals, Competencies

and Codified Learning Outcomes
Developmental Goals of FLN
There are different domains of development such as physical and motor development, socio-
emotional development, literacy and numeracy development, cognitive development,
spiritual and moral development and art and aesthetic development, which are interrelated
and interdependent.
These developmental aspects make a child competent to deal with complex life situations.
All these domains have been subsumed into the three major developmental goals of FLN so
as to provide opportunities for the holistic development of each child. The figure below
explains it all.
Figure1: Developmental Goals of FLN
3
The developmental goals are interdependent, interrelated, and interconnected

with each other.
The three developmental goals identified for FLN are as follows:
Developmental Goal (DG) 1 incorporates the

domains of physical and motor as well as social
and emotional development. Developmental Goal
It lays emphasis on maintaining good physical (DG) 1: Children
health and mental wellness, nurturing social skills maintain good Health
and developing healthy habits and hygienic and Well-being (HW)
practices through a wide range of experiences
and activities.
Children at the foundational stage need to be GOAL1
provided ample age-appropriate opportunities for
developing their five senses, strengthening their
larger and finer bones and muscles and refining
their eye and hand co-ordination.
They should be engaged in interesting, fun-filled
gross motor activities such as, catching, running,
jumping, skipping, balancing as well as fine motor
activities. Teachers should be friendly and
accessible and must have a good communication
with children, encouraging them to talk about
their play and activities to help them reflect and
to encourage conversation. However, they must
restrain from being intrusive or directive in their
approach, to allow children’s initiative and
imagination to flourish.
4
Developmental Goal (DG) 2 aims at enhancing

language and communication skills of the children Developmental Goal
so that they can share their thoughts and feelings (DG) 2: Children
or describe their experiences effectively. become Effective
Gradually, children progress to learn to read and
Communicators (EC)
write with comprehension in their home or school
language.
Age and developmentally appropriate
experiences and emergent literacy activities help
GOAL 2
children make meaningful connections with
reading and writing in familiar contexts, while also
becoming print aware.
Teachers therefore, need to create a democratic
and a bilingual or multilingual classroom
environment where they offer foundational
literacy activities that allow children to use their
own language for different purposes, such as,
story making, conversation, experience sharing,
asking and answering questions or even
dramatising a story.
DG 2 also aims at developing phonological
awareness i.e., identifying and locating sounds in
the environment, thus establishing sound and
visual association. The domains such as creative
and aesthetic appreciation, social and emotional,
cognitive development are a part of this
developmental goal.
5
Developmental Goal
Developmental Goal (DG) 3 aims at helping (DG) 3: Children
children move towards logical thinking, from become Involved
perception bound to concept-based Learners and
understanding. This is addressed by helping Connect with their
children interact with the physical, social and
Immediate
natural environment and develop understanding
Environment (IL)
about their immediate surroundings using
experiential and project-based learning.
GOAL 3
Connections with their immediate surroundings
builds awareness and sensitivity towards
environmental concerns i.e., taking care of plants
and animals, conservation of water, waste
disposal, etc.
DG 3 intends to develop concepts related to

foundational numeracy such as pre-number
concepts related to a sense of quantity, size,
distance, length, width, weight and height, to
sense of numbers and from sense of shape and
space to geometrical ideas.
The domains namely creative art, social and

emotional development, cognitive development,
language development are a part of this
developmental goal.
6
Relationship between the Developmental Goals,

Competencies and Learning Outcomes (LOs)
The NEP 2020 recommends a shift towards Competency Based Education (CBE).
Competency Based Education (CBE) is an approach which offers the child opportunities to
develop skills and acquire knowledge at her/his own pace. CBE is an outcome-based
approach to education, which aims at enabling children to develop in-depth understanding
of concepts and principles so that they can apply these to real life situations.
According to this approach, pedagogical practices need to be designed to match the
developmental readiness of the children and individualised experiences need to be offered
to achieve the desired competency. The pedagogy is based on hands on activities,
experiences, integration of arts/sports/technology, etc. which allows children to construct
their own knowledge through active participation, application of critical-thinking, problem-
solving, communication and collaborative skills.
The focus is on formative assessment which helps teachers in understanding the progress of
the children, identification of their doubts and misconceptions, if any, so that necessary
scaffolding and feedback may be provided about their performance as well as areas in which
they need to improve.
Understanding the Key Terms
is the capability to apply or use a set of related
Competency knowledge, skills and abilities required to
successfully perform tasks in a defined work setting.
It is a measure of both proven skills and knowledge.
are statements that specify what children will

Key Competencies know, be able to do or be able to demonstrate
when they have completed or participated in
a particular course or programme (for a comprehensive list of Key Competencies for each
Developmental Goal, refer to page numbers 13-16).
are statements that describe the knowledge,

skills and attitudes children should be able to
Learning Outcomes (LOs)
acquire at a certain stage/level.
7
In competency-based education, teaching and learning focusses on acquiring the basic

competencies that can be measured through learning outcomes. Teachers can design and
provide a variety of learning situations as per the needs of her/his classroom. The learning
outcomes serve as guiding points for the teachers and other stakeholders and can be used
widely to assess the progress made by children in their learning (for a class-wise list of Learning
Outcomes for each Developmental Goal, refer to Appendix 1).
For each of the three Developmental Goals, Key Competencies and Learning
Outcomes have been spelt out.
Figure 2: Linkage between Developmental Goals, Key Competencies and Learning

Outcomes
8
Codification of Learning Outcomes
Each LO has been given a unique number/code for easy identification and referencing. The
process of codification followed is as given below:
Each Developmental Goal has been given an acronym, for example, for DG I, i.e., Children
maintain good health and well-being, the acronym is HW. For DG 2, i.e., Children become
effective communicators, the acronym is ECL1 (for language 1) and ECL2 (for language 2).
For DG 3, i.e., Children become involved learners and connect with their immediate environment,
the acronym is IL for the first three stages and ILM for the next three stages (Classes I- III).
Each of the three developmental goals have been further divided into six levels
corresponding to the 3 years of ECCE (Early Childhood Care and Education) followed by 3
years of schooling.
Class-III Level 6
3 Years of Schooling
Class-II Level 5
Class-I Level 4
Preschool-III Level 3
ECCE
Prechool-II Level 2
Preschool-I Level 1
Figure 3: Structure of the Foundational Stage
9
Description of the codification is as follows:

Learning outcomes for each of the three goals, for each level, have been specified. For
example, for Developmental Goal 1, i.e., Children maintain good health and well-being
symbolised as “HW”, for level 1 (Preschool 1), learning outcome number 2 has been
codified as HW1.2 in the figure given below:
Figure 4: Codification of Learning Outcomes - Example 1

Similarly, for Developmental Goal 2, i.e. Children become effective communicators, symbolised
as “EC”, for L1, i.e. first language, for level 4 (Class I), learning outcome number 2, has
been codified as ECL1 4.2. It is depicted as below:
Figure 5: Codification of Learning Outcomes - Example 2
10
Accordingly, an LO codified as IL5.6, shows that this is the sixth LO under the Developmental
Goal 3, i.e., Children become involved learners and connect with their immediate environment
(symbolised as IL) for level 5 (i.e., Class II).
It is important to note, that while the competencies are well defined and fixed for each
Developmental Goal, the Learning Outcomes vary and move in progression across classes. Hence,
there may be more than one measurable outcome defined for a given competency.
This can be understood from the examples (for each of the three Developmental Goals) given
below, which show how, for the same Competency, the Learning Outcomes vary across different
classes.
Example 1
Preschool 3/
Competency
Preschool 1 Preschool 2 Class 1 Class 2 Class 3

Goal 1: Children maintain good Health and
Balvatika
Learning Outcomes
HW 1.1 HW 2.1 HW 3.1 HW 4.1 HW 5.1 HW 6.1
Begins to state Describes self Describes self Recognises Maintains Participates in
some physical in terms of and others in different correct games and
Well-being
Demonstrates awareness of self
characteristics physical terms of physical body parts posture, sports to

about self characteristics characteristics, and uses uses strengthen
gender, various various and extend
interests, likes, body body gross motor
dislikes movements skills
movements
to
participate
in games
and sports
11
Example 2
Preschool 3/
Competency Preschool 1 Preschool 2 Class 1 Class 2 Class 3
Balvatika
Learning Outcomes
Goal 2: Children become Effective
ECL2-
ECL2-1.11 ECL2-2.11 ECL2-3.11 ECL2-4.11 ECL2-6.11
5.11
Scribbles with Draws pictures Attempts to Writes Uses words Writes
Communicators
crayons depicting some scribble/ words related to sentences

events/situations write a few beginning size, shape, using familiar
/ feelings for familiar words with the colour, words
Writes with a purpose
friends, parents, same letter weight,

siblings, etc. texture
such as
‘big’,
‘small’,
‘round’,
‘pink’, ‘red’,
‘heavy’,
‘light’,
‘soft’, etc.
Example 3
Goal 3: Children become Involved Learners and
Preschool 3/
Competency
Preschool 1 Preschool 2 Class 1 Class 2 Class 3

Connect with their Immediate Environment
Balvatika
Learning Outcomes
IL 1.9 IL 2.9 IL 3.9 ILM 4.9 ILM 5.9 ILM 6.9
Counts to 3 objects Counts and Counts to 10 Counts Counts Counts

Counts and tells how many
perceives objects objects up objects up objects to

objects up to 5 to 20, to 100 in 1000 in
concretely group of group of tens
and tens and
pictorially hundreds
Note: The codified numbers of learning outcomes should not be treated as hierarchical or stand-
alone. In each class, across the foundational stage, the experiences and activities may be
provided in an integrated manner, simultaneously across the learning outcomes and
developmental goals.
12
List of Competencies for each Developmental Goal
GOAL1
Children maintain good Health and Well-being (HW)
Key Competencies
Awareness of self
Development of positive self-concept
Self-regulation
Decision-making and problem solving
Development of pro-social behaviour
Development of healthy habits, hygiene, sanitation and awareness for self-

protection
Development of gross motor skills
Development of fine motor skills and eye-hand coordination
Participation in games (individual and team) and sports
13
GOAL 2
Children become Effective Communicators (EC)
Key Competencies
Talking and Listening

Reading with Comprehension
Listening with comprehension

Bonding with books
Creative self -expression and

conversation
Print awareness and meaning making
Language and creative thinking

Pretend reading
Vocabulary development
Phonological awareness
Conversation and talking skills

Sound symbol association
Meaningful uses of language

Prediction and use of previous experiences
with knowledge
Independent reading for pleasure and

various purposes
14
GOAL 2
Children become Effective Communicators (EC)
Key Competencies
Writing with Purpose

Early literacy skills
Writes for self-expression
Makes use of her/his knowledge of letter and sounds, invents spellings to

write
Makes effort to write in conventional ways
Responds to reading with drawings/ words and meaningful sentences
Writes rhyming words
Writes meaningful sentences using naming words and action words
Writes messages to express herself/himself
Uses mixed language codes
Writes for different purposes in the classroom activities and at home, such as
making lists, writing greetings to grandparents, messages/invitation to
friends, etc.
15
GOAL 3
Children become Involved Learners and Connect with their
Immediate Environment (IL)
Key Competencies
Sensory Development Number Sense

Sight, Sound, Touch, Smell, Taste
• Count and tell how many
• Numeral recognition
Cognitive Skills
• Sense of order (can count ahead of
Observation, Identification, Memory, a number up to 10)
Matching, Classification, Patterns,
Sequential Thinking, Creative
Thinking, Critical Thinking, Problem Number Operations
Solving, Reasoning, Curiosity,
Addition, Subtraction, Multiplication,
Experimentation, Exploration
Division
Concepts related to environment

• Natural - animals, fruits, vegetables, Measurement
food Length, Mass, Volume, Temperature
• Physical - water, air, seasons, sun,
moon, day and night
• Social - myself, family, transport, Shapes
festivals, community helpers, etc.
2D Shapes, 3D shapes, Straight Line,
Curved Line, Plain and Curved Surfaces
Concept Formation
• Colours, shapes, distance, • Data Handling
measurement, size, length, weight,
• Pattern Recognition
height, time
• Spatial sense • Calendar Activity
• One-to-one correspondence • Use of Technology
16
Foundational Language and Literacy
16
The process of language acquisition begins in the

womb and continues throughout the child’s life.
Children acquire language through a natural
subconscious process, without being aware of the
grammatical rules involved. They repeat what they
hear or what is said to them and get a feel of what is
correct and what is not. They acquire their first
language through their interactions with parents
and caregivers and others in the environment.
Language learning on the other hand, refers to
learning of all aspects of language, such as its sound
system, structure of sentences, written form/script,
etc.
Foundational language and literacy is a core skill which helps children to learn not only
reading and writing but listening and speaking as well. These skills are developed by constant
use in different contexts and experiences through a play-based curriculum.
17
Key Components of Foundational Language and

Literacy
1
Oral Language Development
2
Reading Comprehension
3
Concept about Print
4
Learning to Write
5
Vocabulary Development
6
Phonological Awareness
7
Decoding
8
Reading Fluency
9
Culture of Reading
Figure 6: Key Components of FLL
18
1. Oral Language Development
Children do not come to school as a clean slate. They have already been exposed to the oral
language of their homes. In some cases, the
child’s home language and the school
language may be different, and she/he may
be required to learn a new language.
However, even when the home language
and the school language of the children is the
same, they need to continue to grow in their
understanding and use of their mother
tongue. The experiences in oral language are
important for developing skills of reading
and writing. Oral language development
includes improved listening comprehension,
oral vocabulary, and extended conversation
skills.
2. Reading Comprehension
This involves constructing meaning from a text and thinking critically about it. In other
words, reading comprehension means the understanding and interpretation of what is read.
When children can comprehend, they are able to explain, extend, give examples, make
inferences, predict and summarise what they have read. This component of language covers
the competencies of understanding texts and retrieving information from them, as well as
interpreting texts. Reading comprehension involves being able to:
19
3. Concept about Print
Before children start their formal instruction in literacy, their understanding about print is
essential, as print conveys meaning and has its own purpose and features (ranging from
direction of reading, writing, turning to the next page, reading of a book’s cover, reading of
pictures and symbols, reading about the author and the text). Children need exposure to
different types of print material and hence an environment rich in print is needed to develop
the skill of print comprehension.
4. Learning to Write
Writing is a developmental process, starting with children scribbling and drawing in the
preschool years. This domain includes the competencies of writing aksharas and words as
well as writing for expression. Writing progresses from the conventional (mechanical writing)
way of writing to writing that evolves thought processes (such as creative writing, analyses
of texts, syntheses of texts).
5. Vocabulary Development
Increasing knowledge of a wide range of words and word meanings and being able to use
these in the right context is the purpose of vocabulary development. This component
includes the competencies of oral vocabulary, reading/writing vocabulary, morphological
(study of words /how words are formed) and analysis of words such as prefixes and suffixes
of words.
6. Phonological Awareness
This is the ability to hear, recognise and play with the sounds in the spoken language.
Phonological awareness includes the competencies of word awareness, rhyme awareness,
and awareness of sounds within words which should emerge from one’s meaningful
engagement with language.
20
Examples
• Identifying rhyming words
• Counting the number of syllables in a name
• Segmenting sentences into words
• Segmenting words into syllables
• Identifying the syllables in a word
7. Decoding
Decoding involves deciphering written words based on an understanding of the relationship

between symbols and their sounds. It includes competencies related to print awareness,
akshara knowledge and word recognition. The aspect of decoding the text is important but
it should emerge from the context of children. The purpose of decoding is to develop
phonemic awareness. The teacher should select text that follows a familiar to unfamiliar and
known to unknown sequence.
8. Reading Fluency
Reading fluency refers to the competency to read a text with accuracy, speed (automaticity),
expression (prosody), and comprehension (understanding) that allows children to make
meaning of the text. Research links reading fluency to comprehension as to comprehend a
sentence, children should be able to decode it in about twelve seconds.
9. Culture of Reading
A culture of reading can be created by developing a passion for

reading and motivating children to read a wide range of children’s
literature. Such literature engages them in a fun, and interesting
manner. It also stimulates curiosity and imagination. For developing a
culture of reading, participation of the family, community and the role
of the school is important. The culture of reading also promotes
democratic values and personal/social relationship for responsible
citizenry in later years.
21
Pedagogical Processes for Promoting Language and

