National Curriculum Framework, an introductory brief description

1. Curricular Framework
NCF
Dr Harikrishnan M & Drishyamol V S
CPAS CTE
Nedumkandam

2.  A curriculum framework is an organized plan
or set of standards or learning outcomes that
defines the content to be learned in terms of
clear, definable standards of what the student
should know and be able to do. A Curriculum
Framework is part of an outcome-based
education or standards based education
reform design. The framework is the first
step, defining clear, high standards which will
be achieved by all students.

3.  Contents & Structure
 Perspectives
 Learning and Knowledge
 Curricular areas, school stages and
assessment
 School and Classroom environment
 Systematic reforms

4.  The NCF 2005 document draws its policy basis
from earlier government reports on education
as Learning Without Burden and National Policy
of Education 1986-1992 and focus group
discussion.
 .

5.  The National Curriculum Framework (NCF
2005) is one of four National Curriculum
Frameworks published in 1975, 1988, 2000
and 2005 by the National Council of
Educational Research and Training NCERT in
India. The document provides the framework
for making syllabii , textbooks and teaching
practices within the school education
programmes in India

6.  Connecting knowledge to life outside
school.
 A shift from the rote method .
 Enriching the curriculum for overall
development of children.
 Making examinations flexible and
integrating them with classroom life.

7.  Nurture identity of caring concerns within the
democratic policy of our country
 Emphasis on arts, heritage crafts, health and
physical education and peace.
 Promote vocation based education.
 Emphasis on systematic reforms,
examination reforms like community
participation of academic planning .
 Create a link between school and society.

8.  Know the facts and principles of
physical science and its applications
consistent with the stage of cognitive
development.
 Acquire the skills and understand the
methods and processes that lead to
generation and validation of scientific
knowledge .

9.  Develop a historical and developmental
perspective of physical science and to enable
her to view science as a social enterprise
Relate to the environment , local as well as
global, and appreciate the issues at the
interface of science, technology and society.
 Acquire the requisite theoretical knowledge
and practical technological skills to enter the
world of work.

10.  Nurture the natural curiosity, aesthetic sense
and creativity in science and technology.
 Imbibe the values of honesty, integrity,
cooperation, concern for life and preservation
of environment .
 Cultivate ‘scientific temper’-objectivity,
critical thinking and freedom from fear and
prejudice.

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

12.  Develop the spirit of inquiry, observation
skill, aesthetic sensibility and creativity
develop problem solving capacity and critical
thinking .
 To discover the interrelationship between
science and technology Develop scientific
temper, encourage the spirit of inquiry and
experimentation inculcate the research
aptitude
 Positive attitude the society and democracy

13.  Traditional areas
 Mathematics
 Language
 Science
 Social Sciences
 Other areas
 Art Education
 Health & Physical
Education
 Education for
Peace Habitat &
Learning