•

•
•

the curriculum Include engagtng and enjoy:iblc play acUvlUes and learning experiences that
awaken / lgl'llte children's thinking processes and help build their conOdence. The acUvltles and
play based experiences connect young children's fascination with learning In every domaJn so that
they""' on.Joy. le:,m and make the rnoct of their lime In preschool.

18
Currlcahrm. for Primary Level cacnnee 1-V)
At the primary stage. subject areas dealt with are Engllsh. Hindi (Second Language) . Mathematics,
Environmental Studies (EVS). Science. Sodal Studies, Computer Studies and Arts Education.

English has been treated as the first language and presented In a manner which takes Into account
multlllngualtsm as a learning resource. Hindi Is one of the Second Languages up to the elementary
stage (I - Vlll) . The teaching-learning of languages would provide language as a 100110 structure
thought processes and to explore dllferent realms of knowledge and Imagination.

Mathemallcs focusses on reasoning and conceptual at every stage. The approach of this subject
would facilitate hands on experiences and enable children to link MathernaUc:s wllh day lo day life
experiences.

The Environmental Studies (EVS) curriculum (Classes 1-D} Is presented as an lnlegrated curricular
attn following the thematic approach. The focus Is on learning about the environment. lhrough the

environment and for the environment. In Classes m-V. Science and Social Studies have been
ldenUOed as core areas. At the primary level, a multl-dlsclpllnary approach of Science and Social
Studies learning has been followed and the concepts and concerns have been addressed through
various themes. ldenUOed from different discipline In these areas.

Computer Studies. another core area of this stage has been developed with the focus on use of
technology In Education.

Last but not the least. the curriculum for Arts Education at the primary level has been developed as
a core area and follows a theme-based approach. The learning of this subject would provide scope
for creallve expression. appreclallon and working lOf!C'th01'.

Currlculum for the Upper Primary Level

(O•e1ea VI-VIII)
The curriculum for the Upper Primary Stage covers English. Hindi (Second Language).
Mathemallcs. Physics. Chemistry. Biology (under Science) . History & Civics, Geography (under the
subject History. Clvtcs & Geography). Compuler Sludles and Arts Education.

Being the medium of tnslltullon (nrst language) the focus or Engllsh language learning at this stage
ls on oral and wrtnen expression. In a creative manner. This would help de\'elop a sense of
appreciation and crltkal vision for dllfettnl forms of lllerature among children. The emphasis or
Second Language learning at this stage Is to hone the skllls and develop an Interest In the language
and literature.

The focus of Mathcmallcs learning at this stage Is to consolidate and exp.ind the learning through
problem solving techniques.

understand the Issues and concerns of these areas. In Social Studies. two core
Civics and Geography. have been ldentilled. Computer Studies curriculum focuses on
or knowledge and sk111s In JCT so as to enable students to use common software appl
area.s
Science at Ibis stage branches out Into Physics. Chemistry and Biology. so as to help children

technology to access and utUlze lnformallon. •

The emphasis or Arts Education at this stage Is on development of creative express!

expression through visual art rorms. Arts Education follows a theme based approach In this
 -
~
•
•
•

- Ufe Sllllls: Lire sltills have been spelt out Iheme Wise. wherever appllc:lhle. Slrong emphasis
IS placed oo developing the ability to quesUon. to nnalyw. to lnvestJgate. 10 think cr1Ucally.
solve problems. and to tnterae1 clrecllvely with others.
to

Aal Md■idld: and Bvaluation

23

In school educauon. II IS a common pr:icUce ror the tl'l'm.S 'Asses.smenr and "EvnluatlOn' to be used
Interchangeably most ol the Ume. It has also been observed that generally. teachers comJder both
processes to be extem:il 3Ctlv1Ues, whkh are to be performed separately alter lhe completion or a
les$on/toplc/tbeme/unlt tn different subjects. Teachers arc also seen to be engaged In
complltng / recording :issessment or evaluation data or children In their cl_ass at the oost or
opponunJty Ume foe- teaching- le::unlng.

In thJs curriculum framework, assessment and evaluauon are viewed as different processes that
are both necessary. Important and an Integral part or the teaching learning process tn all
classrooms.

