NCF – 2023

Part A
Approach
Part A: Approach

Introduction
Summary
PART A: APPROACH
1. Aims and Curricular Areas of School Education
2. School Stages — Logic and Design
3. Approach to Learning Standards, Content, Pedagogy,
and Assessment
4. Time Allocation
NCF – 2023 Part A
Approach - .
Aims and Curricular Areas of
School Education
Principles of NEP2020

“The purpose of the education system is to develop good human beings capable of rational
thought and action, possessing compassion and empathy, courage and resilience, scientific
temper and creative imagination, with sound ethical moorings and values. It aims at
producing engaged, productive, and contributing citizens for building an equitable, inclusive,
and plural society as envisaged by our Constitution
NEP 2020's Educational Vision & Aims
Vision:
•Education achieves valuable Knowledge, Capacities, Values, Dispositions.
•Develop rational, knowledgeable, moral individuals.

•Society defines 'valuable'; education shapes individuals for societal vision.

•NEP 2020 envisions India as equitable, vibrant knowledge society.
•Education fosters compassion, resilience, creativity, ethical values.
•Education empowers for rational thought, action, and democratic values.

Aim:
•Cognitive growth, haracter building, 21st-century skills.
•Curriculum reoriented for holistic development, treasure of knowledge.
The vision of NEP 2020

“This National Education Policy envisions an education system rooted in Indian ethos that contributes
directly to transforming India, that is Bharat, sustainably into an equitable and vibrant knowledge
society, by providing high-quality education to all, and thereby making India a global knowledge
superpower.”
Definitions
Knowledge: Factual understanding, theories, concepts, truths.

Focus: Reasoning, justifications, critical thinking about facts.

Capacities: Procedural know-how, skills like critical thinking, problem-solving.

Application: Embodied abilities, adaptable skills, consistent performance.

Values & Dispositions Motivation for effective action.

Values: Beliefs about right and wrong.

Dispositions: Attitudes forming behavior basis.

Align values, develop dispositions alongside knowledge and
Curriculum Role:
capacities.
 Aims of School Education for this NCF
Schools should School Democracy is not School Understand
Rational Thought & Autonomy

Democratic Participation
Health & Well-being

Economic Participation

Cultural Participation
aim to develop education should merely a education to Aim cultures and
independent be a wholesome governance develop heritage embedded
structure but a in the family and
thinkers experience for collaborative way Knowledge, community. School
who make well- students. of life. Schooling Capacities, education should
informed Students should should nurture the Values and promote
decisions based acquire knowledge, skills, dispositions that cultural literacy and
and values enable students enable students to
on a grounded Knowledge, necessary for
understanding of Capacities, and to participate acquire knowledge,
students to actively and contribute to capacities, and
the world Dispositions that engage in and values and
promote mind- contribute to India's economy.
around them. Participating in dispositions to
body democratic participate
processes. the economy meaningfully and
wellness. has positive contribute positively to
impact on Nation culture.
and individual

A society with individuals who are healthy, knowledgeable, and with capacities and values and dispositions to
participate effectively and meaningfully in a democracy, economy, and culture would be a vibrant, pluralistic, and
democratic knowledge society.

Outcome: Vibrant, Pluralistic, Democratic Knowledge Society

Knowledge, Capacities, and Values andDispositions
Guided by Aims of School Education, schools cultivate valuable knowledge, capacities, and values to fulfill
societal goals. NCF aligns content to these aims.
•Broad Categories for Achievement:
Nurturing Dispositions:
• Ethical and Moral Values: Seva, ahimsa, tolerance, Positive Work Ethic: Honesty,
respect. responsibility, collective effort.
• Democratic Values: Liberty, equality, justice, inclusivity.
• Epistemic Values: Scientific temper, evidence-based Curiosity and Wonder: Sustaining
thinking. lifelong learning.
• Central Purpose: Schools for valuable knowledge, capacities,
values, and dispositions. Rootedness in India: Pride,
• Guided by Aims: Values aligned with societal goals. commitment, global citizenship.
• India's Values Heritage: Rooted in tradition, Constitution,
humanism.

