1 / 21

NATIONAL CURRICULUM FRAMEWORK 2005 For School Education

NATIONAL CURRICULUM FRAMEWORK 2005 For School Education. Presented by- Mr. Sukhwinder Singh Assistant Professor in Economics Doraha College of Education Doraha , Ludhiana. Making of NCF-2005. Need of drafting NCF-2005 Procedure of making of NCF-2005. NEED OF NCF.

vidor
Download Presentation

NATIONAL CURRICULUM FRAMEWORK 2005 For School Education

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. NATIONAL CURRICULUM FRAMEWORK 2005 For School Education Presented by- Mr. Sukhwinder Singh Assistant Professor in Economics DorahaCollege of Education Doraha, Ludhiana

  2. Making of NCF-2005 • Need of drafting NCF-2005 • Procedure of making of NCF-2005

  3. NEED OF NCF • (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.

  4. 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

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

  6. Problem of Overloaded Present Curriculum • Joyless learning • Examination system • Textbook as the ‘Truth’ • Structure of syllabus • Language Textbooks • Starting Early

  7. 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

  8. Children’s Knowledge And Local Knowledge Local knowledge is a rich source of learning for all children

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

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

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

  12. 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

  13. 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

  14. 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

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

  16. NCF – Systemic Reforms Concern for Quality

  17. NCF – Systemic Reforms Teacher education for curriculum renewal

  18. TEACHER : A Facilitator,Guide & Friend

  19. 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

  20. NCF - Systemic Reforms Examination Reforms • Shift from content-based teaching to problem solving and understanding • 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

  21. THANK YOU

More Related