Assessm ent
Assessment during the teaching leamlng process IS referred to as Assessment for learning or
ronnaUve assessment This provides teachen and children Important lnfonnilllon about chlldren·s
learning gaps. strerngths. weaknesses and dilllcultles so that timely action can, be undertaken and
corrective measures .idopled by teachers. The value of assessment lies In ensuring that the process
IS conUnuous. comprehensive and not a one- lime affair. so that IL helps le3Chers pwi belt«
and In
an ongoing manner for Improving chlldren·s learning. performance and contrlbuUng to their
holistic all round development. IL also tmplles that the process should focus on collecting
lnfonnatJon on all aspects or the chtld"s development .ind not be only subject or text-book based.
The purpose or assessment for leamlng Is to:
• Identify strengths. weaknesses / le.irnlng gaps and problems faced by children:
• provide Urnely. corTeCIJve teaching - leamJng Inputs lo chlldren lo ensure their better learning
In the future:
• monitor the progress of each child with rererence to his/her previous performonce so as to
develop every child to her/his full potenUak
• Improve/modify te:,chlng leamlng pracUces and methods and use of malerl.ils by Leachers
based on e;ich chlld"s requirement and need:
• monitor chlldren"s learning and performance and
• provide dau on chlldn?n's learning to each child/ parents/ school.

Too& of A ffflfmt1J(

Assessment can be undertaken In mulllple woys - It may Include oral / written forms or teacher's
observation or child centred classroom 3Cllvllles such as dlscusslon / dialogue. proJeC1 work. model
making / posten/cll.lru , expmmentall on. group and Individual actlvllles. g:imes / quizzes and
maintaining every child's portfoUo, etc.

Evaluatio n
Evaluation IS a process of collecllng lnfo11113Uon. evidences regarding progress ol
focuses on the actual level atlalned by a child In a particular class afler a certain pert
refers to Judging the qualJty of a chlld·s work on the basis of an establlShed sel of crltc
outromes) and assigning value (Le. grade or mark) 10 represenl that quality. Evalua110n
process of Ondlng out the extent to which a child has atlalned what he/ she .should have wl
sueclfled ume period and 31!:ilnSt exoecled leamlna outcomes. IL IS therefore lmPOrtant that It IS

/
 •
•
•

develop l!YerJ chJld to her/his full potenUnl:

• Improve/ modify teaching leam1og practices and methods and use of materl:!15 by teachers
based on e:ich chlld's requirement and need:
• morillur dalklnl:11'~ leamlng and perfurnum<e and
• provide data on children's learning to each child/ parents/ school.

roots oCi4.wvroear
24
Assessment can be undertaken In mulUple W:J.)S - It may tnclude oral / written rorms or te3cher's
observallon or child centred classroom activities such as discussion / dialogue. project work. model
making / posters/ charts. experimentation. group and Individual acUvllles, games /qu.tzzes and
main~ every child's ponfollo. etc.

Evalu atJo n
Evaluation Is a process or collectlng lnfonnauon. evidences regardlng progress or the child. It
focuses on the actual level :itt:ilned by a ch1ld In :i partlrular class after a certain period of llme. It
refers to Judging the quality of :i child's wort on the b:isls or an esc:ibllshed set of cnrer1a (le;,mJng
outcomes) :ind asslgnlng v:iluc (I.e. grade or m:irk) to represent that quality. Evaluation Is tbus the
process of nndlng out the extent to which a child has attllned what he/she should hove wltbln a
speclned time period and against expected learning outcomes. II Is therefore Important l.h3t II Is
based on reliable and valid evidences so as to arrive at precise conclusions :ibout children's
achievement and performance.

The Council's Curriculum believes. advocates and focuses on each and every chlld's hollstlc
development and not only his/her attaJnment/ochlPVemenl In v:irtous subjects. Evaluation sbould

-
also not only be based on knowledge/ Information based questions. but extend much beyond this.
In the curriculum. evaJuauon Is thus to be necess:irlly viewed as brooder and more comprehensive
uklng tnto account dllferent aspecu or the chlld's total behaviour I.e. knowledge. skills. Interests,
attitudes and values. II should therefore not be based only on written work but also Include
dllferent furms or a.ssessment kcq,lng In vl<!w how r hlldren le:im. l1le5e could be ap;irt from
written tests /~xams b3Sed on other tasks such as. project work. experlmeniallon. oral work. aural
work. etc. Evaluation should thus provide a more complete picture of a child's accomplishments
and should also be based on mu!Uple sources/ewlences•

•
 tic s
M at li e
,
94

or the Prima ry level must

he curriculum and the llll!chlng str.11eg1es to the lnltlnl s tages

T addre ss the complex needs or all chlldren to .icqulre

::iddJUon through combi ning or two collecUons. subtra
spatial sense and under stand the relationships between
numb er sense. develop Ide.is or
ction throug h lake away. develo p
objectS and loca llon In a three dimen sional
es data throug h Orsi hand observ ations .
world reallze the need for units lo measure. and explor
Keeping these In focus 1he currtc ulum for these cbsses
has been organ ized throug h variou s 1oplcs
thal have strong lnlerco nnecttons.

