The National Curriculum Frame work document Part C

1. NCF 2023-Part C
SCHOOL SUBJECTS

2. Overview
• The first chapter of this part is about the Foundational Stage (up to Grade 2) — drawing the
links of this NCF to the NCF-FS.
• The next eight chapters cover the subjects to be taught in schools from Grades 3 to 10,
across all Curricular Areas, namely,
Languages, Mathematics and Computational Thinking,
Science, Social Science, Art Education, Interdisciplinary Areas, Physical
Education and Well-being, and Vocational Education.
• Each subject chapter is organized with the details of its aims, nature, principles of the
approach, and most crucially, the Learning Standards with Curricular
• Goals and Stage-wise Competencies to be achieved. Stage-wise pedagogical and assessment
strategies have also been highlighted.
• The last chapter of this part is about the second phase of the Secondary Stage — which
outlines the design and curricular approach in Grades 11 and 12.

3. NCF 2023-Part C
Learning in the Foundational Stage

4. Learning in the Foundational Stage
•The Foundational Stage encompasses ages 3-8.
•Part of the 5+3+3+4 curricular and pedagogical restructuring in NEP 2020.
•Summarizes Curricular Stage characteristics, importance, and content.
•Highlights Learning Standards, pedagogy, and assessment.
•References the National Curriculum Framework for the Foundational Stage
(NCF-FS).

5. Key Aspects of Early Childhood (Section 1.1)
•The first eight years are critical for holistic development.
•Brain development is most rapid during this period.
•Children's learning trajectories are non-linear, with convergence around
age 8.
•Early Childhood Care and Education (ECCE) from birth to eight years.
•Ages 0-3 primarily at home; Ages 3-8 in institutional settings.
•Focus on physical, cognitive, socio-emotional development, and early
literacy/numeracy.
•ECCE goals and challenges in India.

6. AIM & Current Challenges
•NEP 2020 defines the Foundational
Stage as a crucial phase for children
aged 3-8.
•The aim is five years of flexible,
multilevel, play-based learning.
•Goal: Ensure access to high-quality
ECCE for all children aged 3-8 by 2025.
•High-quality ECCE fosters holistic
development and equal opportunities.
•Emphasis on physical, cognitive, socio-
emotional, cultural, and language
development.
Current Challenges in ECCE (Ages 3-8)
ECCE in India provided mainly through Anganwadis and early
primary education.
Challenges:
a. Limited preschool options for many children.
b. Anganwadis often prioritize non-educational aspects.
c. Low enrolment and attendance.
d. Vacancies in Anganwadi staff.
e. Unregulated private preschools.
f. Lack of teacher education for preschool.
g. Nutritional challenges.
h. Lack of readiness competencies.
i. Key roots of India's educational challenges at ages 6-8.

7. Competencies
•Learning Standards are vital for quality
education in the Foundational Stage.
•Draw from ancient and modern insights,
including Indian traditions.
•Domains of development: a. Physical
Development b. Socio-emotional and
Ethical Development c. Cognitive
Development d. Aesthetic and Cultural
Development e. Language and Literacy
Development
•Emphasis on Foundational Literacy and
Numeracy.
•Goal: Set foundations for positive
learning habits in a formal school
environment.
The Curricular Goals for the
Foundational stage and the
Competencies against each of the
Curricular Goals have been
outlined in this Section. Curricular
Goals been numbered as CG 1, CG
2 and so on; Competencies have
been numbered as C-1.1, C-1.2 and
so on.

8. Physical Development Table 1.4i
CG-1
Develops habits that keep them
healthy and safe
C-1.1 Shows a liking for and
understanding of nutritious food
and
does not waste food
C-1.2 Practises basic self-care and
hygiene
C-1.3 Keeps school/classroom
hygienic and organised
C-1.4 Practises safe use of material
and simple tools
C-1.5 Shows awareness of safety in
movements (e.g., walking,
running, cycling) and acts
appropriately
C-1.6 Understands unsafe situations
and asks for help
CG-2
Develops sharpness in
sensorial perceptions
C-2.1 Differentiates between shapes,
colours, and their shades
C-2.2 Develops visual memory for
symbols and representations
C-2.3 Differentiates sounds and
sound patterns by their pitch,
volume, and tempo
C-2.4 Differentiates multiple smells
and tastes
C-2.5 Develops discrimination in the
sense of touch
C-2.6 Begins integrating sensorial
perceptions to get a holistic
awareness of their experiences
CG-3
Develops a fit and flexible
body
C-3.1 Shows coordination
between sensorial
perceptions and body
movements in various
activities
C-3.2 Shows balance,
coordination, and flexibility
in various physical activities
C-3.3 Shows precision and
control in working with
hands and fingers
C-3.4 Shows strength and
endurance in carrying,
walking, and running

