NATIONAL CURRICULUM FRAMEWORK 2005 For School Education

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NATIONAL CURRICULUM FRAMEWORK 2005 For School
Education

• Presented by-
• Dr. MANISHA TANEJA
• Lecturer in Education
• R.M.S. College of Education
• Behrampur, Gurgaon

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Problem of Curriculum Load

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

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Making of NCF-2005

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

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NEED OF NCF

• (a) the school system is characterized by an
  inflexibility that makes it resistant to change
• (b) learning has become an isolated activity,
  which does not encourage children to link
  knowledge with their lives in any organic or
  vital way
• (c) schools promote a regime of thought that
  discourages creative thinking and insights
• (d) what is presented and transmitted in the name
  of learning in schools bypasses vital dimensions
  of the human capacity to create new knowledge
• (e) the future of the child has taken centre
  stage to the near exclusion of the child's"
  present, which is detrimental to the well-being
  of the child as well as the society and the
  nation.

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NCF DRAFTING COMMITTEE
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PUBLIC OPINION
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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

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

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

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NCF Learning And Knowledge
The Child as Learner and What Should be Learnt
NCF Perspectives
Commonly Held Views
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
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
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Childrens Knowledge And Local Knowledge
Local Knowledge is a Rich Source of Learning for
All Children
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Implications for Curriculum Practice

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

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Framing Questions

• If the answer is, It was red, what might be the
  questions?
• What was the color of the flower?
• Why did you put the letter into that box?
• Why did she stop so suddenly at the traffic
  light?

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NCF CURRICULUM AREAS

• Traditional
• Mathematics
• Language
• Science
• Social Sciences

• Other Areas
• Art Education
• Health Physical Education
• Education for Peace
• Habitat Learning

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NCF Language

• Three language formula reaffirmed importance of
  home language
• Multilingualism as a resource
• English as subject and English as medium

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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

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NCF - Science

• Science should nurture curiosity and creativity
  particularly in relationship to the environment
• Science teaching should be placed in the context
  of childrens environment to help them enter the
  world of work
• Awareness of environmental concerns

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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

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NCF-Mathematics

• Main goal of Mathematics is Mathematisation
  rather than Knowledge of Mathematics

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NCF Systemic Reforms
Concern for Quality
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NCF Systemic Reforms
Teacher education for curriculum renewal
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TEACHER A Facilitator,Guide Friend
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NCF Systemic Reforms
Examination 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

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NCF - Systemic Reforms
Examination Reforms

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

• Understanding in Mathematics
• If you know that 235367602, how much is
  234369? How did you find the answer?
• Change any one digit in 5384. Did the number
  increase or decrease? By how much

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THANK YOU