Objec th·es of teacru ng. le arnln g Malh em:ll lcs a t the

Prlm: iry Len,I

Mathemaucs education :llrns to en:ible chUdren to:

skllls and apply these skills to
• develo p the mathemaucal Ihlnklng and proble m solvin g
formulate and solve proble ms:
everyday llfe. and for
• acquire the necessary mathemntlcal conce pts and skills for
contin uous le:i.mlng In mathe matics and relate d disciplines:
appllcallon of malhemaUc aJ
• develop the necessary proccss skills for the ::IQjulsltton and
conr<'J)tS and skills:
and between mathe matic s and
• recog.nlse and use conne ctions among matbe mauca l Ideas.
other dlsclpllnes:
• creale love and tote.rest towar ds mathe matic s:
lng lnfonnatJon and
• make effective use of a v:irlety of mathem::iucaJ lOOls (tnclud
allon of mathe matic s:
communJcal Ion techno logy tools) In the learn.Ing and appllc
mathc m.iUca J Ideas:
• design lmaglnaU~-e and creative worlt arlS'lng from
cooperatively and Indep enden tly:
• reason loglrnlly. romm unlcal e mathematically. and learn
• argue crlllcally and create newer knowledge.
 Analytical

Statistical and
Probablistic 95
Geometrical

Algebr-dlcal

Numerical

The present Mathemaucs cun1rulum at the primary level alms to develop a number or
111.llhematlcal
below: sllUls and processes among children In Cl3Sses 1-V 35 presented In the dbgr.lm

r
Numerical
calculaUon

Algebraic
man! ulatloo
=
Spatlalvlsuallsatlon

Data analysis
l
'8

f ·---~
i
..iI
.c

Use or mathematical
tools

L Eslimatlon and
Approximation

Curriculum for classes I to V ts designed to ensure that chUdren buUd a soltd foundation lo
mathem:ltlcs by connectJng and applying mathematical concepts ID a variety or ways. To support
this process, teachers will, whenevtt possible. Integrate concepts from various themes and apply
malbemallcs to real-life sltwltlons In children·• dally Uves.
 T h en1e I : Nurn bers

This theme aims at developing the abilities of children to learn three and four digit
numbers . They will be through the use of materials be provided opportunities for
observing patterns in two digit numbers and extending it to three digit numbers for
everything that includes comparing. forming smallest ond greatest numbers using given
di its .

Leaming Outco
~m
~ :es
:,;..
· _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ ___
Chlldren will be able to:
114
~ work wllh four dlRll numbers:
-rread and write numbl'rs up to 9990 using place v:ilue:
" Identify the greater and smaller numbrr. of two l(IVl'n numbers. uslnR pl~re value:
" form different numbers u,111 h·en di II ~ wllh and without rr rlltlon.

