The document compares the curriculum reforms in social science from NCF 2005 to NCF 2023, highlighting the evolution of educational principles aimed at fostering critical understanding of society. It emphasizes the need for an interdisciplinary approach that is relevant to students' local contexts, moving away from rote memorization towards conceptual understanding and critical thinking. Key changes include a focus on social justice, inclusion of marginalized perspectives, and the promotion of active, participatory learning methods.

1. Curriculum reforms
in social science
NCF 2005 v/s NCF 2023

2. NCF 2005: Principles of curriculum development
NCF 2005 proposed five guiding principles for curriculum
development:
1. Connecting knowledge to life outside the school;
2. Ensuring that learning shifts away from rote methods;
3. Enriching the curriculum so that it goes beyond textbooks;
4. Making examinations more flexible and integrating them with
classroom life; and
5. Nurturing an overriding identity informed by caring concerns within
the democratic polity of the country.

3. Develop a critical understanding of society
The content should aim at raising students' awareness
through critically exploring and questioning of familiar
social reality.
it is necessary to emphasise that S S provide the social,
cultural, and analytical skills required to adjust to an
increasingly interdependent world, and to deal with political
and economic realities.

4. Move beyond memorization and emphasize
conceptual understanding.
needs to focus on a conceptual understanding rather
lining up facts to be memorised for examinations
emphasis has to be laid on developing concepts and
the ability to analyse socio political realities rather
than on the mere retention of information without
comprehension.

5. Relevant local content should be part of the teaching-
learning process
In a pluralistic society like ours, it is important that all
regions and social groups be able to relate to the
textbooks.
Relevant local content should be part of the teaching-
learning process,
Such content should be transacted through activities
drawing on local resources.

6. Social sciences are not inferior to natural and
physical sciences
Social sciences lend themselves to scientific
inquiry just as much as the natural and physical
sciences do
The methods employed by the social sciences are
distinct, but in no way inferior to those of the
natural and physical sciences.

7. Normative responsibility
Move from a purely developmental approach to include social justice issues and
human rights.
Social science curriculum hitherto emphasised developmental issues. These are
important but not sufficient for understanding the normative dimension, like issues
of equality, justice, and dignity in society and polity.
Social sciences carry a normative responsibility of creating a strong sense of
human values, namely, freedom, trust, mutual respect, and respect for diversity.
Social science teaching should aim at generating in students a critical moral and
mental energy, making them alert to the social forces that threaten these values

8. Disciplinary and cross disciplinary approaches
The disciplines of social sciences (History, geography, political
science, and economics) have distinct methodologies that
justify the retaining their boundaries in curriculum.
At the same time, cross disciplinary approaches that are
possible should also be indicated.
For an enabling curriculum, certain themes that facilitate
interdisciplinary thinking need to be incorporated.

9. Multiple ways of imagining the Indian nation (multiple perspectives)
The national perspective needs to be balanced with reference to
the local.
At the same time, Indian History should not be taught in isolation,
and there should be reference to developments in other parts of
the world.
Study of the social sciences from the perspective of marginalised
groups. Include the experiences of women, marginalized groups
(SC/ST), and different regions of India.

10. Civis to political science
Instead of Civics, the term Political Science be used.
Civics appeared in the Indian school curriculum in the colonial
period against the background of increasing 'disloyalty' among
Indians towards the Raj.
Emphasis on obedience and loyalty were the key features of
Civics.
Political Science treats civil society as the sphere that produces
sensitive, interrogative, deliberative, and transformative citizens.

11. Gender concerns: Shift from patriarchal to egalitarian perspective
Gender concerns need to be addressed in terms of
making the perspectives of women integral to the
discussion of any historical event and contemporary
concerns.
This requires an epistemic shift from the patriarchal
preconceptions that inform much of the social studies at
present

12. Curriculum at different stages
● Primary Grades:
○ Class I & II: Social and natural environment integrated with language and
mathematics.
○ Classes III-V: EVS is introduced. It focuses on preserving natural
environment and sensitisation on social issues (poverty, child labour,
illiteracy, caste discrimination).
● Upper Primary: Social Studies combining history, geography, political science,
and economics. Multidisciplinary approach will be adopted..
● Secondary Stage: Separate subject approach with a focus on contemporary
India and deeper understanding on social and economic challenges facing the
nation
● Higher Secondary Stage: Elective social science courses along with
commerce options.

13. Approaches to pedagogy and resources
● Adopt teaching methods that promote creativity, aesthetics, and critical
perspectives, and enable children to draw relationships between past and
present, to understand changes taking place in society.
○ Problem solving, dramatisation and role play could also be employed.
● In order to make the process of learning participative, there is a need to shift
from mere imparting of information to debate and discussion.
● Teachers should discuss different dimensions of social reality in the class, and
work towards creating increasing self-awareness amongst themselves and
the learners.
● Utilise greater resources of audio-visual materials, including photographs,
charts and maps, and replicas of archaeological and material cultures.

14. Participatory learning
In order to make the process of learning participative, there is a
need to shift from mere imparting of information to debate and
discussion.
This approach to learning will keep both the learner and the
teacher alive to social realities.
Concepts should be clarified to students through the lived
experiences of individuals and communities.