End Goal: Creating informed, ethical, and responsible global citizens. The notion of Vasudhaiva
Kutumbakam, the world as one family, emerges from this
rootedness along with a sense of justice, service, self-discipline and self-fulfilment,
compassion and empathy, and acceptance of unity in diversity
 Knowledge, Capacities, and Values andDispositions

1 2 3 4 5 6 7

Inquiry: Communicatio Problem Aesthetic and Health, Self- Social Alignment

Observation, n: Proficiency Solving and Cultural management, Engagement with Aims:
evidence in listening, Logical Capacities: and Work: and Affective Capacities
collection, speaking, Reasoning: Creativity, Leading a Aspects: align with the
analysis, and reading, Formulating artistic healthy life, Empathy, five Aims:
synthesis; writing, and and evaluating expression, physical and compassion, Rational
discipline- digital media problems, cultural mental cooperation, Thought,
specific skills. usage. logical relevance, and endurance, teamwork, Health,
reasoning, artistic skills. self- leadership, Democratic/Ec
mathematical management, emotional onomic/Cultural
skills. emotional aspects of Participation,
capacities, social and Well-being
positive work engagement.
ethic.
Knowledge, Capacities, and Values andDispositions
Crucial Role of Knowledge
• Foundation for Values &
Capacities
• Knowledge about self, society,
the world, and the natural world
underpins the five educational
aims.
• Comprehensive Understanding
Source
• Sharing Human Heritage:
Schools have a responsibility to
pass on the vast and evolving
knowledge of humanity.
• Multifaceted Nature of
Knowledge:
• Guiding Curriculum: Determines
knowledge areas.
• Disciplinary & Interdisciplinary
Engagement:
Disciplinary & Interdisciplinary
Multifaceted Nature of Knowledge:
Engagement:
• Distinct 'Forms of Understanding' • Problem Solving: Disciplinary
• Community-Specific Inquiry Knowledge.
Conventions • Real-Life Complexities:
• Subject-Specific Considerations: Interdisciplinary Solutions.
Different subjects require unique • Many aspects of knowledge are
approaches due to their distinct shared across subjects and
nature of knowledge educational spheres..
• Varied Methods, Reasoning,
Validation
• Forms of Understanding:
Mathematics, Sciences,
• Questions about knowledge's
formation, validity,
interconnections, contradictions,
contextual influence, ethics, and
morality
Indian Schools of Thought

•Nine Main Darsanas: Classical Indian philosophy consists of nine main schools of thought (darsanas):
• Nyaya, Vaisesika, Sankhya, Yoga , Mimamsa , Vedanta , Buddhist , Jaina , Lokayata/Carvaka

•Founders and Focus: Brief overview of some schools and their founders:
• Nyaya: Founded by sage Gautama, focused on formal reasoning, rhetoric, and epistemology.

• Vaisesika: Founded by Kanada, concerned with understanding the material world and metaphysical questions.

• Sankhya: Oldest, based on the Upanisads, dualistic ontology of Prakrti (nature) and Purusa (person).

• Yoga: Accepts Sankhya's dualism, emphasizes liberation through disentangling Purusa from Prakrti.

• Mimamsa: Ethical focus, defends early Vedic rituals and philosophy of language.