Sutpsted TranSKtlon.d PJ c ••
Rl!IOUffl!S
> Using place value cords (popularly > 36 Number cards I to 9,
known as :un,w c::uds) to make ◄ digit lO to 90. 100 to 900, and
numben, show their expanded form 1000109000
und place value and ruce value of > Videos and PPTs related
digits. lo 4 digit numbers,
> Dnc:usslng uamples where numbc,rs
occur In thousand In real Ure coniexts.
Involving chlldren In making rules
based on patloms may be evolved rcw
comparing numbers.
Providing opportunities for
sequencing of these numbers In
lLSCffldlng cw <lestttidlng orders.
Providing two sets or numbe,- cards to
groups or chlldren lo explore ◄ digit
numbes-s ~nd Roding out the greatest
and the smallest numbers.
Using games and activities to crea1e 4-
dlglt numbers with speclllc
charac,fflstlc lllu, numbto,-s wtth 5 at
hundredths pt.ice•. numbers not having
2, ◄ . 6. 8 and O a:t ones and tens place
etc.
 O pe ra tio ns
Th em e 2 : N um br r
d
,ng ab ou t adding an
rei nfo rce me nt of chi ldr en's unders1ond od d thr ee
Tiu s the me aims at the algorithms to
1g,t n11111bers an d
nr th er es tab lishing for
btr ac ting t.o d an d str' el>att,ening of olg on thm
su
ma y be un der tak en . Th e de ve lopment rie ty of wa ys for the
d igit nu mb ers ar co nc ep ts. A va
o n« es so ry to cle will be developed in
multlphco tio n 1s als fac ts of single d,gtt ru nb ers
ltip lica tio n ild ren lea rn
con stn Jct ion an d use
of mu multiphcotion an d ch
ion 1 s int rod uc ed as inv ers e pro ces s of mb ers an d op era tio ns on
ch ildr en . 0 ivts
ion of leo rn, ng ab ou t fO<Jr d igit nu
plicat
to divide ru nb ers . Ap leorn, oc:css .
sho uld for m t he ba sis 1n the tco ch i •
the m
11
:
~ O u tm m es
to:
Chlkfnoo wlll be :Ible = dt2II n umbl•rs wll h
•m , u,t ng acl dll lon an d sublr.lC'llon of th
pro bli
C roh ·e stm11lr da ih llfr ,um s 1101 ex, red tn~ 9!19
and 11t1hou1 rt'j!rouplng. llfr ,uu all on s:
3. 4. 5 and JO In dat lv
d u,r 1/tr mu lllp llr; ufo n fac l\l! Jbl !'\I nf Z. ron le. tl
C co11s1rurl an In the ir sllu all on
d app lv 1hr app rop ria te nu111b1•r op erJU on irfn g and fin d II bv n•pe.11rd
C ;m. ,h,, .. an 'l,l on fan , b, l'<fu;if ,:ro upl ng sh;
of dl\
C 1•xplaln rhe mr anl ng
sub l rar Uo n: pln g:
wll h or wll hou r n•g rou
all am ou nts of mo nev
C ad d an d sub rra cr sm
d ,tm le bills
C nu ke rar e rha rl\ an

tJ>dT-wl► W1f
f Pa C I If Re sou rce s
5 U
n >89 dl. .ita ch. tbl e cube<
>fnc ou ng lng esd ma tlo n al additio lllx cub ts). sp in
by (un
•ub tnd.ton follow.d
and abacus.
,-m/k:a lion. lm ed >Naplrr Strtp,.
con «ut
>Creallng real ll(r
lltlon and >~ and PPTs.
probh,ms lnv olv tng .od<
(by chl ldt tn) and
subcr.icllan
rnhaJ1 &1 tl! am ong the m ro •11COUr.l8"
vis ual tllu sln ltlo n of !hr prob!Nn.
>Ob als sln g ,.ii;,, •3 t1m ,s 4 ' , "4 .& ·

and so on mo,ans ma
y lllU pla re reu lr
Jnl nJd uct lon ol "" ' o(
In
chl ldr m 10
mu ltlp lk:a tlO n. ~
same to
prxtl•• and rhrn ap lal n 1hr
wh dr th<-
°"" llnOlhtt In 8" "'P '
and pro llk ks
reac/Jrr monitors
frrdbacl<. 10
chi lcn n
> £n< 'otJ nlg lng
mu Jrlp ltat lon
con suu ct/ d< "do p
nr strall'8les,
rahlrs uw ,g dllrrre
les Lhr ough memc,oy
Ren>omberfng tab
ma y be d!s cou r.lf !ed ,
l llfr In
>Cre:a ting <011IUIJ fro m ure:a h•v e to be
wlt kh muJl!p llca don rac
 su .., .u ,d LeamJns
P I OC MS M R_ ,r a, s
,. ,.. .eel T r a ~
us ,d •·8· whal IS price
or • not• boolu
own.
If prtc• or one nor. book ts kn
> Explalnlng • nd demonstrallns with
tho
ers
mulllplkallon of t"' o numb
lon so as 10
ono digit tn eXJ)llodod notat
an te o mollvmallcal un
derstanding
or standard al&"flthm.
r.atlf18 concrete
► Provk31ns :anrl demons1:
/ grouping
ca m ples o( equal sh ari ng
th dlvlslon
which an .,.. =r ob ttd wi
moy be
and tho sig n of dlvlsion
tnrroduc,,d.
116
>Ellpblnfn& and dl sn wl ng with
shlp ol
children the lntemlaolon
atton and
dlvlslon wtth multlpUc
slo n fac ts
mull lpllcatton f•cts I dm
may bo ta un up to gt dw.
ren In
> Pr o.t dln g op pa rtu nlt leJ ID child
ate real llf •
gn,ups/lndlvklually to cro
ct witho ut
ro nl ut s so as 10 add/subtra
~ •r pencU e.g. sl1ua1ton
or shopping
amount left
and Ondtng the 00101 cost
• hu nd ttd
etc. Fo r txarnple, I have
rupee note and bought two
pencils an d
ount wi ll .,..
two no te books. what am
tho price of
left wtth me of.tr p a~
!h t n. o Items?
oblt or
>c~ un a cc nt m s wh en , do
nl'eded an d
l.h rtc t of a number Is
10 use pa pt t
encouraging cli ldr en no t
me ntally.
pencil bu1 do !ht calculauon
plantod one
For example, six ch lld m,
sapling each for three days.
how m:1ny
ed by 1/it
saplings ha ~ btt,., pb nt
ch tld m,?
 The n1 e 3 : Geo1ne try