9. Socio-Emotional and Ethical Development Table
1.4ii
CG-4
Develops emotional intelligence, i.e., the ability to
understand
and manage their own emotions, and responds positively to
social norms
C-4.1 Starts recognising ‘self’ as an individual belonging to a
family and
community
C-4.2 Recognises different emotions and makes deliberate
efforts to
regulate them appropriately
C-4.3 Interacts comfortably with other children and adults
C-4.4 Shows cooperative behaviour with other children
C-4.5 Understands and responds positively to social norms in
the
classroom and school
C-4.6 Shows kindness and helpfulness to others (including
animals, plants)
when they are in need
C-4.7 Understands and responds positively to different
thoughts,
preferences, and emotional needs of other children
CG-5
Develops a positive attitude towards
productive work and
service or ‘Seva’
C-5.1 Engages in age-appropriate work at school and/or at
home
CG-6
Develops a positive regard for the natural environment
around them
C-6.1 Shows care for and joy in engaging with all life forms

10. Cognitive Development Table 1.4iii
CG-7 Makes sense of the world around through observation and logical thinking
C-7.1 Observes and understands different categories of objects and the relationships between them
C-7.2 Observes and understands cause and effect relationships in nature by forming simple hypotheses and uses observations to explain
their hypotheses
C-7.3 Uses appropriate tools and technology in daily life situations and for earning
CG-8 Develops mathematical understanding and abilities to recognize the world
through quantities, shapes, and measures
C-8.1 Sorts objects into groups and sub-groups based on more than one property
C-8.2 Identifies and extends simple patterns in their surroundings, shapes, and numbers
C-8.3 Counts up to 99 both forwards and backwards, and in groups of 5s, 10s, and 20s
C-8.4 Arranges numbers up to 99 in ascending and descending order
C-8.5 Recognises and uses numerals to represent quantities up to 99 with the understanding of decimal place value system
C-8.6 Performs addition and subtraction of 2-digit numbers fluently using flexible strategies of composition and decomposition of both
numerical and word problems
C-8.7 Recognises multiplication as repeated addition and division as equal sharing
C-8.8 Recognises, makes, and classifies basic geometric shapes and their observable properties, and understands and explains the relative
relation of objects in space
C-8.9 Selects appropriate tools and units to perform simple measurements of length, weight, and volume of objects in their immediate
environment
C-8.10 Performs simple measurements of time in minutes, hours, day, weeks, and months C-8.11 Performs simple transactions using money
up to INR 100
C-8.12 Develops adequate and appropriate vocabulary for comprehending and expressing concepts and procedures related to quantities,
shapes, space, and measurements
C-8.13 Formulates and solves simple mathematical problems related to quantities, shapes, space, and measurements
C-8.14 Feels confident and sees Mathematics as doable and worthwhile

11. Language and Literacy Development Table 1.4iv
CG-9 Develops effective communication skills for day-to-day interactions in two
languages1
C-9.1 Listens to and appreciates simple songs, rhymes, and poems
C-9.2 Creates simple songs and poems on their own
C-9.3 Converses fluently and can hold a meaningful conversation
C-9.4 Understands oral instructions for a complex task and gives clear oral instructions for the
same to others
C-9.5 Comprehends narrated/read-out stories and identifies characters, storyline, and what the
author wants to say
C-9.6 Narrates short stories with clear plot and characters
C-9.7 Knows and uses enough words to carry out day-to-day interactions effectively and can
guess the meaning of new words by using existing vocabulary

12. Aesthetic and Cultural Development Table 1.4v
CG-12 Develops abilities and sensibilities in Visual and Performing Arts and
expresses their emotions through art in meaningful and joyful ways
– C-12.1 Explores and plays with a variety of materials and tools to create
– two-dimensional and three-dimensional artworks in varying sizes
– C-12.2 Explores and plays with own voice, body, spaces, and a variety of
– objects to create Music, role-play, Dance, and Movement
– C-12.3 Innovates and works imaginatively to express a range of ideas and
– emotions through the Arts
– C-12.4 Works collaboratively in the Arts
– C-12.5 Communicates and appreciates a variety of responses while creating
– and experiencing different forms of art, local culture, and heritage