•Interconnected Dialogues: These schools influenced and were influenced by each other, leading to
complex dialogues and exchanges.
•Acceptance of Multiple Paths: India's philosophical tradition reflects the acceptance of diverse paths and
freedom of thought
 Pramanas - Indian Epistemology
Pramanas (Evidence/Proof/Justification): Indian philosophy explores various pramanas for knowledge, with the main ones being:
• Perception (pratyaksha)
• Inference (anumana, upamana, arthapatti)
• Testimony (sabda)
Debates on Perception:
• Nyaya: Perception requires a sensory connection with an object (nirakara-vada).
• Early Mimamsa: Perception happens through language; concept-free perception doesn't exist.
• Later Mimamsa and Yogacara disagree with this view.
• Buddhist: Perception involves bundles of sense data rather than real objects.
Types of Inference:
• Anumana: Drawing conclusions from observations.
• Upamana: Knowing through analogy and comparison.
• Arthapatti: Knowing through circumstantial implication.
• Anupalabdi: Perception of non-existence.
Inference in Indian Philosophy:
• Inference is accepted when something cannot be directly perceived.
• Logic and inference are integrated into the theory of knowledge.
• Logic is seen as a means to arrive at truth and extends to psychological processes.
Debate on Testimony:
• Lokayata, Vaisesika, and some Buddhist schools deny testimony as a valid source of knowledge.
• Nyaya and Mimamsa argue for testimony under specific conditions and from specific sources.
Contributions to Epistemology: Indian thinkers have made significant contributions to the understanding of the nature of knowledge.
Towards a Curriculum

Crafting Effective Curriculum

Arrangements for Holistic Development

Teacher Selection, School Culture, Subjects

Curriculum's Central Role in Learning

Beyond Classroom Engagement:

• School Culture, Ethos, Practices

Deliberate Choices for Student Experience

Direct Teaching-Learning Experiences

Promoting Values, Dispositions, Capacities, Knowledge

Implications of Curriculum
Problem Solving and Example:
Disciplinary Sustainability and
Knowledge: Climate Change:
• Problem-solving • These issues are
capacity relies on informed by various
disciplinary knowledge. disciplines:
• Real-life problems • Sciences (e.g.,
often require environmental
integration of science, climatology)
knowledge from • Social Sciences (e.g.,
multiple disciplines. economics, sociology)
• Mathematics (e.g.,
modeling and data
analysis)
Interdisciplinary learning equips students with problem-solving skills that are essential for addressing global
challenges
Importance of
Interdisciplinary Goal for Education:
Knowledge:
• School education • Encouraging students
should aim to integrate to apply knowledge
disciplinary and across disciplines.
interdisciplinary • Fostering the ability to
knowledge. analyze complex,
• Preparing students for multifaceted issues.
real-world challenges
necessitates
interdisciplinary
engagement.
Towards Curriculum
Curriculum encompasses all arrangements impacting student engagement and learning. It
Curriculum Development: includes classroom interactions, school culture, practices, and ethos.
Comprehensive Curriculum
Development Aims to nurture Values, Dispositions, Capacities, and Knowledge in students.
Key Elements of Curriculum
Development:
Teacher Selection and
Training: Appointing qualified and trained Teachers who embody desired values.
Subject Selection: Choosing subjects and topics aligned with educational aims.
Pedagogical Approaches: Determining effective teaching methods that promote critical thinking and inquiry.
Assessment Strategies: Developing fair and meaningful assessment methods.
School Culture: Cultivating a positive and inclusive learning environment.
Ethos and Practices: Encouraging practices that reinforce values and dispositions.
Holistic Learning Environment: Recognizes the role of school culture, practices, and ethos in shaping student growth.
Effective curriculum development encompasses various elements, including Teachers, subjects, teaching methods, assessment, school
culture, ethos, and practices.
Towards a Curriculum – School Culture and School Process

Culture's Impact: Beyond Classroom Teaching

Values & Dispositions Learning: Values & Dispositions
Learning: Immersion in Ethos.
Curriculum Framework's Role: Organize School Ethos..

Chapter 15 Recommendations:
School Culture & Ethos.
Formal School Processes: Essential for Functionality.

Curricular Goals Alignment: Accountability & Achievement

School Processes.
Chapter 16 Recommendations:

Transparent, Professional, Effective: Articulated Processes.