Children leam to complete the Level 0 (Visualization) of Von Heile hlerorchlcol model
of geometric thinking. They recognize and Identify two-dimensional shapes and t hree
dimensional f igures by their appearonce as a whole . level O represents the geometric
t hinking of many children in the early primary grodes. The naming of 2-1) and 3- 0
sho es Is a lso Included and their rcco nit ion in chlldren•s vicini .

~ Outcomes: 117
Chlldren will be able to:
n•rngulse 20 shapes like straight and rurwd lines:
11 Identify and make 20-shaprs bl' p;i1H'r folding. paper cutting on the dot grid. u,lng ,1ralght
lines etc.:
11 dosrrlbe 20 ,hape, hi' rnuntlng their sides, corners and diagonals:
11 flll a gl\'1'11 n•glun l<•,ivlug no gaps using a tile of a given shape and forms , ·arlnu, ,h,11n•s
usfno tan ram ll'C<'S.

5"8F"led Tnna■ctlanal Pl'Oceues

Resources
> Conducting activities to use dot grids. straight > Tangrams with S
lines, curvc,d lines and shapes to croau, dlfferont or 7 pieces.
Sttneries. > Broom sticks.
> Promotlng the use of tangnm shapes to moll• drinking straws.
• hapes/objects,. Thl.s Will help children In croallng lee cream stlcl<s
an understanding abo,u shape. etc.
> Facllitntlng the creation or dlfTe,..,nt shapes by > Cardboard
pieces, (to make
children using broom-sticks. drinking str.aws etc.
and their sha pes mnybe discussed with r.-.pect to numl,.,r of tiles of
their physica l a ttrlbu1co like sldes/cornors. same shape and
sut'.)
> Conducting activities to use similar shapes
> cUpplnp or
(m,atod / procossod) for covering a partJcular flat
different maps
surface (as a group ""rk) without any gaps and
ow,r lapping In the shapes. being published/
printed In
>Discussing In groups 1he shapes that can tile or various
!hat caonot Ule. Quesllons like "Why ll ls so?" m.igazlnes and
should also be discussed new,papers.
> Asslgntns a task to uch child to make a map (not > ~ • n l with
to scale) related to their dally life experiences. for rubber band.
u ample. map of how to roach "home to school" > Maths kit
and then exchange It with ocher chlldren. Each
child gets to read 2· 3 maps. Thts can be followed
by holding • dlscussJc.n on "What mokes a map
eas 10 read?~

Integralion: Arts Educ.illon

Ure Sldlls: solving daily lire problems
 Theme 4 : Measuren1ent

Children learn to use a standard unit for measuring length. The comparis.on of weight
is alsa to be done not only on the basis of the size but using a simple balance. The
measures of capacity in terms of non uniform units like capacity of a bucket in terms
of jugs/mugs. vah.111e af cold drink in a bottle in terms of number glasses/cups etc.
The measure af time using a calendar or a watch/clock is ,n child's daily life
activities will also be em hasised .

