The document discusses the National Curriculum Framework (NCF) 2005, outlining its historical background, objectives, and recommendations for improving education in India. It emphasizes the importance of child-centered learning and the need for reforms in curriculum, teaching methods, and assessment to reduce stress and promote meaningful education. Key features include a focus on active participation, multi-lingual proficiency, and the integration of various subjects while addressing social issues and fostering democratic values.

1. K.T.C.T COLLEGE OF TEACHER EDUCATION
THOTTAKKADU P.O, KALLAMBALAM, THIRUVANANTHAPURAM
B. Ed Course 2014-2015
SEMESTER 2
ONLINE ASSIGNMENT
EDU 10.2: Techno- Pedagogic Content Knowledge Analysis- English
Name of Trainee......... Sabari Chandran...............................................................
Reg.No.....16514369011...................Year......2014-2015.............................
Subject....English.........................................................................................
Certified bonafide record of......Sabari Chandran...................................................
Register No........16514369011...........for the year 2014-2015.
Examiner Principal Lecturer

2. NATIONAL CURRICULUM
FRAMEWORK - 2005

3. INTRODUCTION
The curriculum is an “academic plan,” which should include: the purpose of the curriculum (i.e.,
goals for student learning), content, sequence (the order of the learning experience), instructional methods,
instructional resources, evaluation approaches, and how adjustments to the plan will be made based on
experience or assessment data. Goals and objectives are the general intended purposes and desired
achievements of a particular educational environment. Crucially, they provide a framework for assessing the
effectiveness of a curriculum. Goals and objectives generally characterize three types of learning:
knowledge, skills, and attitudes. As per the directions of the Human Resource Development minister, the
NCERT took up the assignment or reviewing the NCF for school education in the light of the report
Learning without Burden (1993). A National steering Committee under a chairmanship of Professor Yash
Pal formed the 21 national focus groups. Members of these committees included representatives of
institutions of advanced learning, NCERT’s own faculty, school teachers and nongovernmental
organizations.
National Curriculum Framework (NCF 2005)
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 Framework provides the framework for making syllabi, textbooks and teaching practices within
the school education programmes in India. The NCF 2005document draws its policy basis from earlier
government reports on education as Learning without Burdenand National Policy of Education 1986-
1992and focus group discussion after wide ranging deliberations 21 National Focus Group Position Papers
have been developed under the agies of NCF-2005. The state of art position papers provided inputs for
formulation of NCF-2005. The document and its offshoot textbooks have come under different forms of
reviews in the press.
Its draft document came under the criticism from the Central Advisory Board of Education
(CABE). In February 2008 the director Krishna Kumar in an interview also discussed the challenges that are
faced by the document. The approach and recommendations of NCF-2005 are for the entire educational

4. system. A number of its recommendations, for example, focus on rural schools. The syllabus and textbooks
based on it are being used by all CBSEschools, but NCF-based material is also being used in many State
schools.
NCF 2005 has been translated into 22 languages and has influenced the syllabii in 17 States. The
NCERT gave a grant of Rs.10 lakh to each State to promote NCF in the language of the State and to
compare its current syllabus with the syllabus proposed, so that a plan for future reforms could be made.
Several States have taken up this challenge. This exercise is being carried out with the involvement of State
Councils for Educational Research and Training [SCERT] and District Institutes of Education and Training
[DIET]
Main Features of the NCF 2005
The document is divided into 5 areas
 Perspective of NCF
 Learning and Knowledge
 Curriculum Areas, School Stages and Assessment
 School and Classroom Environment
 Systemic Reforms
Perspectives of NCF
1. Provides the historical backdrop; recalls NPE statement on curricular framework NPE
2. Revolves around the question of curriculum load on children
a. Information often confused for knowledge.
b. Tendency to teach everything arises from our lack of faith in children’s creative instincts.

5.  Demand for inclusion of new topics/subjects results in disjointed syllabi; encyclopedic textbooks, and
traumatic examsDescribes the social context of education - hierarchies of caste, economic status, gender
relations that influence access and participation.
 Cautions against pressures to commodify schools and application of market related concepts to schools and
school quality
 Discuss the aims of education
 Building commitment to democratic values of equality, justice, freedom, concern for others’ well being,
secularism and respect for human dignity and rights.
Learning and Knowledge
 Focuses on the child as an active learner
 Primacy to children’s experiences, their voices and their participation
 Need for adults to change their perception of children as passive receivers of knowledge
 Children can be active participants in the construction of knowledge
 The school should recognize the innate ability of each child to construct his/her own knowledge, and the
fact that every child comes to school with a fund of pre-knowledge.
 Therefore children must be encouraged to ask questions, relate what they are learning in schools to things
happening outside and answer in their own words rather than by memorizing.
 Recognizes the need for developing an enabling and non-threatening environment
 Emphasizes that gender, caste, class, religion and minority status should not constrain participation in
experiences provided in school
 Highlights the value of interaction with:
 environment,