Literacy Development
Nurturing of children’s development of language and literacy skills needs to start at a very
early age. Children should be given opportunities to experience different genres of books,
listen to stories, explore books alone, with peers and adults. This will help them to listen to
and understand language and share their thoughts, ideas and feelings. A language area in the
classroom, specifically focussing on language and literacy enhancement should be created.
It is for the teachers to set the stage for language and literacy development. This can be
achieved through the following pedagogical processes:
Figure 7: Promoting Language and Literacy
22
Creating a print rich environment
A print-rich environment is one in which children interact with many forms of print which
helps foster skills needed for reading. The displayed text needs to be meaningful, attractive,
and relevant for the children.
Reading aloud
Reading books aloud to children stimulates their imagination and expands their
understanding of the world. It is a practice where teachers, parents, and caregivers pick up
an engaging story from a book and read it out. Variations in pitch, tone, pace, volume, pauses,
eye contact, questions and comments make for a fluent and enjoyable experience for
children.
23
Songs and rhymes
Children enjoy songs and rhymes. The rhyming

words in songs and rhymes help children notice
and play with oral language and construct their
own words, thus enriching their vocabulary. These
activities help children develop phonological
awareness, vocabulary, listening comprehension
skills along with enhancing their attention span.
Sharing experiences
Children need to be given ample opportunity to participate in teacher-initiated conversation

about their experiences of pets and people around them, characters/events in stories,
cartoon films, travel, favourite food, etc. Circle time is a good activity for sharing
experiences and anecdotes.
Drama and role play
Drama can be used to develop language skills in children in a stress-free manner. When
children are given the opportunity to engage in drama and role play, they learn to express
themselves as well as enhance their vocabulary.
Picture reading
This creates opportunities to observe pictures with texts and make connections for reading.
Picture reading encourages children to talk about the pictures and make meaning out of
them. This further helps to instil a desire towards reading. Picture reading is one of the
activities that supports the development of foundational literacy skills. This activity helps
develop observation skills, visual thinking, confidence to read and analysing skills.
24
Shared reading
In shared reading, big books with relevant illustrations and text are read in pairs or by the
teacher involving children. The books must have large font size, illustrations and simple text
so that all the children can participate in reading and discussing the story.
Use of classroom space
The classroom space can be used meaningfully and creatively for fostering language and
literacy skills. For example, the classroom walls can be used to create a word wall, display
charts of sight words/ sound words, etc. An exclusive portion of the wall which is low and
easily accessible to the children may be made available where they can draw pictures, write
their favourite words, explore writing and so on.
Experience-based writing
Age and level appropriate, print-rich materials displayed on the walls is one of the learning
resources for the children. Daily experiences related to the classroom, or the outside world
are also important opportunities for children to write about. Some prescribed time of the
class may be devoted daily to sharing of experiences of the previous day and writing about
them. Children may also be given opportunities to develop stories and poems from their
own experiences which may also be illustrated.
25
Role of the Teacher in Promoting Foundational

Language and Literacy
Developing early language and literacy skills are central and crucial for building the future
language learning of children. Giving children a strong foundation in reading, writing,
listening, and speaking skills makes language and literacy learning stress free, easy and at
the same time enjoyable for all the children. Thus, teachers play a pivotal role in the language
learning process, both in the classroom and beyond.
Figure 8: The teacher’s role in Language Learning
26
Children as foundational language and literacy learners
Teachers must view all the children as capable foundational language and literacy learners.
She/he should address each child’s individual needs, interests and abilities and ensure
learning opportunities which are equitable, accessible, meaningful and engaging. It is
important that all the children be given ample experiences to enjoy play-based activities for
all the three developmental goals and focus on the competencies of Developmental Goal 2
as this will help the teacher and the children to target more than one learning outcome and
that too, in a joyful manner.
Making language learning a joyful experience
The teacher must bring fun, enthusiasm and interest while providing a variety of pedagogical
and assessment practices related to language learning to the classroom. Such learning can
be made enjoyable by conducting activities like, storytelling, music and recitation sessions,
games, puppet shows, performances, etc. The parents can be encouraged to take the children
to plays, musicals, libraries, book fairs, children’s films, etc. to expose them to language
related events.
Building a language rich environment
Children come to school with a repertoire of words on which the teacher needs to build
further. Teachers must help children develop a love for language and literacy learning right
from the foundational stage and motivate children towards reading, for example find ways
and means to connect children with quality nonfiction, picture reading, informational books
and artwork.
Consideration should be given to the height and access children have to printed literature in
the environment. Developing a relevant print rich classroom is the role of a language teacher
as children learn better when they are exposed to print in the environment. Lots of
storybooks, children’s magazines, posters, language games for children to use freely, are
important resources in the classroom. A well-developed language corner should be created
27
with lots of plain paper, writing and colouring tools, and a variety of reading material to
encourage children to read and write at their own free will.
Strategies
Teachers must connect the child’s home language with the school language to enrich daily
experiences and ease classroom practices. They must maintain a continuum in pedagogical
practices right from Preschool I to Class III. They must plan a balance between teacher
initiated and child-initiated interactions as well as concrete and abstract ideas. Open ended
materials should be used to enhance logical thinking and questioning skills and to encourage
creativity.
The teacher must provide opportunities to children to construct their own knowledge and
experience their learning through a variety of ways e.g. interactions, play, and other hands-
on-experiences. She/he must utilise children’s previous play and learning experiences. This
is what is called connecting children’s home /previous experiences with the new learning.
Children do not learn in isolation. They learn better through interactions with people, peers,
places and objects. Teachers must encourage children to share their experiences
(orally/written work/art) in the class in their own language/expression. This could be a very
rich learning resource in building an interactive environment, using discussion and a
multilingual approach. In the early years, classroom talk, or teaching-learning transaction
may be initiated in the mother tongue/home language for the benefit of all children.
Gradually, a blended approach i.e., home language to school language may be used.
28
Children’s socio-cultural context needs to be considered while developing FLL skills as these
skills are fundamental to the learning process. Specific strategies need to be used and devised
for smooth transition.
Strategies
the scho ol
ild ’s ho m e language with
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• Connect th
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• Use open s an d to enco urage
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• Giv e oppo
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in vo lv e in teractio n wit
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• Design ac
and things
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riat e, child-f riendly d
e, age- ap pr op oid co mman
• Use simpl clas sr oo m and try to av
the
language in t language).
(ins tr uction or adul
language about a particular
talk
children to discuss in
• Enco urage e, as k qu estions and
story/rhym
to pic/theme/
class.
The teacher needs to use simple, age-appropriate, child-friendly and clear language in the
classroom and try to avoid command language (instruction or adult language). Children
should feel free to ask questions and clarify their doubts and the teacher should be available
to answer their queries.
The teacher must keep an exclusive slot for foundational literacy activities. An hour and a
half across the daily routine (depending on the children’s needs) should be set aside for circle
time discussions between teacher and children, word wall reading time, sight word reading
time, language and literacy game time in interest areas, conversation time on any
topic/theme, reading and interpreting daily schedule and talking about it, listening to stories,
discussing a story, asking and answering questions related to a story, rhyme time, music and
29
movement time, exploring writing on variety of papers and so on. These are some examples;
teachers can create their own.
Encouraging children to connect sounds, follow the beat, guess the tunes and focus on
rhyming words, etc. is important. Pinpointing specific problems a struggling reader is having
and thinking about alternative ways to support will help reduce learning gaps. Mechanical
learning (rote) should be avoided, children’s time-on-task, and active engagement in tasks is
important rather than making them passive learners or listeners.
Mother tongue or home language may be used to support children in the initial years,
followed by a blended approach with focus on introducing English vocabulary. Children are
already familiar with a number of words from the English Language as they are exposed to
the digital and print forms so these could be the starting point.
Learning materials and resources
Teachers must use environmental objects and the surroundings as learning resources for
children and teaching resources for themselves, for example using prints in the immediate
environment to teach print concept/awareness and other phonological awareness activities.
Toys and games are rich resources for classroom learning so teachers must use toy-based
pedagogy (TBP) and other play materials (locally available or collected/ DIY created by
them) and map them with different concepts /skills. Indigenous toys and games always have
an upper hand as they provide a link with the culture.
As teachers it is important to develop and contextualise TLMs and toys. Age and
developmentally appropriate books and literacy related toys and TLM’s must be provided.
Display of materials should be in such a way that it is at the eye level of children and readable
by all. The toys, books and other related materials must be easily accessible to all the
children. People like the school staff, local police, doctor, cleaner, cobbler and gardener, etc.
should be invited as resource persons to interact with the children. Nature walks, library and
museum visits, book fairs, plays are also literary resources.
30
Use of technology
In a digital world, the teacher must use and integrate appropriate technology in the daily
schedule. She/he should select suitable audio-visual aids and use them on a regular basis for
teaching-learning, as children engage well with them. Films, cartoons, animations, video
games related to language learning, audio visual aids, developmentally appropriate
apps(safe) for building language and literacy, augment language skills.
Assessment
The teacher must observe and track the progress of the children. For every competency,
teachers need to keep a record of the number of children progressing well, or those who
need more support. In this task, a teacher’s close or minute observation skill is important.
The progress must be tracked against the specified Learning Outcomes.
Assessment should not be used to ‘label’ the children as weak/bright/average, etc. It should
also not be used to compare children. Rather, it should be an assessment of self-progress of
the child. The real purpose of assessment is to identify and develop the potential of each
child.
Each child’s learning should be assessed in a variety of ways such as,
interactions/discussions, creative work, activity sheets, group play/collaborative work, etc.
Documenting each child’s learning is important. Each child’s folder or portfolio should be
developed and made available for parents to view and to provide their feedback. This
portfolio must remain with the teachers of the foundational stage till a child completes
her/his early education at the foundational stage. It should then be shared with the teachers
of the next class.
Teachers should make assessment an inbuilt part of foundational language and literacy
activities and experiences. For example, when the child is playing with other children,
observe what kind of language and vocabulary is used, how she/he is solving conflicts or is
expressing feelings, connecting sounds with letters, using the print and so on. The purpose
of assessment is not to be an add-on activity, but to be an integral part of the teaching-
learning process and should be done in an informal manner at this stage.
31
Beyond the classroom activities
Children should be encouraged to build connections between oral and written language
using their own experiences and with the support of parents and other adults. Teachers must
work collaboratively with families to access their store of knowledge and strengthen
consistency and reinforcement of concepts learnt between the home and early childhood
education settings. Children can create their own DIY literacy related toys, books, and
materials with the help of parents/ parent volunteers.
For developing a passion for reading in children, the school, parents and families must work
together. Besides the language area in the classroom and the school library, the parents also
must be encouraged to create a place to read in their homes where a collection of children’s
storybooks, magazines, language games, jokes, puzzles, riddles, audio recordings of stories,
songs and rhymes can be kept.
A ‘Book Club’ can also be established in the neighbourhood by the families. The residents of
the area can be requested to donate storybooks, magazines, and other language related
material for displaying in the club which children can access easily. Literary and cultural
events like recitation, creative writing, drawing, music, dance competitions can be held
annually.
In addition, teachers must participate in trainings/conferences on a regular basis to upgrade

their knowledge and skills. They must interact with teachers of other schools as well, to share
their experiences and also learn from them. They must also keep abreast of the latest
developments in the field.
32
Foundational Numeracy and Mathematical Processes
3
Foundational
Numeracy and
Mathematical
Processes
32
Numeracy is the knowledge, skills and dispositions that children need to acquire in order to
use Mathematics in a wide range of situations. Foundational Numeracy is the ability to
recognise and understand the role of Mathematics and to use simple numerical knowledge
and skills purposefully in day-to-day life situations. When children acquire these skills, they
are said to have developed number sense and spatial understanding.
Foundational numeracy includes the ability to:
develop an understanding of concepts

related to quantities.
develop understanding of concepts such

as, more and less, large and small, forward
and backward, high and low, etc.
establish relationships between single

items and groups of items e.g., seven
means one group of seven items which is
one more than a group of six items.
use symbols that represent quantities e.g.,