Learning Outcom es: 11

Children will be able to :
W. 1•stlmate and mea.surr lrngth and dts1ance using standard units Ilk,• ,·rnllrnrtres or meires;
W. \Vl'lgh objects using shnplr balance:
W. rn1111>are the capacity of dllfrrenl conlalners In terms of non uniform unlls;
W. ld<'nllfy a particular day ancl date on a calendar:
~ read rite lime correctly to LIii' huur usln a clock/watrh .

> Encour.18lng
Proc-
children (In
groups) to mak• a meter long
paper strip using 10cm/20cm
& u
-ted Leamln1

> Paper:,. she sllc.lcs.

> Marun d different coloon.
>Thick strln!JS, plastic plates,
long paper s<rlps, Then use wood•n sticks for makins
this paper strip (moire) 10 balanco.
estimate and mr..asure va.rtous > Different stied spoons.
obj<cts In the environment containers Ilk• bowls. glasses
smaJI obJrets In cm and etc. lr.lttt" contaJners,
lonser objects / dlstancos In >Toy clock constructed by
,,,.,,..., children to read tlmo.
Pro,'1dlns opportunities to > cal•ndor of the current yoar.
discover rnatlonshlps ~ Cooboard ,-1th rubber band.
and > Mnths kit .
centtmeR. > Vl<IN>s/ PPTs.
Using slmpl• balancos (made
by children) for ,..elghlng
objms in the envlronmt"nt
u!llng a stone or non-standard
"'•lght I objecls thus es12bll!h
the not>d for a st2ndard
uniform mc.asurc.
different small
corualnt-n to measure the
capacities of different

4;.4
 oonlaln ors. For enmph ,.
capacity or a big-al., .. may bo,
measur w by • small
spoon/big spoon/s mall bowl.
> Organizing dJscussJon In clas.,
10 draw an Wtrmtr about
consl".fVntlon orvotume4
lm•oMn g chlldrc,n to rmd a
clock and • calffldar and 10
lell Hme and day
c:orresp ondl, . 10 a dote.
> Conductl"IJ ac:tlvttles or
readm& ■ railway/bus lime
table In whkh lfme ls gt,on In
24-hou r clock.
119
lntegr a.t lon: Science (Fonns or Motter )
Social Studie s (Under standin g Chonges)

Ufe Sltllls: solving dntty ltfe problems

Th e m<• 5: Data H a nd ling

collect 1nformot1on for a purpos e.

This theme will focus on ch1ldn n developing skills to
finally draw out releva nt conchmon.s
presen t 1t so that 1t 1s cosily unders tandab le and
ond quontu m of 1nform ot1on coll<?cted , ,ts woys
from 1t 1s port of doily life The level
level of inferen ces drown from ,t cho • ress,ve ly
of re rcsento t1on end

~ Outco mes:

g acqulr r und,•rstancllng abou1 dat;i handlin g .

dr.m cone 111,lorn
g record data u,ln t.lll\ marks. rr m•wnr II lclorlal l\ .111d
 1111111sz· r trr ,,.: r,-, 111:

This theme will focus on children developing skills to collect lnformot,on for o purpose.
preKnt It so thot It is eos,ly understandable ond f inally draw out relevant conclusions
from it Is port of doily life . The level ond quantum of onformotlon colluted . Its woys
of representotton and level of inferences drawn from ,t chonge ra ressive l .

Learning Outc:vmes:
Children will be ab'.e to:
Ill acquire underslandlng about data handling.
Ill rrcord data ust11 tally marks. re re,Nll ii 1<1111 tally and rlraw conrhL,Lons

Processes Re50U...:es
Encouraging children to > coloured p•pers. mar\ers,
collect data and n,present II stlcken of different objects.
by paper strips, string > Vldround PPTs.
lenetf-,s. pictures eLC. and
making a pictograph or a bar
chart.
Questions about tho
graphical repr...,ntatlon may 121
be dlscusM!d In the class In
groups or with tho wholr
class.

Integration: Arts Education

Life Skills: Interpretation :ind analpls. presentation skills

Th eme 6 : Patterns

As number concepts and skills inc~se in complexity . children find patterns and
re lationship between numbers . Thus patterns go side by side w,th learning of all
aspects of Mathematics like, numbers , number operations and geometrical ideas.
Patterns in multiplication facts help children in multiplying two-digit numbers and apply
the algorithm for addition and subtraction to three or mare digit numbers . Children
will also be able to see the beauty in patterns around them and create their awn
atterns .

