logging in or signing up NCF 2005 suriambala Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINT lite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: Embed: Flash iPad Copy Does not support media & animations WordPress Embed Customize Embed URL: Copy Thumbnail: Copy The presentation is successfully added In Your Favorites. Views: 16596 Category: Education License: All Rights Reserved Like it (18) Dislike it (3) Added: June 12, 2009 This Presentation is Public Favorites: 4 Presentation Description It is about National Curriculum Frame Work Comments Posting comment... By: laxmikantpatne (5 month(s) ago) please send me ppt to show in teachers training programme Saving..... Post Reply Close Saving..... Edit Comment Close By: selvisuru (19 month(s) ago) we congratulate for this effort. It was informative. Kindly allow us to download the same to share with the teachers and parents. thanks Saving..... Post Reply Close Saving..... Edit Comment Close By: tvinee (20 month(s) ago) Nice ppt. Would be grateful if u could send me a copy...at email@example.com Thanks in anticipation. Saving..... Post Reply Close Saving..... Edit Comment Close By: jayamishra08 (21 month(s) ago) please mail this ppt on firstname.lastname@example.org Saving..... Post Reply Close Saving..... Edit Comment Close By: jayamishra08 (21 month(s) ago) please do allow me to download this ppt. Saving..... Post Reply Close Saving..... Edit Comment Close loading.... See all Premium member Presentation Transcript Slide 1: India National Curriculum Frame 2005 National Council Of Educational Research and Training , New Delhi Slide 2: The Mandate NCERT envisages a special place for designing curriculum ?NCERT is expected to review School Curriculum as a regular activity ensuring highest standards of rigour ? NPE 1986,assigned a special role to NCERT in preparing and promoting NCF Slide 3: Main Features of NCF 2005 Perspective Learning and Knowledge Curricular area, School Stages and Assessment School and Classroom Environment Systemic Reforms Perspectives : Perspectives Guiding Principles on NCF Connecting knowledge to life outside the School Ensuring that learning is shifted away from rote methods Enriching curriculum so that it goes beyond Text Book Making Examination more flexible Nurturing an over- riding Identity informed by caring concern within the democratic polity of the country Perspectives : Perspectives Discusses the aims of education Building commitment to democratic values of equality, justice , freedom Learning and knowledge : Learning and knowledge Learning and knowledge : Learning and knowledge Focus on child as an active Learner Primacy to children’s experience, their voices and participation Needs for adults to change their perception of children as passive receiver of knowledge Children can be active participants in the construction of knowledge and every child come to school with pre knowledge Children must be encouraged to relate the learning to their immediate environment Emphasizes that gender , class ,creed should not be constraints for the child Highlights the value of Interaction Designing more challenging activites Curricular areas ,school stages and Assessment : Curricular areas ,school stages and Assessment Curricular areas ,school stages and Assessment : Curricular areas ,school stages and Assessment Recommends significant changes in Maths ,Natural Sciences, Social Sciences Overall view to reduce stress , make education more relevant , meaningful Curricular areas ,school stages and Assessment : Curricular areas ,school stages and Assessment Languages Make renewed attempt to implement 3- language formula Emphasis on mother tongue as medium of instruction Curriculum should contain multi-lingual proficiency only if mother tongue is considered as second language Focus on all skills Curricular areas ,school stages and Assessment : Curricular areas ,school stages and Assessment Mathematics Curriculum is disappointing to non participating children –It offers them no challenge Text books have problems which are repetitive and mechnical Sciences They should enable children to analyze everyday experience Environment Education be part of every subject thru wide range of out door projects Curricular areas ,school stages and Assessment : Curricular areas ,school stages and Assessment Social Sciences Emphasizes integration of themes Recommends paradigm shift to study social sciences from the Perspectives of marginalized group. Gender justice and sensitivity to issue of tribal and socially deprived group and minorities must be taken care of. Curricular areas ,school stages and Assessment : Curricular areas ,school stages and Assessment Draws attention on Four other areas Art Education- covers music ,dance, visual arts and theater which on interactive approaches not instruction aesthetic awareness and enable children to express themselves in different forms Health and Physical Education-Health depends upon Nutrition and planned physical activities Education for Peace-As a precondition to snub growing violence and intolerance Work and Education- As it can create a social temper and agencies offering work opportunities outside the school should be formally recognised. School and classroom environment : School and classroom environment School and classroom environment : School and classroom environment Critical pre-requisites for improved performance—minium infrastructure and material facilities and support for planning a flexible daily schedule Focus on nurturing an enabling environment Revisits traditional notions of discipline Discuss needs for providing space to parents and community Discuss other learning sites and resources like Texts and Books , Libraries and laboratories and media and ICT Addresses the need for plurality of material and Teacher autonomy / professional independence to use such material Systemic Reforms : Systemic Reforms Systemic Reforms : Systemic Reforms Covers need for academic planning for monitoring quality Teacher education should focus on developing professional identity of the Teacher Examination reforms to reduce psychological stress particularly on children in class X and XII Future Steps : Future Steps Future Steps : Future Steps Development of syllabi and textbooks based on following considerations Appropriateness of topics and themes for relevant stages of children’s development Continuity from one level to the next Pervasive resonance of all the values enshrined in the constitution of India the organization of knowledge in all subjects Inter-disciplinary and thematic linkages between topics listed for different school subjects, which falls under different discrete disciplinary areas Future Steps : Future Steps Linkage between school knowledge in different subjects and children’s every day experiences Infusion of environment related to knowledge and concern in all subjects and at all levels Sensitivity to gender ,caste ,class ,peace ,health and need of children with disability Integration of work related attitudes and values in every subject and all levels Need to nurture aesthetic sensibility and values Development of syllabi and textbooks based on following considerations ( Contd) Future Steps : Future Steps Linkage between school and college syllabi , avoid overlapping Using potential of media and new information technology in all subjects Encouraging flexibility and creativity in all areas of knowledge and its construction by children Learning and knowledge : Learning and knowledge Highlights the value of Interaction with environment ,peers and older people to enhance learning Learning task must be designed to enable children to seek knowledge other than Text books Need to prove away from “Herbartian” lesson plan to prepare plans and activities that challenge children to think and try out what they are learning Queries- : Queries- Harminder Suri Kendriya Vidyalaya No 1 Ambala Cantt Contact- 09416795315 Suri.email@example.com You do not have the permission to view this presentation. In order to view it, please contact the author of the presentation.