'9' means the same as 'nine'.
compare numbers such as 'greater than' or

'less than' e.g., 10 is greater than 8, and
three is half of six.
arrange numbers in ascending and

descending order or arrange in order of
1st, 2nd, 3rd, etc.
visualise and describe shapes of objects

and spaces around them.
33
Need for Foundational Numeracy
Learning to count, identifying numbers, comparing and manipulating quantities are

important early numeracy skills. These are powerful indicators of school-age mathematical
learning and performance.
The foundation for numeracy skills needs to be laid early and effectively to ensure smooth
transition through all the stages.
Early numeracy is important for developing logical thinking
Numeracy helps to solve daily life problems and make sense of numbers, time, patterns and
shapes. These skills are life skills and applicable in daily life activities such as, shopping,
cooking, travelling, playing and communicating. Focussing on basic numeracy skills in the
early years, eventually helps in improvement of learning outcomes at the later stages.
Numbers and spatial understanding are an integral part of communication
Basic calculation is a part and parcel of every child’s life. While some mathematical skills
develop naturally as children interact with their family members and with their peer group,
a systematic intervention helps in building a strong understanding of mathematical ideas
which lays the foundation for life skills such as critical thinking, problem solving,
communication and creativity.
Foundational numeracy can be linked to increased employability and

higher GDP
Mathematical skills equip the children to handle daily life situations and provide better job
options in the future. This skill helps children to develop conservation of number concepts
by using their favourite objects such as toffees, toys. It offers opportunities to children to talk
about domestic products using numerical skills. A strong numeracy foundation will open the
doors for innumerable courses which will further lead to a lucrative career.
34
Major Components of Early Mathematics Learning
The mathematical skills and concepts taught in the early years, lay the foundation for
children to progress in elementary school and beyond. Early mathematics learning must
include the following components which must be introduced to the children by incorporating
them into simple everyday activities:
Figure 9: Skills and Concepts of Early Mathematics Learning
35
1. Pre number concepts
Before children start counting objects or develop an understanding of numbers and

numerals, they need to be able to classify, seriate and set up one-to-one
correspondences, as these skills form the basis for the understanding of the concepts
related to numbers. These are called pre-number concepts and they pave the foundation for
formal mathematics learning.
is the skill of sorting or grouping items/objects which have
Classification some common attributes such as colours, shapes, sizes or
characteristics. A variety of activities can be designed and
developed by using objects in the environment, for example,
classification based on shape, size (big and small), weight (heavy and light), length (short and
long), height (tall and short), etc.
involves ordering a set of objects according to some rules
Seriation such as, by size, location or position. It also involves ordering
objects in two directions. For example, the child applies the
concept of size, ‘bigger than’ and ‘smaller than’ at the same time. Children can be asked to
queue up from the shortest to the tallest or story picture cards can be sequenced in the order
in which the events happened in a story.
is the ability to match or pair each object counted with a
One-to-one number word. For building on the understanding of one-to-
correspondence
one correspondence, children need to understand the
meaning of ‘many and few’, ‘more than/ less than’ and ‘as
many as’. All these activities must be related to the child’s context so that she/he uses them
in daily life situations e.g., matching one object to another, like a cup with a saucer.
2. Numbers and Operations on Numbers
Numbers are the mathematical tools to count and measure. Numbers are used in many forms.
The objective of foundational numeracy is to develop a number sense in children, which is
the ability to think and work with numbers.
The key skills that come under this category are number sense, reading of symbols, writing
words and symbols, comparison of numbers like greater than/lesser than, etc., fundamental
operations e.g., addition, subtraction, multiplication, division and their applications in daily
life.
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Problems involving operations such as addition, subtraction, multiplication, and division are
not merely abstract use of numbers but have much wider applications. They not only help in
developing computational abilities in children but are also useful for interpreting,
representing and solving problems in children’s daily life contexts.
3. Shapes and Spatial Understanding
This area of mathematics involves an understanding of shape, size, space, position, direction,
and movement of objects. It helps to describe and classify the world we live in.
Spatial sense gives children an awareness of themselves in relation to people and objects.
The key concepts include 3D shapes and solids, flat and curved surfaces of solids, 2D shapes
as seen on surfaces of a solid shape e.g., straight lines, curved lines, shapes made up of
straight lines, curved lines, etc. e.g., triangles, quadrilaterals, circles, etc.
4. Measurement
We encounter numerous situations in our daily life which involve dealing with measurement.
For example, when we buy clothes or food, cook a meal for guests, make tea, coffee, etc. we
measure the quantity. Children often compare their heights and weights, check the weather
or temperature of a day or the juice left in their glass or time left for the lunch break. They
often refuse to lift a heavy item or let hot milk cool down before drinking it, and so on. In this
way, children acquire an informal understanding of several physical attributes such as height,
weight, capacity, time and temperature.
Measurement is a part of our everyday life, used in our routine chores or in an occupation.
Familiarity with different contexts of measurement is important for functioning effectively.
Figure 10: The attributes of measurement
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5. Pattern Recognition
We see patterns all around us. It is used in almost every context in our life such as patterns
in rangolis, floral designs, motifs on clothing or in architecture.
Mathematically, pattern is an arrangement, order, sequence, or repetition. Patterns follow a
particular rule. For example, counting numbers have a pattern. Each number is one more
than the preceding number and each number is one less than the succeeding number.
Patterns can be of many types like sound patterns, number patterns, patterns in shapes,
patterns in colours, patterns based on symmetry, etc. Pattern recognition is the ability to
detect arrangements of data or characteristics that give information about a given system or
data set.
Identification of a pattern helps in enhancing observation and analytical skills as while
identifying a pattern, one observes the similarities, dissimilarities, repetition, non-repetition,
growth/delay etc. Describing patterns helps in enhancing mathematical vocabulary and
improving language skills which is one of the important aspects of mathematics learning.
6. Data Handling
Data refers to information which is collected from various sources in a raw form. Having
access to data and the ability to interpret data can be a source of power.
Data is collected when we need an answer to a specific question or a problem or when we
want to understand a situation and the need to decide what to do. Though data answers
some questions, it also raises further queries, which cannot be answered from the data. Data
collection and handling is not only of interest to those specialising in statistics; in everyday
situations too, we are collecting and using data, e.g. a teacher collects data when she/he
takes the attendance of the children in her/his class, corrects copies, or test papers, etc.
Major components of data handling include collecting information or data, recording the
data, representing and interpreting simple data, choosing an appropriate scale and unit. This
is helpful in analysing, making predictions and choices and finally drawing conclusions from
the data.
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7. Mathematical Communication
Mathematical Communication is a process by which information is exchanged between

individuals through mathematical symbols, signs, diagrams, graphs, etc. It includes both
listening and reading (comprehension) and speaking and writing (expression).
Language plays a crucial role in the construction of knowledge and in the learning of
mathematics as well. Mathematics has its own vocabulary. It also borrows words from
everyday vocabulary but gives them a special meaning. When children solve simple
problems presented in words in a Mathematics class, they work with the language of
Mathematics. ‘How many?’, ‘How many altogether?’ ‘How many are left?’ or “Find the sum
of /difference between', are all examples of the use of Mathematical vocabulary.
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Pedagogical Processes to Develop Foundational

Figure: Numeracy and Mathematical Skills
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Using mathematical skills as processes
Quality foundational education should work towards developing mathematical skills and
concepts among children through various processes such as observation, reasoning,
visualisation, generalisation, communication, critical thinking, problem-solving, creativity
and collaboration. Teachers should focus on ‘development of early mathematical skills and
concepts rather than the coverage of content or concept’ in isolation.
Providing scope for exploration and mathematical thinking
Different ways of calculations and strategies for problem-solving need to be explored along
with many diverse ways of communicating the results of exploration.
Children should be engaged in fun activities such as:
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Using manipulatives /toys
In foundational numeracy, a manipulative is an object which is designed so that a child can

perceive some mathematical concept by manipulating it. The use of math manipulatives
provides a way for children to learn concepts through developmentally appropriate
hands-on experiences. Toys and manipulatives also help children in visualising the concepts.
Indigenous toys are generally available in every child’s surroundings. They are an important
resource for the teaching and learning of many mathematical skills.
Integrating Mathematics with other subjects
Mathematics is not only a subject, but also a language which is used in the learning of other
subjects such as, Environmental Studies, Science, Languages, etc. Short stories, poems,
rhymes, simple riddles usually involve different aspects of mathematical language and
provide opportunities to think critically and holistically and link mathematics with other
subjects or vice-versa. Integrating early math and science concepts in everyday
activities enhances cognitive, social, emotional, and physical development of children and
thus subsequently, their overall growth. Skills and concepts that children learn while they are
young expand as they gain experience and knowledge over time.
Modelling numerate behaviour
It is important to create a classroom environment that provides scope for children to raise
doubts, ask questions, participate in discussions and share her/his thoughts and imagination,
which involves the use of mathematical language to communicate.
For example, posing a question such as: Everyday, Meena leaves for school in the morning at
7:00 am and returns home at 4:00 pm. How many hours does she spend outside her home? For
younger children, modelling numerate behaviour may involve, asking all the tall children to
stand at the back and short children to come in front, extending a pattern further, fixing a
problem, thinking about how something can be classified in another way.
The skill of meaningful problem posing needs to be enhanced to think and communicate
mathematically. Reading the time with children is yet another example of how to enhance
foundational numeracy and use mathematical behaviour. Daily activities like telling and
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asking the time, setting the table for a certain number of family members, planning a
picnic/trip, reading a map and understanding timetables for a given time slot, etc. may be
used.
Problem Solving
Using developmentally appropriate problems, open ended questions, or materials that are
challenging and inviting mathematical thinking through both mathematical content and
processes in young children is what problem-solving skills/activities are all about.
Instead of emphasising on standard algorithms, the teacher should encourage diverse ways
of problem solving with peer and collaborative learning. Problem solving is an important
aspect of early numeracy because it motivates children to connect previous knowledge with
new situations and develop flexibility and creativity in the process, like fixing puzzles, solving
problems/mazes, answering open-ended questions, arranging objects in order, recognising
and completing patterns and so on.
Joy in Mathematics
The Mathematics curriculum needs to emphasise, ‘experiential and joyful learning’ by

integrating the use of poems, rhymes, stories, riddles and puzzles, local art and culture,
music, dance, rap songs, cookery, and games, etc. into the subject to help children have fun
as they learn.
Scope for errors
In a Mathematics classroom, every response/query of the child needs to be addressed and

discussed. This would encourage children to ask questions and take help to clarify their
doubts fearlessly. Since Mathematics is a subject where one concept builds on another, it is
important that gaps in learning are addressed immediately. A lot of practice is required for
developing skills and mastering concepts hence, the teacher needs to have a good subject
knowledge, be thorough in pedagogical practices and have the patience to work with small
children.
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Collaborative learning
Learning from each other and helping each other to learn is what is meant by collaborative
learning. The teacher can focus on many other aspects of the classroom as the children learn
from each other. Peer learning also helps children in developing conceptual understanding
and mathematical communication without any fear or hesitation. Children not only learn to
respect their peers, they also develop social skills.
Role of the Teacher in Promoting Foundational

Numeracy
The teacher plays a vital role in ensuring that children develop concepts and skills of
numeracy with clarity while also enjoying the subject. Knowledge of the subject as well as an
understanding of the pedagogical practices to be followed to make the learning of
Mathematics both easy and fun, is a must for the teacher. Here are some points to be kept in
mind while transacting the foundational numeracy curriculum:
Figure 11: The teacher’s role in Mathematics Learning
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Children as foundational numeracy learners
The teacher must view all the children as capable foundational numeracy learners. She/he
must address each child’s individual needs, interests and abilities and ensure equitable,
accessible, meaningful and engaging learning opportunities for each and every child. The
teacher must look closely at the learning outcomes for the foundational numeracy across the
foundational stage to focus on the early learning at each stage/level and then plan and
implement the activities that promote pre-number concepts, reasoning and problem-solving
skills.
Building a positive attitude towards Mathematics, early on in life is very important so that
children do not dread the subject as they grow older. Teachers must help to develop in
children an interest in numeracy, right from the foundational stage and foster a positive, “I
can do Mathematics”, attitude among all children.
Making Mathematics learning fun
A variety of pedagogical and assessment practices may be used to bring fun, enthusiasm and
interest to the classroom. The Mathematics lessons must be hands-on, interactive and
challenging. Reading aloud sessions with picture books, playing with a dice or digital number
games, number puzzles, asking open ended questions, using children's names in word
problems, going online to download Mathematics apps and websites to review Mathematic
skills are all engaging activities which the teacher may use. Other activities that may be
undertaken include, celebrating events related to the curricular area, introducing STEM
projects and organising quizzes and competitions in the subject.
Mathematical language
Teachers must give a lot of freedom and flexibility to the children by using their existing
vocabulary to convey mathematical ideas related to numeracy and spatial understanding.
They must also provide opportunities to children to learn formal mathematical language
(numerals, symbols for operation) while interacting with elders and their peer group. Simple,
age-appropriate, child-friendly and clear language must be used in the classroom and
command language (instruction or adult language) must be avoided. Mathematical language
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and numbers may be included in the games played in the class, the stories told, the songs
sung and the activities planned.
Strategies
The children must be engaged in meaningful mathematical activities, instead of rote learning
and abstract worksheets, by providing them more concrete and hands-on experiences. The
teacher must pose purposeful and age-appropriate open-ended questions and encourage
children to explain their reasons for reaching conclusions. Stories engage children well and
many concepts can be taught through stories, poems and rhymes. Numeracy elements may
be incorporated in storytelling activities (both pre and post) to show connections. Use of the
immediate environment to hunt for patterns and mathematical representation is also
important. Letting the children regularly know what they are doing and how they are doing
is crucial. Teachers must use and connect mathematical behaviour in their daily routines and
communication.
Learning Materials and Resources
The teacher must provide manipulatives and appropriate toys in activity areas for conceptual
understanding. Using concrete play materials such as real or digital manipulatives like snap
cubes, pattern blocks, etc. can help children bring mathematics into being - a process called
representation. Number dominoes, number rods, DIY number dice, or counting objects may
also be used to encourage children practice their basic skills.
Environmental objects and surroundings are important teaching-learning resources. For

example, numbers in the immediate surroundings may be used to teach early Mathematics
and for other foundational numeracy activities.
Toys and games are a rich resource for classroom learning. While using toy-based pedagogy,
materials which are locally available or collected by children must be used. Indigenous toys
and games always have an upper hand as they link learning with the culture. Teachers must
engage children in creating and constructing toys that apply mathematical principles.
Teachers may create an exclusive math/manipulative area and equip it with developmentally
appropriate materials. They can observe how children are using the manipulatives, the kind
of mathematical language used by the children and when and where they need the teacher’s
support. The TLMs and toys may be contextualised by the teacher.
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Mathematics beyond the classroom
Learning does not end in the classroom. Senior students, parents, and members of the
community need to be involved in the learning process. Learning can also be extended by
holding mathematics related events in the school e.g., Family Mathematic nights, fairs/melas
to teach children to handle currency; developing newsletters at the school level or
institutional level, building communication related to foundational numeracy, using a variety
of strategies with parents by creating /or using apps/WhatsApp or social media.
Useful and relevant tips on how the parents can engage in their child’s foundational
numeracy may be shared with them. Parents can be encouraged to use foundational Math
learning beyond the school and connect it with the home and immediate surroundings e.g.,
counting the utensils at home, laying the table, distributing objects, observing objects with
numbers on them, identifying patterns on home linen, going shopping, etc.
Assessment
Assessment is an important aspect of the teaching learning process and should not be
restricted to the teacher alone. For holistic assessment, children’s self-assessment peer-
assessment, parents’ feedback along with the teacher’s assessment should be a part of the
overall assessment.
Assessment should not be used to ‘label’ the children as weak/bright/average, etc. It should
also not be used to compare children. Rather, it should be an assessment of self-progress of
the child. The real purpose of assessment is to identify and develop the potential of each
child.
Assessment must be an inbuilt part of the foundational numeracy activities and experiences.
Teachers must conduct assessment of each child’s learning in a variety of ways such as
interactions/discussions, creative work, activity sheets, group play/collaborative work, etc.
to allow for individual differences. A folder or a portfolio may be developed for each child’s
work samples. This portfolio must remain with the teachers of the foundational stage till a
child completes her/his early education at the foundational stage. It may then be shared with
the teachers of the next class.
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Professional Development
For developing an interest in foundational numeracy right from the beginning, parents and
families need to be encouraged to create a ‘manipulative/math area’ in their homes. A
collection of age-appropriate number/ object puzzles, take-apart-toys, shape cut-outs to
create, unifix blocks, matching cards, number stories, collection of objects/toys for counting,
ice-cream tray for sorting seeds, etc. can be provided in this area. This would keep the
children engaged at home.
The teachers need to have a sound knowledge of Mathematics as well as a positive attitude
towards the curricular area. Their numeracy skills should be excellent, and they should be
able to make the teaching learning of Math an enjoyable experience. In addition, teachers
must participate in trainings/conferences on a regular basis to upgrade their knowledge and
skills. They need to interact with teachers of other schools as well, to share their experiences
and also learn from them. They must also keep abreast of the latest developments in the field
of early numeracy.
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Setting up an Environment for Foundational Literacy and Numeracy
4
Setting up an
Environment for
Foundational Literacy
and Numeracy
48
A literacy and numeracy rich environment both in the school and at home facilitates a two-
way interaction that includes listening, speaking, developmentally appropriate reading and
writing practices in the learning of all children across the foundational stage. This involves,
a carefully designed setting, selection of toys, books and materials that will facilitate learning
for language, literacy and numeracy, reflection and planning regarding exclusive FLN related
classroom design, planned pedagogical and intentional teaching practices by teachers and
other support staff.
Planning for FLN must be done in such a way that children learn various skills and
competencies in a joyful manner. For this, the teacher needs to create an enabling, safe,
stimulating and positive classroom environment that holds the key to effective teaching
learning practices at this stage. She/he should adapt and modify the classroom environment
to address the needs of all the children so that they can progress at their own time and pace.
The teaching-learning processes in a well-designed FLN environment must include play-
based activities and experiences keeping in mind the WHOLE CHILD (emphasising on the
three developmental goals).
Creating an environment for effective teaching-learning
Organising the Classroom