13. Positive Learning Habits Table 1.4vi
CG-13 Develops habits of learning that allows them to engage actively in formal
learning environments such as a school classroom
C-13.1 Attention and intentional action: Acquire skills to plan, focus attention, and direct activities to
achieve specific goals
C-13.2 Memory and mental flexibility: Develop adequate working memory, mental flexibility (to sustain
or shift attention appropriately), and
self-control (to resist impulsive actions or responses) that would assist them in learning in structured
environments
C-13.3 Observation, wonder, curiosity, and exploration: Observes minute details of objects, wonders,
and explores using various senses, tinkers with objects, asks questions
C-13.4 Classroom norms: Adopts and follows norms with agency and understanding

14. Pedagogy in the Foundational Stage
•Children are natural learners, active, curious, and eager to explore.
•Play is the primary mode of learning, engaging children in activities, and discovery.
•Play fosters creativity, flexible thinking, problem-solving, and enhances concentration.
•Learning is interactive, with children learning through play and interaction with peers and
adults.
•Nurturing relationships with teachers and peers provide a safe and optimistic learning
environment.
Building Positive Teacher-Child Relationships
•Teachers play a crucial role in building trust and a positive environment.
•Understanding each child individually, listening, observing, and responding to moods are key.
•Teachers should provide unhurried time and attention.
•Safe, nurturing relationships enhance emotional and cognitive development.

15. Pedagogy in the Foundational Stage
Learning Through Play
•Play is fundamental to
children's learning and
development.
•Two-way reciprocal
process: Play enables
learning and fosters active
engagement.
•Choice, wonder, and joy are
key aspects of play.
•Play unfolds in various
forms: conversations,
storytelling, toy-based
learning, songs, and
rhymes.
Learning Through
Conversations and
Storytelling
•Language development is
essential for learning and
understanding.
•Conversations and
storytelling enhance
vocabulary, sentence
structure, and problem-
solving.
•Listening to stories aids
concentration and expands
imagination.
•Encouraging children to tell
stories fosters creativity and
self-expression.
Toy-Based Learning,
Music, and Movement
• Hands-on experiences
with toys and
manipulatives stimulate
learning.
• Playing with toys
enhances motor skills and
hand-eye coordination.
• Music and movement
activities promote brain
development and
coordination.
• Art and craft activities
provide a medium for self-
expression and creativity.
Indoor and Outdoor
Games, Nature
Exploration
•Indoor games enhance
logic, problem-solving,
and quantitative
reasoning.
•Outdoor play fosters
physical fitness, balance,
and self-confidence.
•Spending time in
nature allows children to
explore, experiment,
and connect with the
environment. Field trips
•Play in various settings
contributes to well-
rounded development.

16. Pedagogy in the Foundational Stage
Strategies for Literacy:
•Literacy instruction should balance
"lower-order" skills like
phonological awareness and
decoding with "higher-order" skills
like oral language development and
engaging with books.
•Four major components in
language and literacy instruction:
oral language, word recognition,
reading, and writing.
•These components should be
integrated, but children should
spend time working on each
regularly.

17. Pedagogy in the Foundational Stage
Strategies for Numeracy:
•Mathematics learning goals include
abstract thinking, problem-solving,
visualisation, representation,
reasoning, and connecting math
concepts with other domains.
•Mathematical proficiency includes
conceptual understanding, procedural
understanding, strategies
competence/application,
communication and reasoning, and a
positive attitude.
•Four blocks for daily math instruction
should address these aspects.

