The document outlines the evolution of the school curriculum in India from 1975 to 2005, detailing key frameworks developed by the National Council for Educational Research and Training (NCERT). It describes various educational stages, including primary, upper primary, and secondary education, specifying the recommended curriculum components for each stage. Additionally, it highlights principles for curriculum design emphasizing learner engagement, interdisciplinary knowledge, and the importance of a supportive learning environment.

1. RECENT DEVELOPMENT IN
SCHOOL CURRICULUM
Mrs.R.Kohila Devi
Asst. Prof. in Education
Thiagarajar College of Preceptors
Madurai -9

2. • After Indian independence the responsibility of
designing the school curriculum was entrusted with
the NATIONAL COUNCIL FOR EDUCATIONAL
RESEARCH AND TRAINING(NCERT) in 1975.
• In the document published by NCERT titled “The
Curriculum for Ten Year School:A Frame Work”,
was reviewed by Ishwar Bhai Patel Committee in
1977 and it recommended SUPW should be
integrated as a part of a curriculum.
• In 1986 the National Policy On Education was
adopted.On the basis of its recommendation the
National Curriculum for Elementary and Secondary
Education:A Frame Work released in 1988.

3. • In 2000 the National Curriculum Framework
for School Education(NCFSE) was brought out.
• In 2005 the National Steering Committee
under Prof.Yashpal, presented the National
Curriculum Frame Work.In September 2005
the Central Advisory Board of Education gave
its approval for NCFW(2005).

4. SALIENT FEATURES OF THE CURRICULUM
FRAME WORK FOR TEN YEAR SCHOOL
EDUCATION(1975)
S.NO SCHOOL
EDUCATION
STAGE
CLASSES RECOMMENDED CURRICULUM
1. Primary
education
stage
I and II
III and IV
First language, Mathematics,
Environmental education,Work experience and Arts,Health
Education and Games.
First language, Mathemtics, Environmetal Science-I (Social
Science),Environmental Science-II (General Science),Work
experience and Arts,Health Education and Games.
2. Upper
Primary
Education
VI to VIII First language,Second language, Mathematics,Science
(Biology and Physics),Social Science (History,
Civics,Citizenship Training,Economics),Arts,Health Education
and Games, Physical Education.
3. Secondary
Education
Stage
IX and X First language, Second language, Third
language,Maths,Science(Life science and Physical
science),Social Science,Arts, Work Experience, Physical and
Health Education, Games.

5. THE SALIENT FEATURES OF
NATIONAL CURRICULUM FRAME
WORK FOR ELEMENTARY AND
SECONDARYEDUCATION(1988)

6. S.NO SCOOL
EDUCATION
STAGE
CLASSES RECOMMENDED CURRICULUM
1. Pre Primary
Education Stage
Age 2years Providing learning experiences to children through
group activities and play-way techniques, Language
and number based games, Activities directed to
promote environmental awarness etc. Through such
activities, making childrens learning experiences joyful.
At this stage no formal teaching of subject to be
undertaken.
2. Primary
Education Stage
I to V First language,Mathematics, Environmental Education-
I and II, Work experience, Arts, Physical and Health
Education.
3. Upper Primary
Education Stage
VI to VIII First language, Second Language, Third Language,
Mathematics, Science, Social Science, Work
Experience, Arts, Physical and Health Education,
Games

7. SALIENT FEATURES OF THE
NATIONAL CURRICULUM
FRAMEWORK(2000)

8. S.NO SCOOL
EDUCATION
STAGE
CLASSES RECOMMENDATION CURRICULUM
1 Early
childhood
Education
Stage
Age 2years It is designed to prepare kids to school education and serve
as Early Childhood Care and Education(ECCE).It may be in
various forms such as Preparatory Schools, Nursary Schools,
Kindergarden Classes etc. These may be private educational
institutions or government manage institutions. At this level
children’s education consists of group activities, play,
language based games, number games, Activities which
promotes socialisation and environmental awarness.
2. Elementary/
Primary
Education
(First stage )
Elementary/
Primary
Education
(Second
Stage)
I and II
III to IV
First language, Mathematics, Art of Healthy and Productive
living.
First language, Mathematics, Environmental Education,Art
of healthy and Productive living.
3. Upper
Primary
Education
Stage
VI to VIII Three languages:i) Mother tongue,ii)Modern Indian
language,iii)English, Hindi,Mathematics,Science,Social
Science,Work Experience, Art Education,Health and Physical
Education(Such as Games, Sports, Yoga, NCC, Scout etc)

9. SALIENT FEATURES OF NATIONAL
CURRICULUM FRAMEWORK-2005
• The National Policy on education
1986, a National Steering Committee
under Prof. Yashpal was constituted
in 2005.
• It framed the National Curriculum for
school education in 2005 with the
help of its 21 sub-committees.