Space
• The teacher needs to look at her/his classroom, explore and exploit the space available
to create interest /activity areas by asking herself/himself, “How many areas can I create,
which are the spaces that I can use for display”, and so on.
• Well designated and carefully zoned out activity areas should be established, for example,
the quiet areas must be separated from the loud areas, the wet areas kept away from the
other areas. The activity areas must be equipped with appropriate toys and play
materials.
• Other areas, like, a listening area, a reading area, a writing area and even a speaking
platform where children can be provided with appropriate materials, toys, and resources,
may also be created.
• An area should also be allocated for circle time, for the children to sit around in a circle,
as the teacher reads aloud storybooks or interacts with them.
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Classroom Layout
• The classroom setting and seating should be such that it provides opportunities for peer
interaction, group interaction, teacher-child interaction, group activities and
individualised learning.
• The furniture should be child appropriate and set in such a manner that the classroom is
not be too congested and there is enough space for the children to move around. The
furniture should be both safe and functional.
Selection and Placement

of Materials
• Classrooms should be equipped with age and developmentally appropriate toys, play
equipment and materials to cater to the needs of all children. A range of age and
developmentally appropriate toys, books, play materials must be selected for all the three
developmental goals. These must be classified by the teacher for different competencies
and accordingly placed in different interest areas.
• It is important to organise the material and keep it in appropriate places/ interest areas,
so that the children are able to find what they need. This gives children a sense of
independence and allows them to try out new ideas. Children’s age and ability must be
kept in mind, for example, heavier items must be kept on lower shelves so that the
children do not get hurt while handling them.
• Opportunities need to be created to engage children in meaningful activities such as
drawing, writing using concrete materials such as coloured pens and pencils, white
boards, and materials, i.e., clay, brushes, paint, etc. should be made available. Materials
and objects such as old containers, twigs, seeds, glue, pictures, leaves, feathers, lids,
bottle caps, old toys, etc. can be placed for children to create ‘wonders from waste’.
• Do-it-yourself (DIY) should be a part of the toy area or all the activity areas where children
are encouraged to create/construct on their own.
• Materials may be modified for children with special needs, for example, texture may be
added to letters, number cards and flash cards/pictures can be embossed for easy
identification. Smaller group activities can be planned to meet the needs of different
children.
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Design and Display of

Visual Material
• Relevant visual material such as charts and posters must be displayed at appropriate
places in the classroom. Visual material not only facilitates learning, it can also be used
to help children understand their environment better. For example, posters on classroom
rules or the daily schedule can help children understand what they need to do so that
they understand and adjust better in the classroom.
• Each activity/interest area must be labelled at the eye level of children (reading area,
writing area, math/manipulative area, block building area, etc.) and equipped with
appropriate toys/materials to foster children’s FLN skills.
• Work done by the children must also be displayed in the classroom. This provides them
with a sense of pride and gives them a feeling of being a part of the classroom. Children
can also be asked to talk about their work/work of their peers, which can be used as an
opportunity by the teacher for development of language skills.
• The material displayed in the classroom must reflect the diversity (socio-cultural,
regional, ability) represented by the children in the classroom.
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Setting up the Mathematics Area
The Mathematics Area must be equipped with

manipulatives such as:
Dice
Interlocking cubes Number dominoes
Counters Colourful linking Geoboards
Bingo game chains
Pattern blocks
Measuring
spoons/cups
Number puzzles
Number
manipulatives
Ten frames
Egg carton trays

for sorting
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Setting up the Language and Literacy Area
The Language and Literacy area must be equipped

with materials such as:
Children’s
Graded storybooks magazines
(Age and developmentally
appropriate) Picture books
DIY materials to
create one’s own
book
Reading posters
Puppets and props

to support the story
and its characters
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Teaching-learning experiences
Toy-based Pedagogy must be used while planning the transactional

processes for FLN. Toys, besides helping children learn in a fun manner,
also play a major role in their overall development.
Experiences that support exploration of numbers, book reading, seeking

information from others must be planned. Plenty of opportunities must
be provided for listening to stories and creating stories. Role play and
experiences that support math talk, reading, writing, and drawing are
useful strategies.
The cultural and linguistic diversity in the class must be kept in mind.
Children may be allowed to speak in the mother tongue/regional
language initially, as it provides emotional security to the children. The
classroom environment must be labelled and well supported with
pictures/signs/logos so that the children are exposed to the school
language.
A well-designed classroom also supports observation of children’s

progress in their learning. Observing children’s play in different interest
areas and identifying their developmental level can help the teachers
understand their strengths and the scope for improvement. Early
interventions may be planned accordingly, to help minimise the learning
difficulties and to accelerate the progress.
Play-based activities that include age appropriate ‘life skills’ and ‘values’
must be incorporated in the daily schedule. Integration of life skills and
values helps ALL children in becoming self-reliant. The life skills and
values mentioned on the following page need to be introduced through
activities, games, and planned experiences which can be integrated into
the three developmental goals. Children will need practice,
reinforcement and guidance in the process of mastering these skills and
imbibing the values.
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 Playing in a cooperative
manner with others
 Doing things independently
or with others
 Doing daily tasks such

as zipping their jacket/
trouser, buttoning their
shirt
 Washing hands before meals  Pouring water into a
and after using the toilet glass
 Tucking in their shirts  Getting ready for lunch
 Using a handkerchief to blow for e.g., wearing an
their nose apron or a bib, eating
 Brushing their teeth with a spoon,
 Reading the hygiene chart  turning pages of books
with the help of pictures  self- protection for e.g.,
awareness about
risky/uncomfortable
situations, and
communicating with
elders on the issue
 Packing the school bag for the next  Picking up toys and putting
day them back in the storage area
 Zipping up the school bag and after play
keeping the bag at the assigned  Hanging water bottles on the
place
hooks
 Keeping the school diary in the bag
 Sorting items/ toys/ math
 Keeping the classroom neat and
clean manipulatives
 Repairing torn books with the help  Keeping books back on the
of the teacher/parent shelf after reading/exploring
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A well-planned FLN environment allows teachers to facilitate development of key skills and
competencies of oral language, emergent literacy and early mathematical skills. A literacy-
rich environment allows children to interact with print/texts independently and with peers
and teachers. This helps to consolidate children’s understanding of the functionality of
literacy, and how it is useful in everyday life.
Similarly, the teacher needs to learn how to set up daily routines to include early literacy and
Math components and create an environment that promotes FLN learning in a joyful manner.
Planning for the Daily Schedule
Prior to planning, the teacher needs to identify the desired Competencies and Learning
outcomes.
Planning involves:
Arranging, creating, designing and equipping the indoor and outdoor

areas for active learning.
Planning the daily schedule

The teacher must plan a balanced daily schedule that:
- encourages interaction.
- provides a flexible structure and routine.
- encourages free play in interest or activity areas with adequate supply of
age and developmentally appropriate play material (at least for 35 minutes
a day - includes choosing the area, playing in the area, transition within
activity areas, keeping the toys/materials back to the storage and hand
washing, and transition to the next planned activity).
- supports curriculum and developmental goals.
- provides rest time after lunch.
- allows at least 35-40 minutes (keep transition time for moving out, washing
hands, rest and settling down for the next activity) for outdoor play (both free
and guided).
- supports a balance of indoor/outdoor, active/quiet, child and teacher-
initiated and individual/ small group/ large group activities.
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It is important to surround the learning environment with objects, toys and activities
involving literacy and numeracy so as to facilitate the development of communication,
critical thinking and problem-solving skills.
Once the FLN rich classroom has been planned and set up, it is important that teachers think
of how to model, scaffold and extend FLN concepts/skills during small group and large
group interactions with children. This may be achieved by:
Drawing children’s attention to the print in the surroundings e.g., when

children are looking for toys and play materials or putting them back in
the storage, draw their attention towards toy box labels, the names,
logos/signs, etc.
Helping children to create their own math DIY toys/games. Number-

picture calendars, counting and sorting games, beaded strings in
colourful sequence, clocks, etc. can help in extending children’s
imagination. Encourage children to explore manipulatives and math
materials and think mathematically.
Encouraging children to play mathematically on their own e.g., setting up

a market area/ grocery store/toy store in the classroom and giving the
children play money to purchase toys/items; giving them a measuring
tape so that they can compare their own height with that of their friends
or letting them measure a growing plant and other toys/objects in the
classroom.
57
CHECKLIST
for creating a FLN rich classroom environment
Put a tick () in appropriate box.
Items Yes No
1. Do the toys, learning materials and other TLMs in
your classroom contain print and numbers?
2. Do you provide enough opportunities to all the
children to interact amongst themselves and with
you?
3. Does the classroom facilitate interaction and small
group play in the activity areas?
4. Does the classroom have a provision for an
exclusive reading and writing area?
5. Does the classroom incorporate a
math/manipulative area where children can explore
objects and toys?
6. Do you use and model literate and numerate
behaviour with your children?
7. Do you have sufficient and relevant display in your
classroom?
8. Do you incorporate music and songs into your
numeracy and literacy activities?
9. Do you incorporate life skills and values in your
classroom processes?
10. Do you display a chart depicting age-appropriate
values and life skills?
11. Do you modify material for children with special
needs?
12. Does the material displayed in the classroom reflect
diversity?
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Imagining a model Literacy and Numeracy rich classroom
Let us imagine a classroom at the foundational stage, where all the children are engaged in rich
literacy and numeracy experiences.
In an environment like this, we are
likely to see a few children engaged
in the reading area, a few enjoying
their early attempts at writing on a
running chalk board in the writing
area, while others are exploring
language materials/games in small
groups in the language area. A few
would prefer to work on certain toys
or alphabet puzzles individually.
There will be some children engaged

in creating letters and numbers using clay and play dough, and others found fixing puzzles, blocks
and counting loudly as they stack the blocks. Teachers can be found using literate and numerate
vocabulary like, “Children whose names begins with the ‘S’ sound go to table number 4 and children
whose name begins with the ‘R’ sound go to table number 3”, and so on.
Cat
Bat rat
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The teacher can be seen pointing to and reading the labels and
numbers on all the areas/shelves/desks etc. and discussing
the materials/content in each area to help children explore
print and numeracy across all the activity areas.
During the nature walk, children are asked to explore the
natural surroundings. In the classroom, children interact with
science related materials in the discovery area while the
teacher reads aloud books on early science, such as picture
books on animals, plants, water and the weather for the
children to gain knowledge about natural concepts.
Children are also found exploring and interacting with
developmentally appropriate technology under the teacher’s
guidance and listening to e-story books. When needing a
resource for more information, children visit the resource
centre meant for them and their parents which is equipped
with books, computers, picture dictionaries, children’s
encyclopedias, and so on. The
children paste new words on the
word walls, and teachers
provide them an exclusive time
slot to encourage them to read
these words.
An FLN rich classroom has
labels with pictures and
numbers everywhere so that
children can read them and
connect written language with
the things they represent.
Children use foot numbers, clocks, number calendars, daily routines, logos and signs, to see how
words can be used every day. Teachers and children together plan dramatisation of a story already
told to the children and prepare toys/props/masks for it. All the materials are adapted to meet the
needs of children with disabilities. Children share in class discussions and teachers demonstrate
writing, making lists and numbering each item on the chalk board.
So, go ahead and plan your FLN rich classroom…
WHERE THE MAGIC NEVER STOPS AND THE ADVENTURE NEVER ENDS!
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Learning Assessment at the Foundational Stage
5
Learning Assessment
at the Foundational Stage
60
The primary purpose of assessment during the foundational years is to support and guide
each child’s learning from FLY- 1 to FLY – 6 (age group 3 to 9 years).
Every child is unique, having her/his own strengths, abilities and areas of interest.
Developmentally appropriate assessment helps to know each individual child better.
A planned, systematic and

structured assessment is an integral
part of the curriculum and pedagogy.
In the context of FLN, the
assessment results may be used to
provide concrete feedback about the
children’s learning levels in literacy
and numeracy. At the same time, this
feedback becomes the basis for
planning and modifying classroom
processes. It also enables parents to
provide support and participate in
the learning of their children, when
teachers share assessment results
and their method of teaching in the
classroom with them.
Types of Assessment
All assessments are designed to serve some purpose, to diagnose the learning difficulties or
to assess regular progress of the children against the targets or learning outcomes or to
declare the results at the end of a term or class.
Generally, we view three types of assessment namely, Assessment for Learning (AfL),
Assessment of Learning (AoL) and Assessment as Learning (AaL).
While the objective of AfL is to improve the performance of children by continuous informal
assessment and providing appropriate feedback, AoL is conducted to assess the learning of
children after a particular period or class. On the other hand, AaL is self-assessment by the
children to improve their progress by working on their own assessment. AfL is also known
as formative assessment and AoL as summative assessment.
61
Planning for Assessment
Assessment is an important activity and hence should be carried out very carefully. Some of
the aspects which should be considered while planning for assessment are as follows:
Using prior Experiences of the Children
Linking Assessment with Developmental

Goals and Learning Outcomes
Linking Assessment with Pedagogical Processes
Using prior experiences of the children
Teachers can collect information about each child as she/he enters school and takes
admission in a particular class. Parents have a wealth of information about their children and
having information about each child, e.g., how she/he talks, reads, writes or does number
work, can help the teachers plan and build upon it further in the classroom setting. Prior
experiences greatly influence the way a child approaches new learning situations. Both
parents and teachers are important sources of information about their children’s emerging
literacy and numeracy development.
62
Linking Assessment with Developmental Goals and Learning Outcomes
While planning for assessment, the

teacher should identify the
skills/concepts at the FLN stage and
check out the Competencies and the
Learning Outcomes related to
her/his particular class. The The Three
activities and experiences for Developmental Goals
Foundational Literacy and of FLN
Numeracy should be aligned with the
Learning Outcomes. Through Developmental Goal 1: Children maintain
Good Health and Well-being
planned assessment the teacher can
come to know how each child is Developmental Goal 2: Children become
Effective Communicators
performing against a specific LO and
what kind of scaffolding needs to be Developmental Goal 3: Children become
provided to that particular child to Involved Learners and Connect with their
Immediate Environment
enhance the pace of learning and
quality of performance.
Linking Assessment with Pedagogical Processes
The pedagogical processes undertaken at the foundational stage are very critical. For holistic
development of learners (as envisaged in NEP 2020), the pedagogy at this stage needs to be
activity/play based and planned in such a manner that children progress towards achieving
the listed/identified LOs, with teachers providing appropriate and adequate scaffolding
through regular assessment.
Assessment must be an in-built part of the pedagogy. While planning the pedagogical
processes and targeting the learning outcomes, the teacher must also identify some practical
ideas for making assessment in FLN more interesting and functional.
63
Identifying Learning Progress of Children
In a child centric pedagogy, it is imperative for the teacher to keep track of the learning
progress of each child with respect to different competencies or learning outcomes under
each goal. The focus should be on holistic development of the child. This implies that
assessment should not be based on a single method or a one-time assessment. The
performance of children should be observed and assessed using a variety of opportunities
and tools of assessment and at different points of time. The suitability of different tools of
assessment has been discussed further in this document. After assessing the performance of
children, the teacher may identify the learning level of each child.
Generally, four levels are suggested for the identification. However, it should be clarified that
there is no thumb rule for this four-level identification. The teachers and Heads of schools
may decide otherwise if they find a substitute that is more appropriate and convenient for
the teachers and the parents.
The four learning levels, for each stage (FYL1 to FYL 6) are described below:
LEVEL-I LEVEL-II LEVEL-III LEVEL-IV
Beginner Progressing Proficient Advanced

