NATIONAL CURRICULUM FRAMEWORK 2005 For School Education

Presented by- Mr. Sukhwinder Singh

Assistant Professor in EconomicsDoraha College of Education

Doraha, Ludhiana

Making of NCF-2005

• Need of drafting NCF-2005• Procedure of making of NCF-2005

• (a) Inflexibility school system is resistant to change;

• (b) Activity isolated learning, does not link knowledge with their lives

• (c) schools discourages creative thinking and insights;

• (d) what is presented and transmitted in schools bypasses the human capacity to create new knowledge;

• (e) On the sake of “future” of the child present” of the child's has been exclueded.

NCF-Aims of Education(Based on the Constitutions’ Vision of India)

• Independence of thought and action• Learning to respond to new situations flexibly

and creatively• Pre-disposition for participation in democratic

process and social change• Empower all children to learn

Distortion of Aims of Education(Learning has become a source of burden and stress for children)

• Textbooks/Workbooks• Information Overload• Incomprehension• Tests and Examinations

Problem of Overloaded Present Curriculum

• Joyless learning• Examination system• Textbook as the ‘Truth’• Structure of syllabus• Language Textbooks• Starting Early

All children are motivated and capable of learning

Children learn in a variety of ways

Developing capacity for abstract thinking, reflection and work are most important aspects of learning

Child as a ‘critical’ learner and constructor of knowledge

Different types of knowledge as embodied in the traditional curriculum as well as in the world outside the school

NCF – Learning And KnowledgeThe Child as Learner and What Should be Learnt

NCF Perspectives

Not true of large numbers of children

Children learn in limited ways

Developing generally only skills necessary for helping students pass or excel in examinations

Child as passive imbibers of textbook information and providing set answers to all questions

Knowledge as embodied in textbooks

Commonly Held Views

Local knowledge is a rich source of learning for all children

Children’s Knowledge And Local Knowledge

Implications for Curriculum & Practice

• Teaching for Construction of Knowledge• The Value of Interactions• Designing Learning Experiences• Approaches to Planning• Critical Pedagogy

Traditional

Mathematics

Language

Science

Social Sciences

Other Areas

Art Education

Health & Physical Education

Education for Peace

Habitat & Learning

NCF CURRICULUM AREAS

NCF – Language

• Three language formula reaffirmed – importance of home language

• Multilingualism as a resource

• “English as subject” and “English as medium”

NCF - Science

What biology can Janabai, an ‘incapable’ tribal secondary school student learn ? What biology does she know ?

• Can use different plants as sources of food, medicines, fuel, wood, dyes and building materials

• Recognises differences between trees and notices seasonal variations based on shape, size, distribution of leaves and flowers, smells, textures

• Can identify 100 different plants – more than her biology teacher who believes Janabai is a poor student

NCF - Science

• Science should nurture curiosity and creativity particularly in relationship to the environment

• Science teaching should be placed in the context of children’s environment to help them enter the world of work

• Awareness of environmental concerns

NCF – Social Sciences

• Equip children to think critically on social issues

• Interdisciplinary approach to key national concerns such as gender, human rights, marginalised minorities, etc.

• Civics to be recast as political science

• Significance of history – conception of past and civic identity

NCF-MATHEMATICS

Main goal of Mathematics is Mathematisation rather than Knowledge of Mathematics

NCF – Systemic Reforms

Concern for Quality

NCF – Systemic Reforms

Teacher education for curriculum renewal

NCF – Systemic Reforms

• Shift from content-based teaching to problem solving and understanding

• Schools should evolve continuous evaluation for diagnosis and remedial learning

• Maths and English board exams at different levels

• No board or state level exams at Class 5, 8 or 11

Examination Reforms

NCF - Systemic Reforms

• Shift from content-based teaching to problem solving and understanding

Examination Reforms

Understanding in Mathematics

• If you know that 235+367=602, how much is 234+369? How did you find the answer?

• Change any one digit in 5384. Did the number increase or decrease? By how much

THANK YOU