The document discusses learning outcomes, expectations, and indicators for various subjects. It explains that learning outcomes define what a child will learn from the curriculum and are measured by learning indicators, which are attributes used to assess a child's learning. Learning expectations are goals for what a child should know and be able to do. The document then provides examples of learning outcomes, expectations, and indicators for subjects like EVS and science, mathematics, Hindi, English, and social sciences. It outlines key concepts and skills children are expected to understand in these subjects at different grade levels.

1. LEARNINGLEARNING
OUTCOMES ANDOUTCOMES AND
LEARNINGLEARNING
INDICATORSINDICATORS

2. LEARNINGLEARNING
EXPECTATIONS/OUTCOMESEXPECTATIONS/OUTCOMES
• The learning expectation are goals which
education system wants to achieve during
studies.
• Learning outcomes are generally treated as
Assessment standards and equated with the
expected levels of learning on the part of
children.

3. PURPOSE OF LEARNINGPURPOSE OF LEARNING
EXPECTATIONEXPECTATION
• class-wise learning expectation discuss stage-
wise curricular expectations.
• Learning expectation define what each child
should know, be able to do and the
disposition that should be acquired over a
period of time

4. PURPOSE OF LEARNINGPURPOSE OF LEARNING
OUTCOMESOUTCOMES
• Learning outcomes define what the child
exactly will learn from the curriculum.
• It measures the abstract learning by the child
during study.
• It is measured on different competencies
called learning indicators.

5. LEARNING INDICATORSLEARNING INDICATORS
• Learning indicators are different
attributes in which teacher can assess the
child and decide his learning outcomes.
• Learning indicators are expected to
provide evidences of learning and other
changes taking place in child’s behaviour.

6. PURPOSE OF LEARNINGPURPOSE OF LEARNING
INDICATORSINDICATORS
• Learning indicators can be used as check points
to assess child’s learning at different points of
time.
• Learning indicators, when given along with the
pedagogical processes, help teachers and
children to achieve these curricular expectations
as well as learning outcomes.

7. LEARNING INDICATORS HELPLEARNING INDICATORS HELP
STAKE HOLDERS INSTAKE HOLDERS IN
• Understanding that learning is a process.
• Focusing on children’s progression on a learning
continuum.
• Responding positively to diversity and helping all
children to participate fully and achieve well.

8. • Providing simple guiding points for parents, children
and others for understanding the learning by every
child.
• Developing a framework for monitoring, learning and
reporting the progress of all children.

10. EVS AND SCIENCE

11. CURRICULARCURRICULAR
EXPECTATIONS/OUTCOMESEXPECTATIONS/OUTCOMES
• Awareness about immediate surroundings from lived
• Experiences from Family, Friends, Plants, Animals, Food,
Water, Shelter, Travel, etc. (learning about the environment).
• Develop various processes/skills through interaction with
immediate surroundings (learning through the environment).
• Value the immediate resources such as water, food, paper,
fuel at home and use them according to the need.
• Enhances/promotes curiosity and creativity in relation to the
immediate surroundings.
• Attempts to develop sensitivity towards elderly/old,
differently abled, and disadvantaged groups of the society with
a focus on their strengths as well as areas of concern.

12. Learning indicators
• 1. Observation and reporting
• 2. Discussion
• 3. Expression
• 4. Explanation
• 5. Classification
• 6. Questioning
• 7. Analysis
• 8. Experimentation(Hands on activities
• 9. Concern for Justice and Equality
• 10. Cooperation

13. For example

14. For example

15. MATHEMATICSMATHEMATICS
• .

16. CURRICULARCURRICULAR
EXPECTATIONS/OUTCOMESEXPECTATIONS/OUTCOMES
• FOR I TO III CLASS
• Count and understand
• Learn conventions needed for mastery of Math
calculation.
• Perform simple computations in her/his own
way up to three -digit numbers.
• Simple maths operations like addition
subtraction ,multiplication and division.
• .

17. • For classes IV &V
• Can connect daily life with mathematics.
• Identify the shapes & can find similarity and difference in two
shapes
• Can perform +,-,x,÷ operation on their own.
• Can frame question on mathematics
• Can represent part of whole as a fraction and orders simple
fractions.
• Can collect data and analyse it.
• Identify and extend simple patterns in shapes and numbers.

18. • For VI to VIII
• Moves from number sense to number patterns;
• Sees relationships between numbers and looks for patterns in
relationships;
• Know about expressions, equations, identities,, etc;
• Uses arithmetic and algebra to solve real life problems
• know the symmetries of shapes like triangles, circles,
quadrilaterals, etc;
• Calculate perimeter, area and volume and uses them to solve
every day life problems;
• Data collection and graph plotting

19. Learning indicators
• To meet the curricular expectation several
indicators are planed in the document
separately for each class and each topic
• Go trough the circular
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20. LANGUAGE -1LANGUAGE -1
HINDIHINDI

21. CURRICULUMCURRICULUM
EXPECTATIONEXPECTATION
•
•
•

22. LEARNING INDICATORS

23. LEARNING INDICATORSLEARNING INDICATORS

24. LEARNING INDICATORLEARNING INDICATOR

25. LANGUAGE -1LANGUAGE -1
ENGLISHENGLISH

26. CURRICULUM EXPECTATIONCURRICULUM EXPECTATION
FOR ENGLISHFOR ENGLISH
• Language, knowledge and comprehension
• Attitude, values (sensitise the children to their
environment)
• Dimensions (skills)

27. LEARNING INDICATORSLEARNING INDICATORS
LISTENINGLISTENING

30. LEARNING INDICATORLEARNING INDICATOR
SPEAKINGSPEAKING

31. LEARNING INDICATORLEARNING INDICATOR
READINGREADING

32. SOCIAL SCIENCESSOCIAL SCIENCES

33. • Child can view contemporary issues like poverty, illiteracy, child and
bonded labour, class, caste, gender, environment, etc.
• Develop a proper perspective related to the environmental issues and
development at different levels from local to global.
• Acquire a general idea of development in different periods of History.
• Understand the formation and functioning of governments at the local,
state and central level and the democratic processes of participation.
• View the perspectives of women as being integral to the discussion of any
historical event and contemporary concern.
• Develop the ability to think independently and deal with the social forces
that threaten human values, without losing her/his individuality.
CURRICULARCURRICULAR
EXPECTATIONS/OUTCOMESEXPECTATIONS/OUTCOMES