Learning Outcomes:
Children will be able 10:
f. observe and ldenllfv pallems with a ·unit of repeat·:
f. extend pauerns using ·unit of repeat":
f. rrea1e auerns ha,•ln a "unit of re eat'.
 t the primary level, Science :is a core subject has beef'I Introduced from ClllSS Ill onwards.
While at the Preschool level and In Classes I & D. Environmental Studl~ (EVS) h:is been
dentlfled :is a core curricular area and the concerns or Science (natural environment) and
Social Sludles (social environment) have beefl addressed through the EVS learning. ln the
Science curriculum ror Classes 111. v, greater emphasis has been laid on reduction of conceptual
g;:,ps so that a smooth transition can be established. In order to achieve this, the curriculum has
been designed so us lo create an Interest for the subject among chlldren wllhout burdening them
wllh too much factual Information.

The Science curriculum has been presented :is a live and growing body or knowledge rather than a
Onished product or the concepts. Emphasis has been given to the process of learning. The focus of
the Class DI Science curriculum Is on developing the awareness level as related to Science. More
emphasis Is placed on development or skills and lnculcauon or healthy habits for rrotectlon of the
environment. In Classes IV and v. the emphasis Is much more on expertmentaUon. understanding
Science concepts. processes and natural phenomenon along with development of sctenunc temper
and curloslly towards sclenunc activities.

Some or the considerations which have been kept In mind while developlng the Science curriculum
ror Classes Ill to v. are:
r Relating SdeHcc learning to U1e daily llfe experiences of children : Emphasis has
been laid on learning through 'hands-on-actlVttles' by ustng locally available materials and
situations as learning resources. The various themes have been dealt with In a manner so as to
encourage chlhlren to explore and use varied resources so !hat they can establlsh a relatlonshlp
between the coment learnt In class and Its relevance In and to their datly Ufe.
r Themallc App roach: The curriculum has been presented thernallcally. with the focus being
on how children experience the content of Science In their dally lives rather than covering
stand- alone top.k s. Thus, the suggested transacuonal processes use the children's own
experiences. Ideas/points of views as leamJng resources.
,... Focus o n Sklll/ Process development : The focus of the syllabus Is on sklll/process
development ralher than content coverage. The development or concept / content of Science
has been encouraged through lhe process of sklll developmenL The currlrulum encourages
development of sclenunc temper. curiosity. analytical and crltJcal thinking and synthesis or
Ideas and concepts.

189

.,,. Opportu nitfos for knowledge construction: The curriculum provides opportunities to
children to collect, organise and reflect on the tnforrnatton of the Science content, so as lo
make science learning more meaningful.
r lnfuston of Environmental issues: The currkulum has been presented as a General
Science In which environment Is the focus area. Environment related tssues have been
presented In :in Infused manner In the curriculum.

The Core roncepb of Science for Classes W-V are dealt with as under:

~ ~
Ltvlngand
Non-Living Thlnss Human Body: Food
Hum an Body: The
We Eat
Human Body Circulatory System
Human Bodi•: The
Animals: Birds Human Body, The
Teeth
Skeletal Systent
Animals: Contn1ou Human Body: The
lnsecL'i Dl&esttve and
Excr1ttory S)'nems
Plants In the
Su.noundlnp Ad aptations In
Anll!Llls
Food we get from
ptant,i Adaptations la Plants
 encourage cnuoren 10 !'J<plon, anct use varied resources so thot they can establish • relotlonshlp
between the content le:iml In class :md Its n,levantt In :md to th<Jr dally life.
r Thematlc Appro:ich : l1le cumculum has been presented thematlc:llly, with the (ocus
belf'4!
on how chllclren experience the content or Science In their &ily llvcs rather than covertl'4!
stand, alone topics. Thus. the suggested tran;s;ictJonal processes use the children's own
expertcnces, tde:ls/potrus or ,1~-s os leamlng resources.
r Foc1» on Skill/ Proces. developm ent: The focus or the syll.ibus Is on skill/process
development rather than content coverage. The development or concept /content or Science
has been encouraged through the protf:\S or sktll d-lopmen L The cumculum encourages
development or selenlll\c temper. curtnstty. nnalytk::tl and crlUcol thinking and synthesis of
ldeos ond concepts.

r Opportun ities for knowledg e constructi on: The rumculum provides opponun!Ues to
chlldren to collect. organise and renect on the ln[orm::itlon or the Science content, so as to
m.ike science le:irnlng more me:intngrul.
r Infusion of Envlronm ent:tl Issues: The cumculum bas beftl presented os 3 Genenl
Science In which environment Is lhe rocus area. Environment rel:iled mues have been
presented In an 111rused manner In the curriculum.

