1. NATIONAL CURRICULUM FRAMEWORK 2005 For School Education
Presented by-
Dr. MANISHA TANEJA
Lecturer in Education
R.M.S. College of Education
Behrampur, Gurgaon

2. Problem of Curriculum Load
Joyless learning
Examination system
Textbook as the ‘Truth’
Structure of syllabus
Language Textbooks
Starting Early

3. Making of NCF-2005 Need of drafting NCF-2005
Procedure of making of NCF-2005

4. 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.

5. NCF DRAFTING COMMITTEE

6. PUBLIC OPINION

7. 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

8. Distortion of Aims of Education (Learning has become a source of burden and stress for children)
Textbooks/Workbooks
Information Overload
Incomprehension
Tests and Examinations

9. 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

10. Children’s Knowledge And Local Knowledge
Local Knowledge is a Rich Source of Learning for All Children

11. Implications for Curriculum & Practice
Teaching for Construction of Knowledge
The Value of Interactions
Designing Learning Experiences
Approaches to Planning
Critical Pedagogy

12. 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?

13. NCF CURRICULUM AREAS Traditional Mathematics Language Science
Social Sciences
Other Areas
Art Education
Health & Physical Education
Education for Peace
Habitat & Learning

14. NCF – Language
Three language formula reaffirmed – importance of home language
Multilingualism as a resource
“English as subject” and “English as medium”

15. 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

16. 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

17. 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

18. NCF-Mathematics
Main goal of Mathematics is Mathematisation rather than Knowledge of Mathematics

19. NCF – Systemic Reforms
Concern for Quality

20. Teacher education for curriculum renewal
NCF – Systemic Reforms
Teacher education for curriculum renewal

21. TEACHER : A Facilitator,Guide & Friend

22. 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

23. NCF - Systemic Reforms Examination Reforms
Shift from content-based teaching to problem solving and understanding
Understanding in Mathematics
If you know that =602, how much is ? How did you find the answer?
Change any one digit in Did the number increase or decrease? By how much

24. THANK YOU