Learner Learner Learner
Achieves the LOs
with a lot of Achieves the Achieves the LOs Achieves the LOs
support from the LOs with the on her/his own. on her/his own,
teacher and does teacher’s support helps and supports
(Age and stage
not meet the in the given time others to achieve
appropriate
given time frame. frame. the LOs and
performance)
attempt to do more
(Needs a lot of (Does with a little challenging tasks.
support) support)
(Performance is
better than expected)
To develop an understanding on the assessment of LOs, an exemplar activity has been given
below. The role of the teacher has also been suggested for each level of the child. Teachers
must remember that the pace of learning may vary from child to child, but the sequence of
the learning process remains the same. The assessment process should facilitate learning
and provide support as per the need of each child.
64
Exemplar Activity-I: Hygiene
DG -1 PS III

Follows rules
Follows rules Follows rules Follows rules
with prompts
with support. almost on independently.
and reminders.
her/his own.
Exemplar Activity-II: Phonological Awareness
DG - 2 PS III
Progressing Advanced
Beginner Proficient
Learner Learner
Learner
Labels 0-10 letter
sounds (with Labels approx. 11- Labels 18-26 letter Labels 18-26 letter
support). 17 letter sounds sounds (with sounds (without
(with/without support). support).
support).
Exemplar Activity-III: Classification
DG - 3 PS III

Classifies
toys/objects based Classifies based on Classifies based on Classifies objects
on one attribute, two attributes with two attributes and based on two
places objects/ toys support and calls out the attributes with more
in a series by one familiar pictures. vocabulary (big blue, confidence and goes
attribute and makes small blue, big rod, on to more complex
a simple line pattern small rod) once classification.
(ABABAB). guided, on her/his
own.
65
Tools and Techniques of Assessment
As already discussed, assessment should be conducted using multiple sources and at

different points of time. At the foundational stage, play and activity-based learning is the
main pedagogy. Hence, the choice of the assessment tool should be made by the teacher
carefully, based on the activity.
Some popular tools of assessment for this stage are given below:
Observation
Observation is a process as well as a tool of assessment. While children are working in

various learning areas, observation as a process helps teachers to identify their learning
progress, learning gaps as well as strength areas so that interventions may be planned
accordingly. On the other hand, if such data, over a period of time is recorded and used to
assess the child’s progress, it will function as a tool. Some examples are given on the
following page:
66
Example 1
Provide children with different kinds of materials such as
twigs, leaves, buttons, and bottle caps. Observe how children
use these materials.
 Do the children sort the materials into different
categories?
 Can they describe the attributes of the materials?
 Do they see the similarities and differences in these
materials?
Example 2
Encourage children to create patterns with the materials. Observe:
 What kind of patterns do they create?
 Do they create the same pattern again and again or something else
too?
 Are the children able to extend the pattern on their own at any end or
only in one direction?
Watch for the kind of complexity children are bringing in their designing or
pattern making. If children have difficulty in extending or creating a pattern,
offer a variety of pattern activities in the class and encourage them to explore
or do pattern hunting.
The intervention depends on how the teacher observes the children’s play and
plans the assessment processes and how she/he notices, recognises and
responds to children's interests and strengths in literacy and numeracy.
67
Checklists
These are normally used for ‘yes’ and ‘no’ answers. There are many skills in the foundational
years which may be recorded as either ‘yes’ or ‘no’, for example, self-help skills and some
gross and fine motor skills. On a checklist (one for each child) the teacher can make a list of
all such skills in one column and then put a tick or cross against each, to record. This can
be done through observation or on the basis of some performance. It is a simple tool but
quite helpful.
Rubrics
A rubric is a comprehensive set of criteria used to assess children on a specific task. The
rubric outlines the criteria for the performance and assessment of the task. It should be
developed, as far as possible, in a participatory manner, involving both the teacher and the
children. It is an assessment tool that clearly indicates achievement criteria across all the
components of any kind of students’ work.
For example, the child’s ability to participate in a group activity can be assessed
comprehensively using the following rubric:
Criteria Level 1 Level 2 Level 3 Level 4
68
One example of Rubric on Numeracy is given here in addition to the previous examples
(given on page 65).
CRITERIA LEVEL I LEVEL II LEVEL III

Identification of Identifies a given Identifies a given Identifies a given
shapes shape with the shape with the shape with the
same/ similar same/similar same/ similar
shapes of familiar shapes of familiar shapes seen before
objects (given objects but are not around
/existing around) (given/existing
after some attempts around)
Naming shapes Able to generalise Able to generalise Able to generalise

and their features the features of a the features of a the features of a
shape to name it shape to name it shape to name it
informally after informally and informally and
some attempts but formally formally, and cites
not formally different examples
Naming shapes Able to draw but Able to draw and Able to draw, name
and their features unable to name a name a given shape and explain a given
given shape from from different shape from
different perspectives different
perspectives perspectives
Imagination/ Imitates Creates Gives novel ideas
Creativity others/takes clues figures/objects and creates
and attempts to through innovative
create drawing/art and figures/objects
figures/objects craft independently through
through drawing/art and
drawing/art and craft
craft
(Source: NIPUN Bharat: Guidelines for Implementation (2021), Department of School Education and
Literacy, Ministry of Education, Government of India)
69
Portfolio
A Portfolio is a file folder to keep samples of children’s work. It represents a child’s journey
in learning process. The Portfolio gives a holistic picture of a child’s progress over a period
of time (longitudinal assessment) and helps in identifying learning strengths, learning gaps
vis-à-vis the learning outcomes. Portfolios can be used for self-assessment as well as peer
assessment.
Developing and Using a Portfolio
• Decide the learning areas to be assessed weekly/monthly

(e.g. listening, speaking……..)
• Develop a file/folder with each child’s name and a code
for identification
• Keep adding/collecting samples of the child’s work with
date and with defined learning areas (drawing, art/craft),
in each child’s portfolio.
• Relate the children’s work/activities with the three
developmental goals of FLN (1,2,3).
• Ensure that the work samples in the portfolio showcase
the child’s efforts over a period of time (only the best
work of child need not be kept).
• Compile and share the data with a clear picture of each
child.
70
Audio and Video

Recordings
Use of technology is quite common and useful these days. Depending upon the nature of the
activity, different audio-visual aids can be used to record a child’s performance. For
example, recitation of a rhyme can be audio recorded while a short video can be made of a
craft activity or a toy making activity. These can be reviewed later by the teacher for
assessment and can also be shared with everyone interested in the learning of the child.
These are some of the tools which can be used very easily and appropriately for holistic
assessment of the child.
The Concept of 360-degree assessment
The goal of the education system is holistic development of the child. This development
needs to be supported by the teachers, parents, families, peers and other persons around the
child.
The concept behind the 360-degree assessment is that the performance of the child must not
be assessed by the teacher alone. Young children are often shy and moody. In order to get a
holistic understanding of the child’s learning, information about the child must be collected
from various persons with whom the child spends time, including the parents and peers,
along with the teacher. For this purpose, it is important that all these persons are aware of
the LOs and expected performance of the children.
Assessment derived from different sources such as self-assessment, peer assessment,
assessment by parents and consolidated assessment by teachers, is called 360-degree
assessment and it is reflected through a Holistic Progress Report Card (HPC).
Holistic Progress Report Card (HPC)
The Holistic Progress Report Card (HPC) provides an all-round description of a child’s
performance over a certain period of time. It reflects in detail the progress as well as the
uniqueness of each child as per the developmental goals. This helps in identifying the
strengths of the child and the kind of support required by her or him.
HPC is a comprehensive reporting document of each child’s progress across a specific time
as opposed to a one-time assessment. As the HPC shows learning progress vis-a-vis learning
71
outcomes, it can form an important link between the home and the school. By sharing it with
parents during regular parent-teacher meetings (PTMs), it can facilitate active involvement
of parents/families in their children’s holistic education and development.
Some features of HPC

• Provides (qualitative), data
in the form of description on
each child’s progress.
• Records academic as well as
other personal, socio-
emotional aspects of a child.
• Facilitates reporting on the
child’s progress (informed
conversations can be held
between the teacher, the
parents and the child.)
• Uses parents’, peers’ and
self-assessment to report
360-degree progress.
Self-Assessment and Peer Assessment
Self and peer assessment must form an integral part of assessment at this stage.
This kind of assessment encourages children to take greater responsibility for their own
learning, using the assessment criteria and reflecting on their own performance as well as
the performance of their peers. Children learn through reflection, from their own mistakes.
They also learn from mistakes made by their peer group. Refer to the given sample sheets
for Self-Assessment and Peer Assessment.
72
Self-Assessment: A Sample
Name: _________________________________________
Tick mark () the emoji, that you think is right for you.
1. I sorted the materials and created a pattern using colourful blocks with the
help of my teacher and friends. I call it a red block-yellow block- red
block- again a yellow block, and again a red block.
2. I could not understand how to sort the materials and then how to create a
pattern, so I asked my teacher to help
Peer Assessment: A Sample

My name: _________________________________________
My friend’s name: _______________
Tick mark () the correct answer.
1. My friend has completed the rhyming word activity without any
Yes/No
help.
2. My friend has completed the activity on time. Yes/No
3. My friend asked me to help her/him with the activity. Yes/No
73
Role of the Teacher in the Assessment Process
• The needs, interests and abilities of the children, both

individually and collectively, should be assessed by the
teacher. In doing so, the developmental characteristics
of young children must be kept in mind.
• In order to plan and set up a learning environment

suited to the needs of each child, the teachers need to
have an understanding of children’s previous
knowledge (how much they already know).
• Various techniques of assessment, such as observation,
checklist, etc. must be used by the teachers to know
how each child is learning and progressing. It is
important that the teacher works closely with parents
of all children including children with special needs.
• The teacher must ensure that the child's experiences

are enriched by appropriate resources, stimulating and
conducive settings and meaningful interventions. This
may be ensured by regular assessment through
observation.
• Reflection by the teacher is important. This is also a

purpose of assessment. Teachers ought to review and
reflect upon the teaching-learning and assessment
activities offered to the children, the extent to which
they were effective, modifications that need to be
made, etc.
74
Class-wise Learning Outcomes for each Developmental Goal
Appendix 1
Developmental Goal 1
CHILDREN MAINTAIN GOOD HEALTH AND WELL BEING (HW)
KEY COMPETENCIES:
• Awareness of self
• Development of positive self-concept
• Self-regulation
• Decision-making and problem solving
• Development of pro-social behaviour
• Development of healthy habits, hygiene, sanitation and awareness for self-protection
• Development of gross motor skills
• Development of fine motor skills and eye-hand coordination
• Participation in individual and team games and sports
HW1 HW2 HW3 HW4 HW5 HW6

Preschool 1 Preschool 2 Preschool 3 Class 1 Class 2 Class 3
(BALVATIKA)
HW1.1 HW2.1 HW3.1 HW4.1 HW5.1 HW6.1
Begins to state Describes self in Describes self Recognises Maintains correct Participates in
some physical terms of and different body posture, uses games and sports
characteristics physical others in terms parts and uses various body to strengthen and
about self characteristics of various body movements to extend gross
physical movements participate in motor skills
characteristics, games and sports
gender,
interests,
likes, dislikes
HW1.2 HW2.2 HW3.2 HW4.2 HW5.2 HW6.2

Identifies close Identifies close Exhibits Demonstrates love Demonstrates Demonstrates care
family members family members, understanding and respect for care and respect and respect for
friends and of relationship immediate and for immediate immediate and
neighbours Preschool with extended family and extended extended family,
extended family and neighbours family, friends, friends,
members neighbours and neighbours, pets
pets and surroundings
HW1.3 HW2.3 HW3.3 HW4.3 HW5.3 HW6.3

Participates in Expresses own Demonstrates Takes part in Follows rules and Takes initiative,
the activities preferences and independence in exercise, play and enjoys movement participates in all
and takes interests activities movements for fun and rhythm, group and
initiative and exercise participates in individual games,
play activities follows rules and
cooperates in
team
Source: NIPUN Bharat: Guidelines for Implementation (2021).Department of School Education and Literacy, Ministry
of Education, Government of India
(https://www.education.gov.in/sites/upload_files/mhrd/files/nipun_bharat_eng1.pdf )
i
(BALVATIKA)
HW1.4 HW2.4 HW3.4 HW4.4 HW5.4 HW6.4
Waits for their Waits for their Follows instructions Follows three to four Follows complex Follows complex
turn and follows turn and follows and simple rules at instructions/ rules at a instructions/rules; instructions/rules;
simple instruction two-line simple the sametime given time starts creating frames their own
with teacher’s instructions their own rules rules for invented
support games and
activities
HW1.5 HW2.5 HW3.5 HW4.5 HW5.5 HW6.5
Seeks adult help in Makes adjustment in Shows adaptability Shows adaptability to any Adjusts to any Demonstrates
adjusting to a new the classroom and to any changes in changes in routine, changes in the leadership qualities
environment with other children routine/daily makes adjustment routine and asks and suggests ideas for
schedule others to follow changes in daily
the same routine
HW1.6 HW2.6 HW3.6 HW4.6 HW5.6 HW6.6
Chooses an activity Shows focus on a Focuses attention Shows increased Shows increased Concentrates on
area and gets self-selected to complete attention span; chooses attention span and more complex
engaged in the activity or task to tasks/topics and completes an persistence in tasks projects and
activity completion assigned by others activity started completes tasks
even with a few
interruptions
HW1.7 HW2.7 HW3.7 HW4.7 HW5.7 HW6.7
Identifies her/his Describes her/his Expresses Expresses her/his Copes with Manages emotions
feelings wants feelings and their emotions through emotions in socially emotions appropriately in
and e.g., "I don’t causes e.g., "I am verbal and approved ways e.g., stops appropriately in challenging
want to colour angry because non-verbal modes crying and explains varied situations
today.” he broke my (gestures, why s/he was crying situations
"I want to go block tower.” drawings)
out.”
HW1.8 HW2.8 HW3.8 HW4.8 HW5.8 HW6.8