The Core concepts of Science for Classes IU-Vare dealt with ;as unde.r :

~
Uv!nc aad
Human Body: Food Human Body: The
Noa-Uvtnc Thlap
We Eat Circulatory System
lluman Rody
lluman Body: The llum~n Body: The
Animals: Birds Teeth S'krletal System
An 1ma.Js: Common Human Body: The Food and Health
ln~eru Dl&estlve and
f:xaetory S,..ms Pollination
Plutslnt k
Surrouad.lnp Adapt.alton, In Plant ReprnduCllon
Anlmals
r ood wt gei from Solid.\, Liquids and
pl.tnts AdaptMlo•s 111 Pluts Cun

Fonu of Maner: Plants In 1hr laterdepnde■CII la

Solldl, Uqulda a
Gue,
Surroundln&s and
Environme nt .........
Uvlq Belap (Pluts
)

Somt Proprtll•s of Air Sound and No!St

Wattt
M•luuh• nd Work ud be'IJ
Solution,
Light and Sh•dows
Sun u a ~atural IJ&bt
Resour« Simple Machtnes
.,.,a.ut"l'o, .,nt
Cleullaeu, Health Oeanlmu ~ and

____
and H)'llene 1'115budPull lly&lrne

friction as a Force

\.: )
 Thetue 5: Plant~ in the Su1-i-ounding~

undr■tandlng
•
Tha flMl!I& 'PIClnts in the Strl'IIUndiflgs' IS a 111- a
in children about YGrlous plll'ts of P ~
o.lms to daY&lop -■lttvtty ,-rd, plants o.rid aMNtnlll
ob-tion, ..<pa. i111a11totton and di■c1 sdn.
1 _... t -..,.........
- •......-.,,
' :tudi"!i
II
-=~ :.~=•
an 11--.nus
.
and
It
11,.

Learning Outron1~s.:
Children wlll be able to:
~ appreciate the beauty of plants (Oowers. leaves):
0 Identify dlffereni parts and sub-parts of a plant and label them:
0 explain functions of e.ich part or a plant In thetc own words:
13 demonstrate creative expn,sslon Oeaf. floral desl jln):
13 locale position of the seed In the plant:
13 draw picture of a seed and label the main parts:
13 dlsllngulsh different kinds of seeds (gram. green pea) seen at home/In the kitchen:
0 develop sensltlvlly towards plants and the environment:
13 perform simple experiments to demonstrate the process of germination (wllh the help of
elders).

Plants In the Surroundlnp

i>
lie)'~

> Parto or Plan13.

Structure and rune-. or
<Kh put of the plan,
(root. stem. tear. n.,_,-
SUIIINled n-an..ctianal P■ ►

> Provldlngopponun.111~ to chUdrcn to

observe part> and sub-part> of pianlS
and draw them.
> Discussing functions of dllfen,n1 pans
sa
l> ·= ---
luL I ■

DIIJcrem ty~ or plants

> Children's drawings.
> Narratives related to care
of planl5 and envlronme·

>
and frull).
Stnidun or a ....i..
> Kinds or seeds.
> Pr""""" or llffllllnatlon.
med or""'"''· air. warmth
fnr g,mnlnallon.
> care or planl3.
of plants.
> Providing opponunltles 10 chlldren to
> Various kinds or scods 194
share thctr personal experiences
observation or (soaked/
unsoak•d) .
rolated 10 seed germination/ > Simple experiment to
formation or sprouts tn different demonstra1e se,,,t
seasons..
> S..11118 up experiments on se,,,t >
germination.
Plctures/chans showtng
go,rmlnatlon with tho Involvement or vanous kinds or plants.
the teacher/ elden.
> Providing hands on exp,,rlences
(diff....,t types or seeds) to chUdren
to do activities on s'-"'<I germination
lndlvldu•lly and In groups and
recording their observations and
Inferences In their own Wo<ds In a
lilble.
> Collecllng poems/ stories related to
care or p~nts.
> Doing activities n,la1ed lo cn,allve
exp,"5Slon by using l•aves and
Rowers.

I ntegration: Languages
Life skills: Care and senslLMty towards plants and environment