India National Curriculum

Framework 2005

NCERT , New Delhi

&
SCERT,AP,HYDERABAD.
 India National Curriculum
Frame 2005
 The Mandate NCERT envisages a special place for
designing curriculum ?
 NCERT is expected to review School Curriculum as a
regular activity ensuring highest standards of rigour ?
 NPE 1986,assigned a special role to NCERT in
preparing and promoting NCF
 Main Features of NCF
2005
 Perspective Learning and Knowledge
 Curricular area,
 School Stages and Assessment
 School and Classroom Environment
 Systemic Reforms
 Perspectives
 Perspectives-Guiding Principles on NCF.
 Connecting knowledge to life outside the School
 Ensuring that learning is shifted away from rote
methods.
 Enriching curriculum-so that it goes beyond
Text Book Making Examination more flexible .
 Nurturing an over- riding Identity informed by
caring concern within the democratic polity of
the country .
 Perspectives
 Perspectives- Discusses the aims of
education -Building commitment to
democratic values of equality, justice
& freedom.
Learning and knowledge
 Learning and knowledge Focus on child as an
active Learner Primacy to children’s experience,
their voices and participation .
 Needs for adults to change their perception of
children as passive receiver of knowledge
Children can be active participants in the
construction of knowledge and every child come
to school with pre knowledge.
Learning and knowledge
 Children must be encouraged to relate
the learning to their immediate
environment .
 Emphasizes that gender , class ,creed
should not be constraints for the child .
 Highlights the value of Interaction
Designing more challenging activities.
 Curricular areas ,school
stages and Assessment
 Recommends significant changes in
-Maths,
-Natural Sciences,
-Social Sciences
-Overall view to reduce stress ,
-make education more relevant ,
meaningful
 Curricular areas ,school
stages and Assessment
 Languages Make renewed attempt to
implement 3- language formula .
 Emphasis on mother tongue as medium
of instruction .
 Curriculum should contain multi-lingual
proficiency only if mother tongue is
considered as second language .
 Focus on all skills
 Curricular areas ,school
stages and Assessment
 Mathematics
- Curriculum is disappointing to non-
participating children .
-It offers them no challenge .
-Text books have problems which are
repetitive and mechanical .
 Sciences
-They should enable children to analyze
everyday experience.
- Environment Education be part of every
subject thru wide range of out door projects.
 Curricular areas ,school
stages and Assessment
 Social Sciences
-Emphasizes integration of themes
-Recommends paradigm shift to study
social sciences from the Perspectives of
marginalized group.
-Gender justice and sensitivity to the issue
of tribal and socially deprived group and
-minorities must be taken care of.
 Curricular areas ,school
stages and Assessment
 Art Education- covers music ,dance,
visual arts and theater which on
interactive approaches- not
instruction - aesthetic awareness and
enable children to express themselves
in different forms.
 Health and Physical Education-Health
depends upon Nutrition and planned
physical activities .
 Curricular areas ,school
stages and Assessment
 Education for Peace-As a
precondition to snub growing
violence and intolerance .
 Work and Education- As it can create
a social temper and agencies offering
work opportunities outside the school
should be formally recognized .
 School and classroom
environment
 Critical pre-requisites for improved
performance
-minimum infrastructure and material
facilities and support for planning a flexible
daily schedule .
-Focus on nurturing an enabling environment.
-Revisits traditional notions of discipline .
 School and classroom
environment
-Discuss needs for providing space to parents
and community
- Discuss other learning sites and resources like
Texts and Books , Libraries and laboratories and
media and
- ICT Addresses the need for plurality of material
and Teacher autonomy / professional
independence to use such material.
 Systemic Reforms
 Covers need for academic planning
for monitoring .
 quality Teacher education should
focus on developing professional
identity of the Teacher.
 Examination reforms to reduce
psychological stress particularly on
children in class X and XII
 Our Tasks AHEAD
 Development of syllabi and textbooks based on following
considerations:
-Appropriateness of topics and themes for relevant stages
of children’s development .
-Continuity from one level to the next .
-Pervasive resonance of all the values enshrined in the
constitution of India .
-the organization of knowledge in all subjects.
 Future Steps
- Inter-disciplinary and thematic linkages between
topics listed for different school subjects, which falls
under different discrete disciplinary areas.
-Linkage between school knowledge in different
subjects and children’s every day experiences .
-Infusion of environment related to knowledge and
concern in all subjects and at all levels.
-Sensitivity to gender ,caste ,class ,peace ,health and
need of children with disability.
-Integration of work related attitudes and values in
every subject and all levels.
- Need to nurture aesthetic sensibility and values.
 Future Steps
 Development of syllabi and textbooks based on
following considerations:
-Linkage between school and college syllabi ,
-avoid overlapping
-Using potential of media and new information
technology in all subjects
- Encouraging flexibility and creativity in all areas
of knowledge and its construction by children
THANK YOU ONE AND ALL
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