Curricular Areas

எண் ணென் ப ஏனை எழுத்தெ ன் ப இவ் விரண் டும்

கண் ணென் ப வாழும் உயிர்க்கு – குறள் 392
The twain that lore of numbers and of letters give
Are eyes, the wise declare, to all on earth that live
– Translation, G.U. Pope
Ancient Indians had clear conceptions on what is valuable in education. As the above
couplet from the ancient Tamil poet Tiruvalluvar indicates, language and mathematics
were seen as two eyes through which we make sense of the world. It is not surprising
then, that language and mathematics continue to be important and curricular areas even
after two thousand years since this verse was written!
 Curricular Organization -Curricular Area

Aims Multiling
Distinct
Drive Internal Languag ualism
Forms of
Division Logic es Emphasi
Underst
s
anding
Beyond Effective Mathematics,
Reflects Practical NEP
Communicati Sciences,
Goals & Arrangemen 2020's
on, Aesthetic Social
Values t Focus
Expression Sciences, Arts.
Curricular Organization –Specific Areas

Mathematics:
Patterns, Measurement, Problem-Solving.

Sciences
Natural World Understanding, Rational Thought, Scientific Temper

Social Sciences
Human World Insight, Evidence-Based Reasoning.

Arts:
Aesthetic Sense, Creativity, Cultural Participation.

Holistic Development
Capacities, Knowledge, Values, Aims Integration.
 Curricular Organization –Interdisciplinary & Special Curricular Areas

Sports
Interdisciplin Complement Physical Ethics & Interdisciplin Vocational Values of
ary s Education: Constitution ary Education: Physical
Engagement Disciplinary al Values: Engagement Work &
Learning Dignity
Skills &
Builds Forms of Health & Moral & Sustenance, Physical & Ethical
Interdisciplin Understandi Well-being Democratic Economic Vocational Sensibilities.
ary Thinking, ng. Emphasis. Developmen Participation. Education
Problem- t Importance
Solving.
NCF 2023 -
Approach
School Stage Logic Desing
Curricular & Pedagogical Structure

The curricular and pedagogical structure and the curriculum framework for school
education
will therefore be guided by a 5+3+3+4 design, consisting of the Foundational Stage (in
two parts,
that is, 3 years of Anganwadi/pre-school + 2 years in primary school in Grades 1-2; both
together
covering ages 3-8), Preparatory Stage (Grades 3-5, covering ages 8-11), Middle Stage
(Grades
6-8, covering ages 11-14), and Secondary Stage (Grades 9-12 in two phases, i.e., 9 and
10 in the
first and 11 and 12 in the second, covering ages 14-18).
[NEP 2020, 4.1]
Section 2.1

Child Development
Child Development
Understanding child development is vital for creating educational approaches that align with a child's
growth and needs.
• Children's experiences and
growth vary based on social,
cultural, and economic
factors.
• Common processes and
stages exist in child
maturation and growth.
Understanding
Child
Development:
• Helps set appropriate
educational expectations for
specific age groups.
• Informs the development of a
curriculum with age-
appropriate teaching
methods and assessments.
Importance of
Child
Development
Understanding:
• Child development involves
three interconnected
processes:
• Biological Processes
• Cognitive Processes
• Socio-emotional Processes
Interplay of Three
Processes:
• These processes are
intricately connected and
affect various aspects of a
child's development:
• Physical
• Cognitive
• Linguistic
• Socio-emotional
• Moral Development
Interwoven
Impact:
 Developmental Periods

• Birth to 3 years old.
• High dependence on adults.
• Beginning to explore
surroundings.
Infancy:
• Typically from age 3 to 6-7
years.
• Increasing self-sufficiency.
• More interaction with peers.
• Intense exploration through
play.
Early
Childhood:
• Approximately 8 years to 11- • Transition from childhood to
12 years before puberty. early adulthood.
• Mastering fundamental • Begins around age 12.
capacities and • Rapid physical changes and
understanding. development of identity.
• Physical, emotional, and • Quest for independence.
cognitive growth through
exposure to the world and
culture.
Middle to
Adolescence
Late
:
Childhood:

Understanding these developmental periods helps tailor education and support to a child's
specific needs and stages of growth.
 Development Domain
Physical
•Infancy: Rapid height and
weight increase. Growth
influenced by heredity,
nutrition, and environmental
factors.
•Early Childhood: Self-
sufficiency and play-based
exploration.
•Middle to Late Childhood:
Steady growth, improved
muscle tone, and strength.
•Adolescence: Growth spurt,
puberty, influenced by
heredity, hormones, weight,
and body fat
Cognitive
•Infancy: Coordination of
sensory experiences with
physical movements, object
permanence.
•Early Childhood: Mental
expansion, vocabulary
growth, making sense of
the world.
•Middle Childhood: Logical
reasoning, problem-solving,
capacity to analyze and
imagine.
•Adolescence: Complex
thinking, planning, problem-
solving, moral reasoning.
Language
•Infancy: Coordination of
sensory experiences with
physical movements, object
permanence.
•Early Childhood: Mental
expansion, vocabulary
growth, making sense of
the world.
•Middle Childhood: Logical
reasoning, problem-solving,
capacity to analyze and
imagine.
•Adolescence: Complex
thinking, planning, problem-
solving, moral reasoning.
Socio Emotional Moral
•Emotional and Personality •Infancy: Right and wrong
Development: based on feelings and
•Infancy: Communication desires.
through emotions, early •Early Childhood: Rules as
display of emotions. unchangeable properties,
•Early Childhood: consequences-based
Expression, understanding, judgments.
and regulation of emotions, •Middle Childhood:
self-conscious emotions. Objective ideas on fairness,
•Middle Childhood: equity.
Increased emotional
understanding,
development of self-
regulation, coping
strategies.
•Adolescence: Identity
development, self-esteem,
complex emotions,
reasoning.
Socio Emotional Role of Family & Peers
Role of Families:
Infancy: Attachment, trust, orientation to the social world.
Early Childhood: Emotional cues, family environment.
Middle Childhood: Strong bonds, family and peer influence.
Adolescence: Shift in peer influence, family handling of conflicts.
Role of Peers:
Source of information, play.
Middle Childhood: Friendships, emotional support.
Adolescence: Peer influence, identity formation.
Moral Development
Infancy: The sense of right and wrong in infants depends on their feelings and desires. Their
sense of rightness depends on whether their needs are met or not.
Early Childhood: Children think of justice and rules as unchangeable properties of the world
and beyond the control of people. They judge the rightness of behaviour by considering the
consequences and not the intentions of the individual.
Middle Childhood: Children begin to express objective ideas on fairness. They believe that
equity can mean that people with disabilities or merit need special treatment.
Adolescence: Closer to adulthood, children begin to develop their own moral values while
questioning and analysing the ones set by their parents or society. They value rules, but also
negotiate. As they develop abstract reasoning abilities, they display interest in the larger good
for society.
Panchakosha Vikas (Five-fold Development)
A Keystone in Indian Tradition
The concept of Panchakosha Vikas (Five-fold Development) in the Indian tradition provides a holistic perspective on the development of human beings,
emphasizing the interconnectedness of different aspects of a child's growth and well-being. The five sheaths, or koshas, represent distinct layers of a
child's development:

Annamaya Kosha (Physical Layer): This layer pertains to physical development, encompassing aspects such as balanced nutrition, physical fitness,
flexibility, strength, and endurance. It also involves the development of the senses, personal hygiene, and overall physical well-being.

Pranamaya Kosha (Life Force Energy Layer): This layer focuses on life energy and vitality. It involves practices that help balance and retain energy,
promote positivity, enthusiasm, and ensure the smooth functioning of major bodily systems, including the nervous, circulatory, respiratory, and digestive
systems.

Manomaya Kosha (Mind Layer): The mind layer emphasizes the development of concentration, peace, willpower, courage, and emotional intelligence. It
addresses the handling of negative emotions and the cultivation of virtues. It also encompasses activities related to visual and performing arts, culture, and
literature.