18. Creating a Positive
Classroom Environment:
A safe, secure, comfortable,
and happy classroom
environment is crucial for
effective learning.
Facilities, materials, and
space should be available
for various activities,
cooperation, and play.
The classroom should
a sense of freedom,
openness, acceptance,
meaningfulness, belonging,
and challenge.
Managing Difficult Behavior:
Teachers should help children
settle and guide their behavior
positively.
Positive guidance promotes
self-control, responsibility,
and thoughtful choices.
Effective guidance is
interactive and involves both
adults and children working
toward common goals.
Understanding child
development helps set
appropriate behavior
expectations and alternatives.
Discipline:
Discipline is part of the
guidance process to
help children become
responsible for their
actions, learn self-
control, and behave
appropriately.
Effective discipline
supports children's
developing self-
discipline by gradually
giving them the
opportunity to govern
their actions.
Language Used by Teacher:
Teachers should use
appropriate language, tone,
and non-verbal
communication when
interacting with children.
Simple, clear statements
spoken once are effective, and
teachers should get down to
the child's physical level.
Positive language and
behavior acknowledgment
encourage healthy
development.
Emphasizes the importance of creating a supportive classroom environment and using positive guidance techniques to foster children's
development.
It also highlights the role of effective communication and behavior management in creating a positive learning atmosphere.

19. Teaching-Learning Materials (TLMs
•TLMs should engage children in multi-sensory activities and encourage hands-on learning.
•Teachers should be capable of creating TLMs using locally available materials.
•TLMs can include simple toys, manipulatives for numeracy, children's books, picture books, activity
books, worksheets, and audio-visual materials.
•TLMs should provide concrete experiences to enhance children's learning, especially in
mathematics.
•Libraries should provide access to a diverse range of children's literature, and Teachers should
encourage borrowing books.

20. Books and Textbooks
•Children should engage with various forms of texts, including picture books, storybooks,
graded readers, and worksheets.
•A wide variety of books should be available in schools, including those that reflect regional
stories and folklore.
•Textbooks should be designed to achieve specific competencies for the Foundational Stage and
should not be overly burdensome for young children.
•Textbooks play a crucial role in shaping children's understanding of the world, and their
content and language should be motivating and age-appropriate.

21. Learning Environment
• The learning environment should be inclusive, welcoming, colorful, and joyful.
• Indoor spaces should be well-lit, well-ventilated, safe, and inviting.
• Classroom environments should include designated areas for various activities, such
as circle time, dramatic play, art, and reading.
• Displays of children's work and ongoing projects should be part of the classroom
environment.
• The outdoor environment should include play areas like sand pits, clay boxes, water
play, and outdoor equipment like slides, see-saws, and swings.
• A kitchen garden can provide sensorial experiences and teach children about the
natural environment.
• Overall, the emphasis is on creating a rich, engaging, and interactive learning
environment that aligns with the developmental needs and competencies of
children at the Foundational Stage of education.
•

22. Assessment in the Foundational Stage
Types of Assessment:
• Primarily relies on observation and
the analysis of artifacts.
• Continuous observation over time
provides a comprehensive
understanding of each child's
learning progress.
• Assessment can occur in various
contexts where children
demonstrate their behavior,
attitudes, and learning.
• Artefacts, which are objects
created by children during the
teaching-learning process, offer
insights into their level of Learning
Outcomes, abilities, and strengths.
Assessment Principles:
• Assessment should be well-
designed and aligned with the
Learning Outcomes and
Competencies of the Foundational
Stage.
• Teachers should approach
assessment with an unbiased and
open-minded mindset.
• Assessment should be integrated
into both formal and informal
activities throughout the day, both
inside and outside the classroom.
• Teachers should have mechanisms
to collect and document evidence
of children's learning.
Holistic Progress Card:
• A comprehensive assessment tool that
includes the analysis of a child's progress.
• It also contains general information about
the child's family.
• The Teacher provides a narrative summary
of the child's progress as part of this
assessment.
• The emphasis here is on holistic
assessment that considers a child's
development, behavior, attitudes, and
learning across various contexts.
• It provides a more comprehensive picture
of a child's progress and abilities rather
than relying solely on traditional testing
methods.

23. Foundational Stage
Focus
Provide a safe,
supportive, and
respectful
environment.
Identify and address
risks early for
learning success.
Ensure a smooth
transition to later
school learning.
Developmental Delay
& Disability
Developmental Delay
Noticeable lags in
developmental
milestones.
Developmental
Disabilities: E.g., autism,
cerebral palsy,
intellectual disability,
visual or hearing
impairment.
Early intervention is
crucial; children can
make progress with
support.
Role of Teachers &
Institutions
Teachers observe
and record concerns
but do not diagnose.
Medical
professionals handle
diagnosis and
appropriate action.
Safety & Well-being
Prioritize physical and
emotional safety.
Maintain a zero-
tolerance policy for
child sexual abuse.