Makes choices and Expresses own Takes Plays/participates in Selects games/ play Chooses and
expresses preferences, responsibility and activities, makes equipment continues playing and
preferences interests and makes choices friends according to according to their practice of
makes choices based on own their own choice, own choice, games/sports
preferences and preference and interest preference, activities of their
interests and interest own choice and
interest
HW1.9 HW2.9 HW3.9 HW4.9 HW5.9 HW6.9
Resolves minor Suggests Suggests solutions Deals with minor Resolves minor Takes care that
conflicts with the solutions to to conflicts and conflicts that arise conflicts conflict does not
help of adults conflicts (with makes age- during play or activity independently or arise during play or
support of appropriate and suggests solutions with the help of activities, makes
adults) adjustments teacher or adults rules beforehand,
resolves minor
` conflicts
independently or
with the help of
adults
HW1.10 HW2.10 HW3.10 HW4.10 HW5.10 HW6.10
Expresses joy Plays Demonstrates Plays or works Enjoys playing Exhibits pleasure
while working cooperatively willingness to cooperatively and with other in working,
and playing with other include other’s enjoys playing/ children, follows learning and
with other children and ideas during working with others, rules and playing together;
children makes plan for interaction and involves all and takes demonstrates observes rules in
what and how play initiative in framing leadership/ games (individual
they will play rules initiative as and and group) and
for games or play when required other collective
activities tasks
ii
(BALVATIKA)
HW1.11 HW2.11 HW3.11 HW4.11 HW5.11 HW6.11
Helps other Shows caring Helps peers who Extends help, cares Shows team spirit, Exhibits care,
children, cares, behaviour (hugs, are in need and shares play and teaches games and affection for team
and shares pats) and shares during large and learning material sports activities to members,
belongings with belonging with small group other children in plays with others
them other children activities group and cooperates in
a team
HW1.12 HW2.12 HW3.12 HW4.12a HW5.12 HW6.12

Begins to Demonstrates Demonstrates Shows cooperation Exhibits Demonstrates
understand sensitivity and sensitivity and in group activities acceptance and respect for others -
differences acceptability acceptability tolerance towards their culture, food,
among people towards towards differences among festivals, etc.,
(based on children from children from HW 4.12b people and sensitive to others
ethnicity, diverse diverse Respects other’s demonstrates needs, shows
culture, abilities backgrounds backgrounds rights and culture, sensitivity to tolerance,
and disabilities) including including diversity, sensitive to diversity acceptability, etc.
and children with children with special needs
demonstrates special needs special needs
sensitivity to
diversity
HW1.13 HW2.13 HW3.13 HW4.13a HW5.13a HW6.13a
Communicates Demonstrates Maintains and Maintains hygiene Demonstrates Maintains
immediate hygiene and displays basic and cleanliness and proper use of cleanliness of
needs and sanitation health, hygiene, healthy eating toilet, cleanliness classrooms,
follows hygiene practices and sanitation and practices after toilet use and playground, toilets
and healthy healthy eating healthy eating independently exhibits and
eating practices practices with practices with cleanliness (self bathrooms, home,
with adult’s adult’s guidance increased and environment), room, utensils, and
guidance independence hygiene and proper
healthy eating management of
practices garbage
HW4.13b HW5.13b HW6.13b
Identifies locally Identifies the Shows awareness
available food items, locally available of constituents of
avoids wastage and variety and food (energy, body
understands the different tastes, building,
importance of food shows awareness protection) items,
and water as a about seasonal implications of
source of energy for food items, junk food,
work and play vegetables, fruits, frequency of
etc. taking food
HW6.13c
Demonstrates
importance of
including a variety
of food items in
diet and frequently
eating balanced
diet
iii
(BALVATIKA)
HW1.14 HW2.14 HW3.14 HW4.14 HW5.14 HW6.14
Maintains Demonstrates Demonstrates Exhibits awareness Exhibits Demonstrates
distance from awareness about awareness about good touch awareness and awareness about
strangers and is good touch about good and bad touch, complains about personal safety
aware about and bad touch touch and bad expresses their bad touch and and reports to
good touch and (with guidance touch and feelings with trusted maintains distance teacher or parents
bad touch from parents maintains adults from the strangers and about any bad
(guidance from and teachers) distance from and maintains touch/behavior
parents and strangers distance from noticed, maintains
teachers) strangers distance and tells
others to be safe
HW1.15 HW2.15 HW3.15 HW4.15 HW5.15 HW6.15

Recognises Recognises Follows basic Identifies common Reports to the Reflects and
common common rules of safety at hindrances to teacher in the reports to the
dangers and dangers/ home, preschool safe play or common event of injury responsible adult,
hazardous hazards and and playground mishaps at school, and/ or sickness demonstrates
objects and takes safety playground, road, in supportive
places and precautions and home, takes school/classroom/ behavior to soothe
keeps distance measures to prevent playground, peers in case of
such accidents reports to the injury/mishap/
elders in the event sickness
of injury and/ or
sickness
HW1.16 HW2.16 HW3.16 HW4.16 HW5.16 HW6.16
Demonstrates Demonstrates Demonstrates Displays strength, Demonstrates eye- Demonstrates
gross motor gross motor gross motor judgment and hand and neuromuscular
coordination in coordination skills with decision-making in neuromuscular coordination,
play/ routine and control in greater gross motor skills coordination and coupling of
activities like play activities coordination, motor fitness and movements, e.g.,
walking, involving control and develops strength, can combine walk
running, walking, strength e.g., judgment and and run, sit and
jumping, running, running, decision-making stand, forward
climbing, jumping, jumping, running and
dancing, etc. climbing, etc. throwing, backward running
kicking,
and catching
skills, etc.
HW1.17 HW2.17 HW3.17 HW 4.17 HW5.17 HW6.17
Explores and Explores and Explores space Participates actively Takes initiative in Involves/
participates in participates in and participates in music, dance and creative activities, Participates/takes
music, dance music, dance actively and creative movements dance, music, initiative/shows
and creative and creative creatively in like role-play, drama, role play, leadership in
movements movements music and dramatization, mimicry, music and
movement etc. imitation, etc. movement
activities activities, role
play,
dramatization,
simulation,
mimicry, etc.
HW1.18 HW2.18 HW3.18 a HW4.18 a HW5.18 a HW6.18 a
Exhibits fine Exhibits fine Exhibits fine Displays fine motor Shows precision in Demonstrates
motor skills and motor skills and motor skills skills with accuracy fine motor precision in fine
simple eye- performs tasks with precision and control, engages activities, drawing, motor activities,
hand that require and control. in art integrated colouring, writing, drawing,
coordination in more complex activities, drawing, etc. colouring, writing,
various eye-hand colouring, collage etc.
activities like coordination making, etc.
iv
(BALVATIKA)
scribbling, such as cutting HW3.18 b HW4.18 b HW5.18 b HWD6.18 b
printing, out shapes, free Uses Uses coordinated Uses coordinated Uses coordinated
threading, hand drawing, coordinated movements for using movements while movements while
colouring, colouring, movements to scissors, buttoning, using writing/ using writing/
clay moulding, threading beads, complete shoe lacing, writing colouring tools colouring tools
tearing and stringing, complex tasks
pasting, etc. copying, tearing, like cutting
pasting, lacing, along a line,
etc. with pouring,
moderate levels buttoning
of precision and
control. HW3.18 c HW4.18 c HW5.18 c HWD6.18 c
Uses a pincer Grips pencil Demonstrates Manipulates
grip correctly; uses control and grade-appropriate
(coordination of smooth, controlled appropriate tools and
the index finger finger and pressure when intricate materials
and thumb to hand movements using writing and with control and
hold an item) to that also require eye- drawing tools precision (e.g., cut
hold and hand coordination and handle small
manipulate tools (e.g., pours water pieces of paper
for drawing, into a water bottle to make a mosaic,
painting and with a small opening keyboarding
writing with skills)
little spillage, traces
shapes)
v
CHILDREN BECOME EFFECTIVE COMMUNICATORS (EC)
KEY COMPETENCIES:
Talking and listening Reading with comprehension Writing with purpose

 Listening with  Bonding with books  Early literacy skills
comprehension  Writes for self-expression
 Print awareness and meaning-
 Creative self-expression and making  Makes use of her/his knowledge of
conversation letter and sounds, invents spellings
 Pretend reading to write
 Language andcreative thinking
 Phonological awareness  Makes effort to write in
 Vocabulary development conventional ways
 Sound- symbol association
 Conversation and talking skills  Responds to reading with drawings/
 Prediction and use of previous
 Meaningful uses of language experiences with knowledge words and meaningful sentences
 Writes rhyming words
 Independent reading for pleasure
and various purposes  Writes meaningful sentences using
naming words and action words
 Writes messages to express
herself/himself
 Uses mixed language codes
 Writes for different purposes in
the classroom activities and at home,
such as, making list, writing
greeting to grandparents,
messages/invitation to friends, etc.
Note: ECL1 –First language- It may be noted that the goals suggested for first language, can be implemented for
the mother tongue/first language/regional language of the child. For instance, Tamil, Telugu, Khasi, Gondi
languages, etc. could be the first language of the child. The examples are drawn from child’s literature and
textbooks in Hindi language.
ECL2: Exposure to Second Language - Any other Indian language/ English could be the second language of the
child, therefore, the goals suggested for the English, may be considered for the second language.
FIRST LANGUAGE
ECL1-1 ECL1-2 ECL1-3 ECL1-4 ECL1-5 ECL1-6
Preschool 1 Preschool 2 Preschool 3 CLASS 1 CLASS 2 CLASS 3
(BALVATIKA)
ECL1-1.1 a ECL1-2.1 ECL1-3.1 ECL1-4.1 ECL1-5.1 ECL1-6.1
Attempts to Attempts to engage Engages in Uses own Uses school Uses school
engage in in conversation in conversation in language/school language to language/own
conversation/ school and at home school and at home language to express express opinion, language to
small talk with with unfamiliar with unfamiliar their needs and ask questions for express their
known/unknown teachers, new teachers, new ask questions to different likes/dislikes,
children/adults in friends, school staff, friends, school staff, gain purposes responses to
their own other adults, etc. other adults, etc. in information familiar
language/ home their own incidents/events/
language language radio/ TV
programs
ECL1-1.1 b
Attempts to
understand
gestures, signs,
expression while
talking/interacting
vi
FIRST LANGUAGE
CLASS 1 CLASS 2 CLASS 3
Preschool 1 Preschool 2 Preschool 3
(BALVATIKA)
ECL1-1.2 ECL1-2.2 ECL1-3.2 ECL1-4.2 ECL1-5.2 ECL1-6.2

Observes with Observes with Selects book from Selects book from Talks about the Extends the story/
interest, illustrated interest and talks reading corner/ reading characters from the poem while
about available reading area
books/posters corner/reading area story familiar to narrating orally
children’s and attempts to
with big font. and talks them Draws the
literature in understand
about/narrates story picture and writes,
class with friends the story with the help with the help of the the name of their
of pictures and can pictures favourite character
predict the written text
ECL1-1.3a ECL1-2.3 ECL1-3.3 ECL1-4.3 a ECL1-5.3 a ECL1-6.3 a

Expresses Makes various Expresses their Connects personal Narrates stories Connects familiar
likes/dislikes sounds/words for experiences of experiences with the and recites material for
using gestures/ play-for example, reading poems/ read/familiar stories poems in their example poem,
body language using pencil as a stories in their in their own language own language story, poster,
train/scooter and own language and and talks about them using their own advertisement in
makes sounds talks about it and style/way their surrounding
like an shares it with with their
engine/horn friends experiences while
conversing
ECL1-1.3b
Expresses ECL1-4.3 b ECL1-5.3 b ECL1-6.3 b
fondness/liking Makes some rules for Participates in Converses, asks
for animals/birds their favourite games class/school questions,
in their activities programs, expresses opinion
surroundings- etc. about characters,
plays and talks theme, pictures from
with them the familiar texts
like, story/poem,
etc.
ECL1-5.3 c ECL1-6.3 c
Narrates story/ Talks about the
recites poem of their activities, like-
own choice morning message,
conversation with
family members etc.
and illustrates, writes
a few words about
their favourite activity
in the copy/ display
board
ECL1-1.4 a ECL1- 2.4 ECL1- 3.4 a ECL1- 4.4 ECL1- 5.4 ECL1- 6.4 a
Recites repeatedly, Sings/recites Uses appropriate Identifies rhyming Creates rhyming Narrates interesting
interesting poems/ interesting intonation and words in familiar words and words and humorous story,
songs with poems with modulation of voice poems and songs and with similar sounds, poem etc. with
actions action, while reciting creates new rhyming orally, in writing appropriate
participates in participates in interesting words from the familiar modulation of voice,
rhythmic activities rhythmic poems/songs in their poems and songs speed, fluency, and
activity own language style appropriate to
the narration
vii
FIRST LANGUAGE
(BALVATIKA)
ECL1-1.4 b ECL1-3.4 b ECL1-6.4 b

Sings/hums Recites with fluency Solves riddles,
rhyming words/ with appropriate takes interest in
sentences from intonation parts language games,
familiar poems of familiar poems in songs while
and stories. their own understanding the
language. rhythm.
ECL1-1.5 ECL1- 2.5 ECL1-3.5 a ECL1-4.5 ECL1-5.5 a ECL1-6.5 a
Picks selected Attempts to Gives their Predicts and attempts Predicts and reads Relates unfamiliar
books with understand the favourite story to make meaning of textbooks and words from different
curiosity and flow and books to the the text (textbooks children’s literature in texts while reading
interest, flips directionality of the teacher to narrate and children’s familiar context and understanding the
over pages to print during the the story literature) by turning story
make sense of it read aloud over the pages back
sessions and forth
ECL1-5.5 b
ECL1-3.5 b Expresses their
Observes responses, likes/ ECL1-6.5 b
attentively the dislikes, and asks Reads and tells the
objects in the questions numbers written on
pictures, talks the pages of the
about them and ECL1-5.5 c book, for example,
writes their name by Attempts to read page no. 45,76,21
using invented
familiar and
spellings
unfamiliar text and
talks about it.-for ECL1-6.5 c
example, predicts Reads with
with the help of print understanding
and pictures, different texts
sound-symbol (newspaper,
association, children’s magazine,
identifying the etc.) and writes about
words with the them in brief
use of prior
knowledge and
experiences
ECL1-1.6 ECL1-2.6 a ECL1-3.6 a ECL1-4.6 ECL1-5.6 ECL1-6.6a
Exhibits skills Recognizes, labels etc., Reads with the Relates the picture with Understands events Identifies the
of early literary for example, understanding the text to predict and and characters features of language
and print sign/symbol of of print awareness understand in a picture (naming words,
awareness in ambulance story/story board action words,
the class/home, for (story books) and repetition,
example, ECL1-2.6 b ECL1-3.6 b writes about them. punctuation marks) in
recognizing/ Identifies own Reads the story by (conventional different
reading the name in writing understanding/ writing) stories/poems/
wrapper of arranging the texts
their favourite pictures in the
toffee or biscuit sequence of events ECL1-6.6 b
Makes use of
naming words,
action words,
repetition, and
punctuation marks
while writing
viii
FIRST LANGUAGE
(BALVATIKA)
ECL1-6.6 c
Reads with
appropriate flow,
intonation, voice
modulation, familiar,
written texts (mid-day
meal chart, class
name, title of
favourite book, etc.)
ECL1-1.7 ECL1-2.7 ECL1-3.7 ECL1-4.7 ECL1-5.7 ECL1-6.7 a

Listens attentively Identifies a Identifies repeated Talks about birds, Talks about Participates and
and repeats particular sound in sounds in words animals in their characters, events converses in the
familiar words different words, for occurring in surroundings (home, based on the activities, like,
and their sounds example, familiar stories/ school, stories, poems and morning message
‘n’ sound in name, poems neighbourhood) and other texts
nail, net writes a few words
about them by using ECL1-6.7 b
invented spelling/ Illustrates in
conventional writing copy/board/display
board (haripatti) etc.
and talks about their
favourite activity
ECL1-1.8 ECL1-2. 8 ECL1-3. 8 a ECL1-4. 8 ECL1-5. 8 ECL1-6.8

Identifies the Listens and Identifies repeated Shows awareness of Writes making use of Writes about
various familiar identifies sounds, words etc. figures of letters and appropriate familiar texts in
sounds in the repeatedly in stories, poems, sounds while reading words/sentences different forms of
surroundings, for occurring events in songs story, poems and make (conventional expressions about
example, sound of familiar stories, use of it while writing) and themes, events,
the falling rain, poems, etc. writing. different forms of characters, title, etc.
chirping of the ECL1-3. 8 b expressions
birds etc. Predicts about the
written text with
help of pictures and
print, previous
experiences and
information, letter-
sound association, etc.