Vijnanamaya Kosha (Intellectual Layer): Intellectual development involves honing skills such as observation, experimentation, analytical thinking, abstract
reasoning, logical analysis, linguistic abilities, imagination, creativity, and the power of discrimination. It encourages holistic knowledge and capacity
building.

Anandamaya Kosha (Inner Self): The inner self is associated with spiritual development. It encompasses qualities such as happiness, love, compassion,
spontaneity, freedom, and aesthetic sensibility. Spiritual development involves turning one's awareness inward and exploring the deeper aspects of life and
existence.
Panchakosha Vikas (Five-fold Development)
A Keystone in Indian Tradition

The Panchakosha concept underscores the idea that these five layers are interconnected and influence
each other. Activities and practices designed to nurture one layer often contribute to the development of
others, highlighting the holistic nature of human growth and education
TheNCF 2023 aligns with the Panchakosha concept by emphasizing a holistic approach to education
through eight Curricular Areas.
These areas address various aspects of a child's development,encompassing physical, emotional,
intellectual, and spiritual dimensions. The goal is to provide a well-rounded education that fosters not only
academic knowledge but also the overall well-being and holistic development of students.
Development of Concepts in a Curricular
Area and Requirements of Capacities

• Child development encompasses the growth and maturation of children across various domains and
faculties.
• This directly influences what and how children can learn at each developmental stage, aligning with the
5+3+3+4 curricular structure. Furthermore, the complexity, demands, and characteristics of the subject
matter impact the sequence of learning and skill development.
• This section delves into these sequences and their implications for the four school stages.
Section 2.2
Development of Concepts in a Curricular
Area and Requirements of Capacities
 Reading has become central to education and schooling. Most learning materials,. So it is important to
consider the stages of reading development in the design of the School Stages. Reading develops in
the following stages

1 2 3 4 5 6

Pre-reading: Initial Reading: Fluency and Reading for Multiple Construction

Developing oral Making Ungluing from Learning the Viewpoints: and
language and connections Print: Fluent New: Learning Understanding Reconstruction
recognizing decoding,
between sounds new ideas and author : Forming and
sounds in shifting focus to
and written text meaning. concepts viewpoints and challenging
speech.
symbols through reading. critical worldviews.
.
(decoding). evaluation.
Preparatory Middle Secondary
2.2.2 Perceptual, Practical, and Theoretical Concepts

Concept formation is at the core of the cognitive development of the child. A concept is a mental model that we make to understand
the world. These models are created by a process of abstraction and categorisation.
• Perceptual concepts are formed through sensory perception, including color, shape, texture, and more complex attributes.
• Practical concepts involve understanding an object's practical use within social contexts.
• Language plays a crucial role in developing and expressing both perceptual and practical concepts by enabling shared
meanings.
• Theoretical concepts delve into systematic and precise understandings, often within specialized fields, such as mathematical
shapes or scientific concepts.
• Perceptual and practical concepts are intuitive and can be developed through everyday experiences and human interaction.

• Theoretical concepts, however, often defy intuition and require a deliberate effort by teachers and students to connect experiences to conceptual
structures.

Young children can grasp perceptual and practical concepts early on, while theoretical concepts may be
introduced in the Middle Stage and deepened in the Secondary Stage with the help of disciplinary knowledge
and methods.
Modes of Inquiry
Inquiry modes in education evolve as follows:

Disciplinary Exploration:
Methods of Inquiry:
Play and Exploration:

Capacities for Inquiry:

Young children primarily As children grow, they To gain a deeper In this stage, students
learn through play and acquire skills such as understanding, especially delve deeper into specific
exploration. They develop literacy, numeracy, of theoretical concepts, disciplines or forms of
foundational observation, data students need to learn knowledge. They apply
understanding and collection, and analysis. specific methods of their developed capacities
practical concepts They also develop motor inquiry. Subjects like and knowledge to explore
through observation, skills, attention, Mathematics, Science, and create within the
imitation, and curiosity. A perseverance, and Social Science, and Art framework of a discipline,
stimulating environment memory, enabling them to have their own unique form, or field. This may
and active engagement engage in informal methods, theories, and include interdisciplinary
with adults and peers are methods of inquiry and concepts. Learning these approaches to problem-
crucial. practical problem-solving. methods increases the solving.
depth of inquiry within
each subject.