15. AIM OF SOCIAL SCIENCE
NCF 2005
Social Sciences aim at developing a
generalised and critical understanding of
human beings and human groups in
society.
Social Sciences concern themselves with
description, explanation and prediction in
the social world.
Social Science perspectives and
knowledge are indispensable to building
the knowledge base for a just and peaceful
society.
The content should aim at raising students'
awareness through critically exploring and
questioning of familiar social reality
NCF 2023
Social Science (which, in this NCF, includes
the Humanities) aims to understand the
human world.
The methods of inquiry in the Social Sciences
are evidence based and empirical through
specific methods of reasoning. Social Science
also promotes rational thought and scientific
temper, as well as an understanding of one’s
community and society.
Additionally, subjective experiences are
analysed through interpretation and reflection.
Social Science helps in promoting students’
effective cultural/economic/ democratic
participation

16. AIM OF SOCIAL SCIENCE
NCF 2005
The content of SS should aim at
raising students' awareness
through critically exploring and
questioning of familiar social reality.
it is necessary to emphasise that S
S provide the social, cultural, and
analytical skills required to adjust to
an increasingly interdependent
world, and to deal with political and
economic realities.
NCF 2023
The purpose of Social Science Education
is to help students learn about the
society in which they live, e.g., how
members of their society live, interact,
behave, eat, speak (and in what
languages), express themselves through
art, the traditions they follow, what they
wear, and their aspirations.
Social Science Education also helps
students develop pride in their culture
and their country, with a forward-looking
spirit to continuously improve — as
individuals, as a society, and as a nation.

17. AIM OF SOCIAL SCIENCE EDUCATION
NCF 2005
Social sciences lend
themselves to
scientific inquiry just
as much as the natural
and physical sciences
do
The methods
employed by the
social sciences are
distinct, but in no way
inferior to those of the
natural and physical
sciences.
NCF 2023
Understand how societies function, how there is continuity and
change in human civilisations; the interaction between nature,
natural resources, and human beings; the commonness and unity in
diversity among people and their practices; and the transformations
over time of various social, political, and economic institutions.
Develop capacities for inquiry in Social Science — sourcing,
verifying, and cross validating evidence through multiple sources;
creative and critical thinking; forming coherent narratives based on
available evidence; forming informed opinions and demonstrating
logical thinking; and proposing meaningful responses to
contemporary concerns of society based on these methods of
inquiry.

18. Approach to SS curriculum
NCF 2005
For the primary grades, the natural and the social
environment will be explained as integral parts of
languages and mathematics.
For Classes III to V, the subject Environmental
Studies (EVS) will be introduced.
In the study of the natural environment,
emphasis will be on its preservation and the
urgency of saving it from degradation.
Children will also begin to be sensitised to social
issues like poverty, child labour, illiteracy, caste
and class inequalities in rural and urban areas.
The content should reflect the day-to-day
experiences of children and their life worlds.
NCF 2023
The approach to the study of Social
Science aims to develop an
interdisciplinary perspective rooted in
disciplinary knowledge that enhances
the students’ capacities to understand
social processes in a holistic manner.
In the Preparatory Stage, the students
study society as part of their local
environment through the
interdisciplinary subject of The World
Around Us.

19. Approach to SS curriculum
NCF 2005
At the upper primary stage, Social Studies will draw its content from
History, geography, political science and economics.
History will take into account developments in different parts of India,
with sections on events or developments in other parts of the world.
Geography can help develop a balanced perspective related to issues
concerning the environment, resources and development at different
levels, from local to global.
In Political Science, students will be introduced to the formation and
functioning of governments at local, state, and central levels and the
democratic processes of participation.
The economics component will enable students to observe economic
institutions like the family, the market and the state. T
NCF 2023
In the Middle Stage, Social Science becomes a
separate school subject, and the content is
organised in a thematic manner.
Each theme would be studied through an
integrated view of History, Geography, Political
Science, Economics, and other relevant
disciplines, such as Psychology, Philosophy,
Anthropology, and Sociology.
Additionally, each theme will be studied at the
local, regional, national, and global levels.

20. Approach to SS curriculum
NCF 2005
At the secondary stage, the Social Sciences
comprise History, geography, sociology, political
science and economics.
The disciplines of social sciences (History,
geography, political science, and economics)
have distinct methodologies that justify the
retaining their boundaries in curriculum.
At the same time, cross disciplinary approaches
that are possible should also be indicated.
For an enabling curriculum, certain themes that
facilitate interdisciplinary thinking need to be
incorporated.
NCF 2023
In grade 9 and 10 students study History,
Geography, Political Science, and
Economics as separate subjects.
But the concepts in each discipline will
also be considered through the lenses of
other disciplines in an integrated manner.
This approach builds disciplinary depth
while ensuring a holistic interdisciplinary
perspective.

21. Approach to SS curriculum
NCF 2005
The higher secondary stage offers a
choice of subjects to students. The
students may choose either specialised
academic courses or job-oriented
vocational courses.
The social sciences will include disciplines
like political science, geography, History,
economics, sociology and psychology.
Commerce may include business studies
and accountancy
NCF 2023
In Grades 11 and 12 Social Science is
a choice-based option for students
where they can choose to do an in-
depth study from a range of disciplines
that constitute the Social Sciences,
e.g.History, Geography, Political
Science, Philosophy, Economics,
Psychology, Sociology, and
Anthropology

22. Approach to SS curriculum
NCF 2005
In a pluralistic society like ours, it is
important that all regions and social
groups be able to relate to the
textbooks.
Relevant local content should be part
of the teaching-learning process,
Such content should be transacted
through activities drawing on local
resources.
NCF 2023
While the entire Social Science
curriculum would be strongly rooted
in India from the local to the national
level,
students would also learn and
understand the significant
contributions of India to the concepts
and methods in the disciplines within
Social Science from ancient to
modern times.

23. The focus will be on Contemporary India, and
the learner will be initiated into a deeper
understanding of the social and economic
challenges facing the nation
These will be discussed from multiple
perspectives, including those of the SC and ST
and disenfranchised populations.
Efforts should be made to relate the content as
much as possible to the children's everyday
lives