Attempts to Expresses by Takes interest in Labels the self- Extends the story in Writes short
write by drawing symbolic writing (invented drawn pictures and writing using messages - for
drawing lines, pictures, paying spellings) own name, the pictures made imagination example, “g have
scribbling attention to names of their friends available to them and creativity lost my blue cycle.
figures, colours, and objects around (invented Inform me if
size, etc. and talks them spellings) someone has
about it seen/found it.”
ix
SECOND LANGUAGE
(BALVATIKA)
ECL2-1.1 ECL2-2.1 ECL2-3.1 ECL2-4.1 a ECL2-5.1 a ECL2-6.1 a
Participates in Attends, Introduces herself Listens to English Expresses verbally Asks questions
singing poems, participates and /himself bilingually words, greetings, her or his likes/ about the story and
rhymes listens to others polite forms of dislikes about the characters in the
during expression and characters, story in English/
conversation respond in English storyline, etc. in home language
/home language English or home
like “how are language
you?’, “I’m fine”;
“thank you”, etc.
ECL2-4.1 b ECL2-5.1 b ECL2-6.1 b
Talks about the Follows simple Develops
available print in instructions such vocabulary from
the classroom. as “Shut thedoor”, their classroom
“Bring me the and social
Book” and such others environment

Participates in Sings short Sings songs or Sings and recites Sings songs or Recites poems
music and poems and rhymes with action Poems, rhymes and rhymes with action, individually/ in groups
movement rhymes draws pictures forms new rhyming with intonation and
activities words fluency

Enjoys listening Listens to the Flips over the Picks the story Predicts the story, Talks about her/his
to stories picture stories pages of bilingual book from the talks about the favourite story
bilingually with bilingual text work in the reading area and tries characters book/character
reading area to read the pictures bilingually
ECL2-1.4 a ECL2-2.4 ECL2-3.4 ECL2-4.4 ECL2-5.4 ECL2-6.4

Spends time in Takesinterestin Attempts to Responds orally to Responds to the Participates in role
reading area/ bilingual books respond using questions related questions related play/skit in
play area and talks about familiar words and to stories/poems to stories and English/bilingually
them bilingually expressions bilingually poems, in home with appropriate
language or expressions
ECL2-1.4 b English or sign
Looks/explores language, orally
books, posters/ and in writing
available (phrases/ short
material
sentences)

Identifies familiar Identifies few Recognises letters Forms letters Shares orally about Writes words/
sounds in the letters and and corresponding correctly, uses events such as sentences to
environment sounds sounds sound-symbol festival celebrated express her/his
correspondence in the feelings. draws
to write invented neighbourhood about the same
spellings bilingually as well
x
SECOND LANGUAGE
(BALVATIKA)
Spends time in Recognizes Attempts to read Recognises Recognises and Reads print in the
the reading labelled objects, familiar signs familiar signs, logos writes/draws classroom/ school
area/ play names, etc. and frequently environment:
area labels in the occurring words/ poems, posters,
environment picture in a story charts, etc.
being read

Expresses liking Picks picture Predicts the story Connects text with Tries to decode Reads small texts
for a few books books, talks with illustrations while reading unfamiliar words while in English
about posters the help of the the story reading
pictures

Explores the Flips over pages Participates in Creates her/his Creates a poster Narrates the story
reading area and of story books shared reading of own story by on their self- with the help of
shows interest in and attempts to the story writing a few words created story the poster
books read on her/his mixing codes
own

Pretend plays Shares toys with Talks about her/ Brings the toy Draws a poster Writes a message
with toys friends and his favourite toy and introduce them in showing his/her s for the toy, for
pretend- plays the class feelings for the toy example, you are my
best
friend

Sings/hums Identifies a few Enjoys and creates Creates rhyming Writes selective Uses rhyming
words/lines/parts rhyming nonsensical words based on rhyming words words for writing
of songs and words rhyming words the available text in pair short sentences
rhymes, in own
language/L2

Scribbles with Draws pictures Attempts to Writes words Uses words related Writes sentences
crayons depicting some scribble/write a beginning with to size, shape, using the familiar
event/situation / few familiar words the same letter colour, weight, words
feelings for texture such as
friend, parents, big, small,
sibling, etc. round, pink,
red, heavy,
light, soft etc.
xi
SECOND LANGUAGE
(BALVATIKA)
Collects objects Observes and Identifies objects in Labels the objects Reads texts other Writes short
from their talks about the their immediate such as furniture than the textbooks messages
immediate posters and other environment /mat/ blackboard/ such as children’s bilingually adding
environment e.g., print in the reading area, etc. magazine, etc. drawing, etc.
leaves, twigs, classroom
pebbles, feather
etc. and talks
about them
bilingually
ECL2-1.13 ECL2-2.13 ECL2-3.13 ECL2-4.13 ECL2-5.13 ECL2-6.13 a

Watches cartoon/ Enjoys watching Enjoys watching Shares their likes Writes small Writes small
films for a short favourite age-appropriate about the sentences about sentences using
duration cartoon/films cartoon/films cartoon/film. the cartoon/film. full stop and
writes small question marks
sentences about
self using full stop
ECL2-6.13 b
Writes briefly
about their visit
to their hometown
/park nearby/
market bilingually
Participates in Sings short Shares feelings Describes their Draws or writes a Works in team for
singing songs songs/ rhymes for birds/ animals thoughts/ feelings few words or the display of the
and rhymes about birds/ trees /trees for birds/animals/ trees, short sentences in posters
animals, etc. etc. verbally response to the
environment
(birds, plants,
garden, etc.),
poems and stories

Talks about Express their Draws pictures to Makes acard for Composes and Able to develop
friends, school, thoughts through communicate their friend, writes simple,short useful messages
etc. drawings messages sending a short sentences with for their school
message space between words premises
to express (classroom, garden,
themselves playground, etc.).
xii
Children become Involved Learners and Connect with their Immediate Environment
(IL)
KEY COMPETENCIES:
Cognitive Skills
• Observation, Concepts related to
Identification, Memory, environment
Matching, Classification, Sensory Development
 Natural - animals, fruits,
Patterns, Sequential • Sight, sound, touch, vegetables, food
Thinking, Creative smell, taste  Physical - water, air, season, sun,
Thinking, Critical moon, day and night
Thinking, Problem
Concept Formation  Social - myself, family, transport,
Solving, Reasoning,
festivals, community helpers,
Curiosity,
• Colours, shapes, etc.
Experimentation,
distance, measurement,
Exploration
size, length, weight, Number Operations
Number Sense height, time
Addition, Subtraction,
• Count and tell how many • Spatial sense Multiplication, Division
• Numeral recognition
• One-to-one
correspondence • Data Handling
• Sense of order (can count
ahead of a number up to • Pattern Recognition Calendar
10) Activity
Measurement
• Use of Technology
Shapes Length, Mass, Volume,
Temperature
2D Shapes, 3D Shapes,
Straight Line, Curved Line,
Plain and Curved Surfaces
PRESCHOOL 1 PRESCHOOL 2 PRESCHOOL 3 CLASS 1 CLASS 2 CLASS 3

(BALVATIKA)
IL1.1 IL2.1 IL3.1 IL4.1 IL5.1 IL6.1
Uses all senses to Uses five senses Uses all senses to Notices and Identifies simple Identifies simple
observe and to observe and observe and describes finer observable features of observable features of
explore the explore the explore the details of objects objects, plants, leaves, trunks and bark of
environment environment environment such as colours, animals in the plants, animals, and birds in
sounds, their immediate immediate surroundings
surface, animals, surroundings
birds in the
immediate
surroundings
IL1.2 IL2.2 IL3.2 IL4.2 a IL5.2 a IL6.2 a

Identifies and Describes Notices and Identifies common Identifies objects, Identifies objects, signs,
names common common objects, describes finer objects, plants, signs, places, places, activities at
objects, sounds, sounds, people, details of common animals,signs on the common activities in home/school/
people, pictures, pictures, animals, objects, sounds, boards in the the immediate neighbourhood
animals, birds, birds, events, people, pictures, immediate neighbourhood
events, etc. etc. animals, birds in neighbourhood
the immediate
environment
xiii
(BALVATIKA)
IL4.2 b IL5.2 b IL6.2 b
Identifies Identifies Identifies directions,
directions with directions and location of
the support of locates home, objects/places in
adults and makes schools in the simple map
sketches of places pictures (home/classroom/
/sketches school) using
signs/symbols verbally
IL 1.3 a IL 2.3a IL 3.3a IL4.3a IL5.3a IL 6.3 a

Remembers Remembers Remembers Remembers and Remembers and Remembers and recalls
and recalls 2–3 and recalls 3–4 and recalls 4–5 recalls more than recalls more more objects seen at
objects seen at objects seen at objects seen at 5-6 objects seen at objects seen at a different points of time
a time a time a time a time time and describes and describes them
a few in his/her
own words
IL 1.3 b IL 2.3b IL 3.3b IL4.3b IL 5.3b IL 6.3b

Identifies the Identifies 3–5 Identifies 3–5 Identifies 4-6 Compares given Compares given
missing part of missing parts missing parts missing parts of a objects/pictures objects/pictures and
a familiar of a picture of of a picture of picture of a and identifies describes similarities
picture a familiar a familiar familiar object similarities and and differences
object object differences
IL 1.4 IL 2.4 IL 3.4 LEADS TO DEVELOPMENT OF NUMBER SENSE

Places 3–4 Places 4–5 Places 5-6 objects (Progression will be seen in Number Sensein Mathematics)
objects of two objects of two of two groups in
groups in groups in one-to-one
one-to-one one-to-one correspondence
correspondence correspondence
IL 1.5 IL 2.5 IL 3.5 IL 4.5 IL 5.5 IL 6.5
Compares two Compares and Compares and Compares and Compares and Compares and classifies
objects based on one classifies objects by classifies objects classifies objects/ classifies objects/ objects/ pictures in
observable two factors like by three factors pictures based on pictures based on different categories and
property, for shape and color, like shape, color multiple factors and multiple factors and describes the properties
example, length, size and shape , and size , etc. demonstrates describes them using used for classification
weight, or size etc. Correctly uses understanding of properties
Describes objects position words position
using size words (besides, inside,
like (big/small, under) to describe
tall/short) objects
IL1.6 IL 2.6 IL 3.6 IL 4.6 IL 5.6 IL 6.6
Seriates / Seriates / Seriates/arranges Seriates/ arranges Applies seriation in Applies seriation in
arranges 2–3 arranges 3–4 4–5 picture cards/ more than 5 ordering numbers, ordering numbers,
objects/ picture objects/ picture objects in a objects based on measurement,etc. ascending
cards in a cards in a sequence, for criteria -descending number,
sequence, for sequence, for example, shape, and number patterns
example, shape, example, shape, size, occurrence of
size, occurrence size, occurrence of events
of events events
IL 1.7 IL 2.7 IL 3.7 IL 4.7 IL 5.7 IL 6.7
Enjoys stories Narrates random When Describes her/his Sequences the events Sequences the events
based on events of her/his telling/narrating daily routine in occurring according to occurring according to their
occurrence of daily life in a story, can sequence using their duration in terms duration in terms of days/
different events her/his own understand time words in the of days, for example, months and hours
words related events morning. afternoon, does a child remain
what happened first, evening, and night in school for a longer
who came at night, period than at home
etc.
xiv
(BALVATIKA)
IL 1.8a IL 2.8 a IL 3.8 a IL 4.8 a IL 5.8 a IL 6.8 a
Solves simple Provides Provides Provides Demonstrates Shows problem-
day-to-day solutions to solutions to solutions to problem-solving solving skills in day-
problems by simple simple simple problem- skills in day-to- to-day situations and
themselves or problems/ problem- solving situations day simple in group
with adult’s situations solving with reasons and situations
support situations with solves the
reasons problem
independently
IL 1.8 b IL 2.8 b IL 3.8 b IL 4.8 b IL 5.8 b IL 6.8 b

Expresses Expresses Engages Shows curiosity Shows curiosity Shows curiosity and
curiosity about curiosity about
in investigating and interest in and interest in interest in
the immediate the immediate
and exploring experimentation experimentation and
surroundings surroundingsmanipulating environment, and exploration exploration, explains,
and asks and asks objects in the takes interest in and takes and demonstrates
related questions environment, experimentation initiative in scientific thinking
questions (develops asks questions, and exploration, drawing
related inquires, draws inferences inferences and
concepts) discovers and and predicts reasoning
constructs own
ideas and
predicts
IL 1.8 c IL 2.8 c IL 3.8 c IL 4.8 c IL 5.8 c IL 6.8 c
Demonstrates Demonstrates Demonstrates Demonstrates Demonstrates Demonstrates
awareness and awareness and awareness and awareness and awareness and awareness and
sensitivity sensitivity sensitivity sensitivity sensitivity sensitivity towards
towards towards towards towards towards environmental
environmental environmental environmental environmental environmental concerns like showing
concerns concerns concerns concerns concerns concern towards
(example - (example - (example (example – (example pollution of water and
watering watering - do not waste planting flower - not wasting air, cutting of trees,
plants) plants, not water, plants, watering food, throwing hurting
plucking switching off them regularly, waste in bin, animals/birds, etc.
flower or do light when not saving water by keeping water
not hurt in use, etc.) planting trees, and food for birds
animals) etc.) and animals, etc.)
Counts to three Counts and Counts to 10 Counts objects up Counts objects up Counts objects to
objects perceives objects to 20, concretely to 100 in group of 1000 in group of tens
objects up to and pictorially tens and hundreds
five

Recites Can count Can count Can count Can count Can count forward
poems/ stories forward and forward and forward and forward and and backward from a
based on backward from backward from backward from a backward from a particular number up
number names a particular a particular particular particular number to 999
up to 5 number up to 5 number up to 9 number up to 20 up to 99