The transition from informal play-based learning to formal discipline-specific exploration is a key aspect of
educational progression.
Section 2.3

Stage Design
Curriculum design harmonizes the vision of NEP 2020, child development principles, subject
complexity, and inquiry modes.
This alignment ensures a well-rounded and effective educational journey for students.
Foundation Stage
• The Foundational Stage is the first step in a child's educational journey, targeting ages 3 to 8.

• This stage serves as a bridge between home life and formal schooling, emphasizing holistic development.

• The National Education Policy 2020 (NEP) lays the foundation for the Foundational Stage.

• NEP promotes multi-faceted, play-based, and inquiry-based learning, focusing on holistic development.
• ECCE ideally consists of flexible, multi-faceted, multi-level, play-based, activity-based, and
inquiry-based learning, comprising of Alphabet, language, numbers, counting, colors, shapes,
indoor/outdoor play, puzzles, logical thinking. Social development: teamwork, cooperation, ethics,
and more. Aim Development in physical, cognitive, socio-emotional, ethical, cultural, and linguistic
domains
 The Foundational Stage is the Concrete materials play a Fosters caring relationships
Curriculum Structure

Content and Materials

Play-base pedagogy
first step in a child's educational crucial role in learning. between teachers and children.
journey, targeting ages 3 to 8. Learning experiences integrate A balance between individual
This stage serves as a bridge physical exploration and and group learning is
between home life and formal materials. encouraged.
schooling, emphasizing holistic Components Components
development. Foundational capacities in
Use of textbooks begins from
Components Grade 1. literacy and numeracy
Alphabet, language, numbers, developed through systematic
Early content: Toys, puzzles, guidance.
counting, colors, shapes, manipulatives.
indoor/outdoor play, puzzles, Whole class instruction
logical thinking. Later: Worksheets and combined with self-paced
children's literature for language individual practice
Social development: teamwork, and literacy development.
cooperation, ethics, and more.
Aim
Development in physical,
cognitive, socio-emotional,
ethical, cultural, and linguistic
domains.
 Role of Teachers
Use of textbooks begins from Grade 1.

Classroom Environment
Pedagogy and Learning

Assessment and Observation

Early content: Toys, Play-based pedagogy fosters Assessment is Children need an Teachers play a pivotal
puzzles, manipulatives. caring relationships between primarily through environment that role in nurturing
Later: Worksheets and teachers and children. teacher observations. encourages relationships and
children's literature for A balance between individual Worksheets provide exploration and fostering development.
language and literacy and group learning is insights into progress. movement. Lower Pupil-Teacher
development. encouraged. Components Classroom Ratio (PTR) allows for
Components arrangements should individual attention and
Assessments focus on align with this need. assessment.
Foundational capacities in children's abilities
literacy and numeracy rather than formal Design includes Components
developed through systematic testing. play/activity/learning The same teacher
guidance. corners to promote engages with all
Teacher observation is free movement.
Whole class instruction key to gauging domains
combined with self-paced development. A central area remains PTR is kept low to
individual practice open for children's facilitate observation
activities. and individualized
support.

The Foundational Stage serves as a critical bridge from home to formal schooling. It develops foundational literacy,
numeracy, and valuable dispositions, promoting active learning and engagement
The Preparatory Stage
•The Preparatory Stage spans three years, encompassing Grades 3, 4, and 5.
•Building upon the play-based approach of the Foundational Stage, it introduces more formal
learning while laying a strong foundation.
Rationale and Vision :
• Foundational Continuity
• Preparatory Stage maintains continuity with the Foundational Stage.
• Play, discovery, and activity-based pedagogy remain central.
• Incorporating Formal Learning
• Introduction of textbooks.
• Generalist teachers dominate this stage, with a few exceptions.
• Objective: Lay groundwork for deeper learning in specialized subjects.
 Preparatory Stage
Design Balancing Textbooks and Transition to Formal Learning
Curricular Structure