6.  peers,
 older people to enhance learning; grandpa
 Learning tasks must be designed to enable children to seek out knowledge from sites other than textbooks.
 Need therefore to move away from the ‘Herbartian’ lesson plan to preparing plans and activities that
challenge children to think and try out what they are learning.
Curricular Areas, School Stages and Assessment
 Recommends significant changes in Language, Maths, Natural Sciences, Social Sciences
 Overall view to reduce stress, make education more relevant, meaningful.
 Language:
 Makes renewed attempt to implement 3-language formula
 Emphasis on home language as medium of instruction
 Curriculum should promote multi-lingual proficiency; can happen only if learning builds a sound language
pedagogy of the mother tongue.
 Focus on language as an integral part of every subject: reading, writing, listening and speaking contribute to
child’s progress in all curricular areas and must be the basis for curriculum planning.
 Mathematics
 Succeeding in Maths should be seen as the right of every child
 A majority of children have a sense of fear and failure of Maths: they give up early.
 Curriculum is disappointing to this non-participating majority, but also to talented minority – it offers them
no challenges.

7.  Textbooks are replete with problems, exercises and methods of evaluation which are repetitive and
mechanical
 Focus on child’s ability to think and reason
 Visualize and handle abstractions
 Formulate and solve problems
 Science
 Should be recast to enable children to examine and analyze everyday experiences
 Environment Education should become part of every subject – thru’ wide range of activities involving
outdoor project work
 Social Sciences
 Recognizes disciplinary markers so that content is not eroded, but also emphasizes integration of themes,
such as water
 Recommends paradigm shift to study social sciences from the perspective of marginalized groups
 Gender justice and sensitivity to issues of tribal and socially deprived groups, and minority sensibilities
must inform all sectors of social sciences.
 Draws attention to four other areas:
 Art Education
 Covers four major spheres of music, dance, visual arts and theatre.
 Focus on interactive approaches, not instruction – because goal is to promote aesthetic awareness and enable
children to express themselves in different forms
 Health and Physical Education
 Success in school depends on nutrition and well planned physical activities.
 Education for Peace

8.  As a precondition for national development in view of growing tendency towards intolerance and violence.
 Work and Education
 Work alone can create a social temper.
 Work should be infused in all subjects from primary stage upwards
Agencies offering work opportunities outside the school should be formally recognized
School and classroom environment
 Critical pre-requisites for improved performance
 Availability of minimum infrastructure and material facilities
 Support for planning a flexible daily schedule.
 Focus on nurturing an enabling environment
 Revisits traditional notions of discipline
 Discusses need for providing space to parents and community
Systemic Reform
 Covers need for academic planning for monitoring quality
 Reaffirms faith in local self government
 Proposes systematic activity mapping of functions appropriate at relevant levels of local self government
 Simultaneously ensuring financial autonomy on the basis of the funds-must-follow-functions principle.
 Teacher education should focus on developing professional identity of the teacher

9.  Examination reforms to reduce psychological stress, particularly on children in class X and XII
 Recommends changing the typology of questions so that reasoning and creative abilities replace rote
learning
The NCF-2005 begins with a quotation from Tagore’s essay Civilization and Progress in which the
poet reminds us that a creative spirit and generous joy are the key in childhood , both if this can be distorted
by an unthinking adult world. Seeking guidance from the constitutional vision of India as a secular ,
egalitarian and pluralistic society, founded on the values of social justice and equality , certain board aims
of education have been identified in this document NCF-2005 . These include independence of thought and
action, sensitivity to others well-being and feelings, learning to respond to new situations in a flexible and
creative manner, predisposition towards participation in democratic process, and the ability to work towards
and contribute to economic processes and social change. For teaching to serve as a means of strengthening
our democratic way of life, it must respond to the presence of first generation school-goers, whose retention
is imperative owing to the constitutional amendment that has made elementary education a fundamental
right of every child. The fact that learning has become a source of burden and stress on children and their
parents is an evidence of a deep distortion in educational aims and quality. To correct this distortion the
present NCF proposes five guiding principles for curriculum development:
I. Connecting knowledge to life outside school.
II. Ensuring that learning shifts away from rote methods.
III. Enriching the curriculum so that it goes beyond textbooks.
IV. Making examinations more flexible and integrating them with classroom life.
V. Nurturing an overriding identity informed by caring concerns within the democratic polity of
the country.
CONCLUSION
The National Curriculum Framework presents a vision of what is desirable for our children. It seeks
to enable those who are involved with the bases on which they can make choices that determine the
curriculum. This provides an understanding of issues relating to children’s learning, the nature of knowledge
and the school as an institution. This approach to the curriculum draws attention to the importance of the

10. school ethos and culture , the classroom practices of teachers , learning sites outside the school , and
learning resources as much as to the dimensions of the system that exert direct and indirect influence.