Recites poems Identifies Identifies Identifies Reads and writes Reads and writes
using number numerals with numerals with numerals with number names number names and
names up to 5 corresponding numbers and numbers and and numerals for numerals up to 9999
by hand numbers up to writes writes numerals numbers up to using place value
movements, 5 numerals up to up to 99 999
showing like, 9
fingers to show
numbers
xv
(BALVATIKA)
IL 2.12 IL 3.12 ILM 4.12 ILM 5.12 ILM 6.12
Develops a Demonstrates Develops the Uses zero in place Applies properties of
sense of the awareness concept of zero. value system zero in addition,
presence/ that things subtraction, and
absence of reduce in multiplication of
objects number and numbers
(example, one become nil
sweet was on a (example, 3
plate if eaten, birds sitting on
nothing is left) a branch
of tree fly away
one by one at
the end no bird
is left on the
branch)
Compares two Compares two Compares two Compares two Compares and Compares and forms
numbers upto numbers up to numbers up to numbers up to 20 forms the greatest the greatest and
3 and uses 5 and uses 10 and uses and uses and smallest two- smallest three
vocabulary like vocabulary like vocabulary like vocabulary like digit numbers -digit numbers (with
more and less more than, less more than, less bigger than or (with and without and without
than than smaller than repetition of given repetition of given
digits) digits)
Competence of IL 2.14 IL 3.14 ILM 4.14 ILM 5.14 ILM 6.14

addition of Combines two Combines two Constructs Develops their Appreciates the
numbers starts groups up to 5 groups up to 9 addition facts up own strategies to standard algorithm
developing objects and objects and to 18 by using add two numbers for addition of
after the age of recounts recounts concrete objects (sum not numbers (sum not
4 years i.e., and applies them exceeding 99) and exceeding 999) and
Preschool 2 in daily life applies them to applies it to solve
stage solve simple daily simple daily life
life problems/ problems/ situations
situations
Competence of IL 2.15 IL 3.15 ILM 4.15 ILM 5.15 ILM 6.15
subtraction Takes out Takes out Construct’s Develops her/his Appreciates the
starts objects from a objects from a subtraction facts own strategies to standard algorithm
developing collection up to collection up to up to 9 by using subtract two for subtraction of
after the age 5 objects and 9 objects and concrete objects numbers upto 99 numbers up to 999
of 4 years recounts recounts and applies them and applies them and applies it to
i.e., Preschool in daily life. to solve simple solve simple daily life
2 stage daily life problems/ situations.
problems/
situations.
ILM 4.16 ILM 5.16 ILM 6.16
Develops Appreciates and Applies the relationship
Competence of relating addition and subtraction starts relationship applies relationship between addition and
developing after the age of 6 years i.e., Class 1 between addition and between addition and subtraction in 3-digit
subtraction of subtraction of numbers
numbers numbers
ILM 4.17 ILM 5.17 ILM 6.17
Develops strategies for Develops the idea of Constructs and applies
repeatedly adding multiplication of multiplication facts
numbers up to 10, numbers and (tables) of 5 to10 in daily
Competence of multiplication starts developing after the sum not exceeding 20 life situations
constructs and applies
age of 6 years i.e., Class 1
multiplication facts
(tables) of 2, 3 and 4
in daily life
situations
xvi
(BALVATIKA)
ILM 5.18 ILM 6.18
Develops the idea of Explains the meaning
division of numbers of division facts by equal
as equal distribution/ grouping and finds it by
sharing repeated subtraction,
Competence of division starts developing after the age of 7 years i.e., Class 2 for example, 12÷3 can
be explained as number
of groups of 3 to make
12 and finds it as 4 by
repeatedly subtracting 3
from 12
ILM 5.19 ILM 6.19
Identifies Analyses and applies an
appropriate appropriate operation
operation (addition and
(addition or subtraction) to solve
subtraction) to problems in a
solve problems in a situation/context
familiar
situation/context
Uses vocabulary Identify Indian Identify Indian Represents an Represents an Addsand subtracts small
related to money currency coins currency notes amount up to Rs. amount up to Rs. amounts(up toRs.500)
using poems and 20 using 100 using notes withor without regrouping
stories notes/coins and coins
Uses vocabulary Compares two Compares three Estimates and Estimates and Estimates and measures
to express length objects in terms of objects in terms measures short measures length/ length and distance using
through poems their lengths as of their lengths lengths using non distances using standard units like
riddles, jokes, longer than/ as longest/shortest uniform units like a uniform non- centimeters or meters
and stories shorter than, tallest/shortest finger, hand span, standard units like and identifies
taller than/ length of a forearm, a rod/ pencil/ thread, relationships
shorter than footsteps, etc. etc.

Uses vocabulary to Uses vocabulary to Compares two Compares three Compares objects as Weighs objects in her/his
express weight express weight objects in terms of objects in terms of heavier than/ lighter daily contexts using
through poems, through poems, their weight as their weight as than, using simple standard units– grams
and stories riddles, jokes, and heavier than/ heaviest/lightest balance. and kilograms using
stories lighter than simple balance

Uses vocabulary Uses vocabulary to Compares Estimates and Compares the capacity Estimates and
to express express capacities capacities of two measures capacities of different containers in measures capacities of
capacities through poems vessels like bottles, of containers using terms of non-standard containers in terms of
through poems riddles, jokes, and glasses, bucket, uniform non- units for example liters like a bucket can
and stories stories etc. standard units like a cup/ spoon/ bucket, be filled up by 15
cup/ spoon etc. bottles of 1litre.
/ mug, etc.
Competence of measuring temperature starts developing after ILM 4.24 ILM 5.24 ILM 6.24
the age of 6 years i.e., Class 1 Appropriately uses Compares objects as Measure’s temperature
vocabulary like hot or hotter than/colder using a thermometer
cold about objects/ than by observable
weather, etc. properties like
condensation /
steaming, etc.
xvii
(BALVATIKA)
Identifies, basic Describes the Identifies the 2D Identifies and Identifies and Draws/ represents straight
shapes like ball, physical features of shapes by tracing describes 3D describes basic 2D lines in various
shoe box, various solids/ the faces of 3D shapes with their shapes such as orientations (vertical,
birthday cap, shapes in shapes on a observable rectangle, triangle, horizontal, slant) by using
ice-cream cone her/his own plane surface characteristics, for circle and other a straight edge or by free
language, for example, a shoe shapes around her/ hand
example, a ball box is a cube and him, for example, the
rolls and has no has 6 faces, 8 pages of a book are
corners, a box corners; a ball is rectangular and has
slides and has sphere with no 4 sides, 4 corners;
corners,etc. corner and no flat trace of a bangle has
surface; acap of a pen no corner
is a cylinder with a
round surface
Skill of using fractions starts IL 3.26 ILM 4.26 ILM 5.26 ILM 6.26
developing after the age of 5 years i.e., Uses vocabulary Identifies the Identifies the Identifies half, one- fourth,
Preschool 3 stage like half roti / half relationship between relationship between three-fourths of a whole in
glass of water, etc. in half and whole using half, quarter and whole each picture by paper
daily context paper folding, daily using paper folding, folding and in a collection
life context like folding daily life context like of objects.
of roti/sandwich, folding of roti/
etc. and clothes sandwich, etc. and
(bedsheets, clothes (bedsheets,
handkerchief, etc.) handkerchief, etc)

Follows/ Identifies the unit Creates new Observes, extends, and Observes and Observes, extends, and
reproduces a of repeating a patterns with leaf creates patterns of generalises the generalizes patterns in
simple pattern like simple pattern printing or thumb shapes, numbers, patterns in numbers up to three
clapping hands, and extends the printing, etc. and musical/sound numbers like in digits like patterns of
clicking fingers, pattern patterns, for multiplication numbers in
tapping feet,etc. example, tables, 1-100 multiplication tables,
arrangement of number grid or number chart up to 1000
shapes/ objects/ objects in the or objects in the
numbers, etc.: like environment environment
1, 2, 3, 4, 5, . . .
1, 3, 5, . . ..
2, 4, 6, . . ..
1, 2, 3, 1, 2, etc.

Identifies / counts Collects objects Draws inferences Collects, records Draws inference Records data using tally
objects around, from her/ his from situations that (using pictures/ based on the data marks, represents
like her/ his own surroundings surround her/him numerals) and collected such as the pictorially, and draws
body parts and based on simple for example, I have interprets simple number of vehicles conclusions
draws inferences instructions, for more red pencils information by used in Samir’s
like two hands, 1 example, bring 2 than blue looking at visuals house is more than
nose etc through spoons etc (For example, in a that of Angelina’s,
poems picture of a garden the price of a
the child looks at commodity is more
different flowers and than any other
draws inference that commodity in a rate
flowers of a certain chart, etc.
colour are more)
xviii
(BALVATIKA)
Uses vocabulary Identifies special Recitesthe names Identifies the names of Identifies the days of Identifies a particular
in daily life like, days like Saturday, of the days of the the days of the week the week and months date and
today, tomorrow Sunday, holiday, week and months and months of the of the year using a corresponding day on
and yesterday etc., of the year year for day/ month calendar in daily life a calendar
for example, events.
Sunday is a
holiday
IL 1.30 IL 2. 30 IL 3. 30 ILM 4. 30 ILM 5. 30 ILM 6. 30
Explores different Demonstrates Describes usage of Uses some of the Demonstrates Applies the knowledge
technological awareness about commonly technological tools interest/ curiosity in of various technological
tools like TV, technology like available available around her/ newer technology as tools in daily life
remotes, mobile T.V., mobile technological tools him. per child’s context
phones, and phones. around her/ him.
others available
in the house
EVS AS A SEPARATE SUBJECT STARTS IN CLASS THREE. EVS IS INTEGRATED EVS 6.1
IN LANGUAGES AND MATHS IN CLASSES 1 AND 2 Identifies simple
observable features (e.g.,
shape, colour, texture,
aroma) of
leaves, trunk and bark of
plants, animals and
birds in immediate
surroundings
EVS 6.2
Identifies simple
features (e.g.
movement, eating habits,
sounds of animals and
birds) in the immediate
surroundings
EVS 6.3
Identifies relationships with
and among family
members
EVS 6.4
Identifies objects, signs
(vessels, stoves, transport,
means of communication,
signboards,
etc.), places (types of
houses/shelters, bus
stand, petrol pump ,
etc.) activities (work
people do, cooking
processes,
etc.) at home/school/
neighbour hood
xix
(BALVATIKA)
EVS 6.5
Describes need of food
for people of different
age groups, animal/
birds, availability of
food and water and use
of water at home and
surroundings
EVS 6.6
Describes roles of
family members,
family influences
(traits/features/habits/
practices), need for living
together through oral,
written or other ways
EVS 6.7
Groups objects, birds,
animals, features,
activities according to
differences/ similarities
using different senses
(e.g., appearance/ place
of living/ food/
movement/ likes-
dislikes/ any other
features)
EVS 6.8
Differentiates between
objects and activities of
present and at time of
elders (e.g., clothes/
vessels/ games played/
work done by people)
EVS 6.9
Identifies directions,
location of
objects/places in
simple
maps (of
home/classroom/school)
using signs/symbols
verbally
EVS 6.10
Guesses properties,
estimates quantities of
materials/ activities in
daily life and verifies
using symbols/ non
standard units (hand
spans, spoons/mugs,
etc.)
xx
(BALVATIKA)
EVS 6.11
Records observations,
experiences,
information on
objects/activities/
places visited in
different ways and
predicts patterns (e.g.,
shapes of moon,
seasons)
EVS 6.12
Creates drawings,
designs, motifs,
models, top/ front/
side
views of objects,
simple maps (of
classroom, sections of
home/ school, etc.) and
slogans, poems, etc.
EVS 6.13
Observes rules in
games (local, indoor,
outdoor) and other
collective tasks
EVS 6.14
Voices their opinion on
good/bad touch.
stereotypes for tasks/
play/ food in family
w.r.t. gender,
misuse/wastage of food
and water in family or
food
EVS 6.15
Shows sensitivity for
plants, animals, the
elderly, differently-
abled and diverse
family set ups in
surroundings (For the
diversity in appearance,
abilities, choices -
likes/dislikes, and
access to basic needs
such as food, shelter,
etc.)
xxi
Council for the Indian School Certificate Examinations
New Delhi
www.cisce.org

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MODULE I

Research Development and Consultancy Division (RDCD)

Pragati House, 3rd Floor, 47-48,

Tel: (011) 26413820

The Council for the Indian School Certificate

Trust and fair play.

In order to develop an understanding on various components related to

1. Dr. Romila Soni, Associate Professor, Department of Elementary Education (DEE),

1. Understanding Foundational Literacy and Numeracy 1

2. Foundational Language and Literacy 17

3. Foundational Numeracy and Mathematical Processes 33

4. Setting up an Environment for Foundational Literacy and 49

5. Learning Assessment at the Foundational Stage 61

AaL : Assessment as Learning

Measurement: Involves dealing with quantities by using numbers.

One-to-one Correspondence: It involves matching or pairing of objects.

Oral Language: Spoken language.

Pre-Number Concepts: Before children start counting objects or develop an understanding of

Patterns: It is an arrangement, order or sequence in repetition.

Seriation: It involves ordering a set of objects according to some rule.

Module I: Exploring FLN

Module III: Engaging in Enriching Experiences for FLN

Module I aims at developing a broad understanding on various components of FLN

The Resource Pack consists of three Modules:

Module III Module II

Module I highlights the various academic aspects of Foundational Literacy and

How to set up an effective environment for Foundational Literacy and Numeracy is

This module includes five sections as follows:

1. Understanding Foundational Literacy and Numeracy

Module II focuses on creating an enabling environment to facilitate learning in the

An enabling environment in the classroom plays a key role in supporting children’s

Module II has been presented class-wise as follows:

A three-column format has been used in this module.

For each class, the competency-wise Learning Outcomes of the three

1. Suggested play activities and ideas

Teachers must recognise the power

A rich play environment at home in the early

Developmental Goals, Competencies

Developmental Goals of FLN

Figure1: Developmental Goals of FLN

The developmental goals are interdependent, interrelated, and interconnected

The three developmental goals identified for FLN are as follows:

Developmental Goal (DG) 1 incorporates the

Developmental Goal (DG) 2 aims at enhancing

DG 3 intends to develop concepts related to

The domains namely creative art, social and

Relationship between the Developmental Goals,

are statements that specify what children will

are statements that describe the knowledge,

In competency-based education, teaching and learning focusses on acquiring the basic

Figure 2: Linkage between Developmental Goals, Key Competencies and Learning

Codification of Learning Outcomes

Figure 3: Structure of the Foundational Stage

Description of the codification is as follows:

Figure 4: Codification of Learning Outcomes - Example 1

Figure 5: Codification of Learning Outcomes - Example 2

Preschool 1 Preschool 2 Class 1 Class 2 Class 3

Demonstrates awareness of self

characteristics physical terms of physical body parts posture, sports to

crayons depicting some scribble/ words related to sentences

friends, parents, same letter weight,

Preschool 1 Preschool 2 Class 1 Class 2 Class 3

Counts to 3 objects Counts and Counts to 10 Counts Counts Counts