The document summarizes key aspects of the National Curriculum Framework (NCF) 2005 in India. It discusses the background of earlier curriculum frameworks from 1975-2000. The NCF 2005 was formulated based on recommendations from a national steering committee and 21 focus groups across 22 languages and 17 states. It provides a complete curriculum outline for classes 1 through 12. The framework has 5 chapters which discuss the vision to uphold constitutional values, reduce curriculum load, ensure quality education, and initiate systemic reforms. It emphasizes a holistic and experiential approach to learning, connecting knowledge across disciplines, and basing education on local knowledge and student experiences.

1. FRAMEWORK 2005( PART
1)
B.ED. II YR. SEM. III
PAPER 3- THEORETICAL FOUNDATIONS OF
CURRICULUM
DR. SONIKA,
ASSOCIATE PROFESSOR,
B.ED. DEPT.
ISABELLA THOBURN COLLEGE,
LUCKNOW

2. BACKGROUND
EARLIER CURRICULUM FRAMEWORKS
• 1975
• 1988
• 2000

3. BACKGROUND
• NCF 2005 - ON THE BASIS OF NPE 1986, POA 1992 AND
LEARNING WITHOUT BURDEN 1993
• NATIONAL STEERING COMMITTEE UNDER THE CHAIRMANSHIP
OF
PROF. YASH PAL FORMED 21 NATIONAL FOCUS GROUP
• NCF WAS APPROVED BY CENTRAL ADVISORY BOARD OF
EDUCATION IN SEPTEMBER 2005

4. BACKGROUND
• 22 LANGUAGES
• 17 STATES
• COMPLETE OUTLINE FOR CLASSES RIGHT FROM I TO XII
• IMPLEMENTATION IN STATES BY SCERT

5. CHAPTERS
PERSPECTIVE
LEARNING AND KNOWLWDGE
CURRICULAR AREAS,SCHOOL STAGES AND ASSESSMENT
SCHOOL AND CLASSROOM ENVIRONMENT
SYSTEMIC REFORMS

6. CHAPTER 1 – PERSPECTIVE
( VISION )
TO UPHOLD VALUES ENSHRINED IN THE CONSTITUTION
OF INDIA
TO REDUCE THE CURRICULUM LOAD
TO ENSURE QUALITY EDUCATION FOR ALL
TO INITIATE REQUIRED SYSTEMIC CHANGES

7. CHAPTER 2 - LEARNING AND
KNOWLEDGE
• REORIENTATION IN OUR PERCEPTION OF LEARNERS AND
LEARNING
• HOLISTIC APPROACH IN THE TREATMENT OF LEARNERS’
DEVELOPMENT AND LEARNING
• MEETING LEARNING DISABILITY NEEDS THROUGH DATA BASED
AND NEED SPECIFIC PROGRAMMES

8. CHAPTER 2 - LEARNING AND
KNOWLEDGE
• LEARNER ENGAGEMENT FOR CONSTRUCTION OF KNOWLEDGE AND
FOSTERING CREATIVITY
• ACTIVE LEARNING THROUGH EXPERIENTIAL MODE
• ADEQUATE OPPORTUNITIES FOR CHILD’S THINKING, CURIOSITY AND
QUESTIONS IN CURRICULAR PRACTICES
• CONNECTING KNOWLEDGE ACROSS DISCIPLINARY
BOUNDARIES TO PROVIDE A BROADER FRAME FOR INSIGHTFUL
CONSTRUCTION OF KNOWLEDGE

9. CHAPTER 2 - LEARNING AND KNOWLEDGE
• LEARNERS TO BE ENGAGED THROUGH OBSERVING, EXPLORING,
DISCOVERING, ANALYSING, CRITICAL REFLECTION ETC.
• ACTIVITIES FOR DEVELOPING CRITICAL PERSPECTIVES ON SOCIO-CULTURAL
REALITIES
• LOCAL KNOWLEDGE AND CHILD’S EXPERIENCES TO FORM BASIS OF
TEXTBOOKS AND PEDAGOGY
• SCHOOL YEARS ARE A PERIOD OF RAPID DEVELOPMENT WITH CHANGES AND
SHIFTS IN CAPABILITIES, ATTITUDES AND INTERESTS THAT HAVE
IMPLICATIONS FOR CHOOSING AND ORGANISING THE CONTENT AND
PROCESS OF KNOWLEDGE

10. • REFERENCE-
https://ncert.nic.in/pdf/nc-framework/nf2005-english.pdf

11. THANK YOU