10. The document it presented includes
five segments. They are,
• Perspective of NCF
• Learning and knowledge
• Curricular area, school stages and assessment
• School and classroom environment
• Systematic reforms

11. PERSPECTIVE OF NCF

12. PERSPECTIVE OF NCF
• NCF proposed the following 5principles to be kept in
mind in framing curriculum designing.
i)Connecting knowledge to life outside the school.
ii)Ensuring that learning shifts away from rote
methods.
iii)Enriching the curriculum so that it goes beyond
the textbooks.
iv) Making the examination more flexible and
integrating them with classroom life.
v)Nurturing an overriding identity informed by
caring concerns within the democratic policy of the
country.

13. LEARNING AND KNOWLEDGE
• Reorientation of our perception
of learners and learning.
• Holistic approach to learners
development.
• Meeting learning disability
needs through data based and
need specific programmes.
• Learners engagement for
construction of knowledge and
fostering creativity.
• Active learning through
experiential mode.

14. • Adequate room for voicing children’s thinking,
curiosity and questions in teaching.
• Activities for developing critical perspectives on
socio-cultural realities need to find place in
curricular practices.
• Connecting knowledge across disciplinary
boundaries to provide a broader frame for
insightful construction of knowledge.
Forms of learner engagement : experience,
making and doing, experimenting, reading,
discussion, asking, listening, thinking and
reflecting, expressing oneself.

15. • Local knowledge and
children’s experiences are
essential components of
textbooks and pedagogic
practices.
• School years are a period of
rapid development with
changes and shifts in
capabilities, attitudes and
interests that have
implications for choosing and
organizing the content and
process of knowledge.

16. CURRICULAR AREAS, SCHOOL STAGES AND
ASSESMENT
• LANGUAGE:
Implementation of three
language formula.
• MATHEMATICS:
Teaching of maths is to develop
the thinking and reasoning, to
visualize and handle abstractions,
to formulate and solve problems.
• SCIENCE:
Teaching of science is to enable
learners to acquire method and
process that will nurture the
thinking process, curiosity and
creativity.

17. • SOCIAL SCIENCE:
Social science teaching should
aim at equipping children with
moral and mental energy so as to
provide them the ability to think
independently and reflect critically
on social issues.
• COMPUTERS:
Which enables the students to
access sources of knowledge,
interpret them, and create
knowledge rather than be passive
users.

18. • ART:
Arts and heritage crafts
should be recognized as
integral components of
the school curriculum.
• PEACE:
Peace-oriented values
should be promoted in all
subjects throughout
school years with the help
of relevant activities.

19. • HEALTH AND PHYSICAL EDUCATION:
i) To provide theoritical and practical
inputs.
ii) To provide an integrated and
holistic understanding of health,
disease, accidents and physical fitness
among children.
iii) To provide skills for dealing with
psycho-social issues in the school,
home and the community.
• WORK EDUCATION:
Work based education aims at
involving children in variety of
production or service oriented
activities, to develop skills, positive
attitudes and values through work and
also to develop work related
competencies.

20. SCHOOL AND CLASSROOM
ENVIRONMENT

21. SCHOOL AND CLASSROOM
ENVIRONMENT
• Availability of minimum infrastructure and material
facilities, and support for planning a flexible daily
schedule are critical for improved teacher
performance.
• Teacher student ratio is to be maintained as 1:30.
• Democratic classroom practices
• Participation of all learners in class work.
• Education technology, libraries and laboratories are
to be well maintained in all schools.

22. SYSTEMATIC REFORMS
• The NCF has aimed at bringing
about reforms in the education
system to bring about a
curriculum that is learner
centered, has flexible process,
provide learner autonomy,
teacher plays a role as
facilitator, supports and
encourages learning, involves
active participation of the
learners, develops
multidisciplinary curriculum.

23. THANKYOU