National curriculum Framework 2005

1. By: Rashmi Gupta
Roll No: 47

2.  National Curriculum Framework (NCF) is a
document seeks to provide a framework within
which teachers and school can choose and plan
experiences that they think children should have.
 It address four issues such as educational
purpose, educational experience, organization of
experience and assessing learner.
 It differs from curriculum and syllabus.
 It is only suggestive and provides guidelines on
different aspects of education.
 NCF was introduced in 1975, 1988, 2000 and
2005.

3.  To remove drawbacks of present school
education.
 Inflexibility of school practice
 Learning became a isolated activity than life.
 Schools were discouraging creative thinking.
 Overall personality development of a child
was missing.
 Child’s present was being neglected for
future.

4.  National steering committee was set up under
chairmanship of Prof. Yash Pal and 21
national focus groups.
 National Focus Groups are: Aims of
Education, Teaching English, Teaching
Science and so on….
 Finally discussed and passed in CABE on 7th
September 2005.

5. 1. Perspective : Guiding principles
2. Learning and knowledge
3. Curricular areas
4. School and classrooms
5. Systematic reforms

6.  Strengthening national system of education
 Reducing curriculum load
 Curriculum as per constitutional values
 Quality education for all
 Connecting knowledge to life outside school
 Learning is shifted away from routine method.
 Overall development of child
 Exam system more flexible and integrated with
classroom life
 Nurturing democratic policy of the country.

7.  Reorientation of our perception to learner and
learning.
 Child centered pedagogy.
 Holistic approach to learners development.
 Adequate room for children’s thoughts,
curiosity and questions in teaching.
 Connecting knowledge across boundaries.
 Inclusive environment for all in class.
 Role of teacher as facilitator to provide
material, activities and coordinate.

8.  Learners engagement: experience, making
and doing, experimenting, reading,
discussion, asking, listening, thinking and
reflecting, expressing oneself.
 Teaching for construction of knowledge:
Learners actively construct their own
knowledge by connecting new ideas to
existing ideas on basis of materials/activities
presented to them.

9.  Construction indicates that learner
individually/socially constructs meaning as
he/she learns. It happens in collaborations,
negotiation, sharing of views.
 It can be done by allowing students to ask
questions, answer in own words, intelligent
guessing, asking students to ask questions
by listening answers.

10.  Critical Pedagogy: opportunity to reflect
critically on issues in terms of their political,
social, economic and moral aspects by open
discussion and encouraging and recognizing
multiple views.
 Contextualization of teaching with children’s
and local knowledge

11.  Implementation of three language formula:
multilingual education.
 Teaching math is to develop thinking and
reasoning, to visualizing abstractions and
formulate and solve problems.
 Teaching of science is to enable learner to
acquire method and process that will nurture
thinking process, curiosity and creativity.

12.  Social sciences to be considered from
disciplinary perspective while emphasizing
integrated approaches.
 Art and heritage crafts and health & physical
education to form critical components of
school curriculum.
 Education for peace: permeates the entire
school life-cum, classroom environment,
school management etc.

13.  Assessment: Integral part of the learning
process and benefits both learner and teacher
by giving credible feedback.
 Purpose is to enhance quality of teaching and
learning.
 Assessment is to be a continuous and
internal/school based

14.  School Environment: Colorful, friendly and
peaceful, with lots of open space with
animals, plants, flower, trees and toys.
 Class size: not higher than 1: 30.
 Democratic class room practice.
 Participation of community members.
 Participation of all learners in classwork.
 Policy of inclusion to be followed.

15.  Textbooks: carefully written and designed,
professionally edited and tested, offering not
nearly factual information but interactive
space for children.
 Writer focus on elaboration of concepts,
activities, spaces for wondering about
problems, exercise encouraging thinking and
small group work.
 Thinking for multiple text book.

16.  Evolving common school system
 Teaching as professional activity: reflective
practice.
 Teachers should get minimum infrastructure,
facilities for better teaching.
 Locally planned, flexible school calendars and
time tables.
 Academic leadership of principal is related to
performance of school.

17.  Encouraging community participation for
enhancing quality and accountability in
teacher: PRI
 In service education of teachers can not be
event but process which includes knowledge
development and change in attitudes, skills
and practice through interaction both in
workshop setting and in the school.

18.  Exam Reform: Shift from content based
testing to problem solving and competency
based assessment.
 Exam of shorter duration.
 Flexible time limits.
 Guidance and counseling be made a part of
school.

19. Thanks