Pedagogy and Learning

Content and Materials
Preparatory Stage curriculum is Exploration Activity- and discovery-based
structured into key Curricular Transition to textbooks in pedagogy persists.
Areas. Languages and Mathematics. Encouraging active participation
Focus on capacities and Literature supplements within a formal classroom
dispositions. language textbooks. setting.
Material-based learning Attention and concentration
Components continues in Mathematics, skills are developed.
emphasizing symbolic Balance of Individual and Group
Curricular Areas include at least representation.
two Languages, Mathematics, Work
Art Education, Physical The World Around Us promotes Mix of self-paced individual
Education and Well-being, and experiential, non-textbook- work and classroom activities.
The World Around Us. based learning within familiar
contexts. Limited homework inclusion
Interdisciplinary aspect: The
World Around Us encourages
exploration of natural and social
worlds.
 Preparatory Stage
Assessment Approach Generalist Teachers
Assessment and
Evaluation

Classroom
Environment

Role of Teachers
Assessments combine Balance in Design Teachers continue to be
teacher observations, Classroom arrangement generalists, covering
worksheet evaluations, strikes a balance various Curricular Areas.
and short written tests. between a formal Specialists from school
Formative assessments environment and one complexes may
are frequent, while that promotes movement contribute to Art and
periodic summative and exploration.Group Physical Education and
assessments work encouraged. Well-being.
supplement them. Class Teachers mediate
interactions with

•The Preparatory Stage bridges the transition from play-based learning to formal education.
•It consolidates literacy and numeracy skills while nurturing essential capacities and dispositions.
•Students are prepared for more in-depth exploration of the natural and social worlds.
 Middle Stage
•The Middle Stage comprises Grades 6, 7, and 8, spanning three crucial years of education.
•Building on the foundation laid in the Preparatory Stage, the Middle Stage introduces subject-specific
teachers and more abstract concepts.

Rationale and Vision Building on Preparatory Stage

•Continuation of the pedagogical and curricular style from the Preparatory Stage.
•However, subject teachers are introduced to delve into abstract concepts.

Experiential Learning: Emphasis on experiential learning within each subject.

•Exploration of relationships among different subjects encouraged despite specialization.
 Middle Stage
Formal Assessments Formal Learning Space Subject-Specific Teachers

Classroom

Role of Teachers
Assessment and
Evaluation

Environment
Assessments become more Classrooms transition into Subject-specific teachers
formal and explicit. more formal spaces, allowing handle different Curricular
Focus on specific ways of for group work and peer Areas.
reasoning within each form of interactions. Need for a profound
understanding. Subject-specific classrooms understanding of vertical and
Formal tests and examinations become effective with the right horizontal connections within
assess students' ability to resources. the subject.
process and synthesize Diverse set of adult
information. interactions benefits students.
Art Education, Physical
Education and Well-being, and
Vocational Education can
invite visiting faculty with
specialized knowledge.

The Middle Stage builds on the foundation laid in the Preparatory Stage. It introduces students to
different forms of understanding and fosters systematic knowledge acquisition.
 Middle Stage
Expanding Curricular Areas Engaging with Abstract Ideas Balanced Pedagogy

Pedagogy and
Learning
Curricular Structure

Content and Materials

The Middle Stage extends Shift to more abstract concepts Balance between direct
Curricular Areas to include and theories. instruction and opportunities for
Science (physical and natural Students expected to engage exploration and inquiry.
world), Social Science (study of with unfamiliar contexts and Cognitive demands increase due
the human world), and Vocational situations. to expanded content areas and
Education. abstract theories.
Textbooks play a central role in
Students engage formally with mediating content. Focus on concept development,
knowledge and values, treating not fact accumulation.
Curricular Areas as 'forms of Well-designed textbooks with
understanding.' clear learning goals support
structured understanding.
Specialization and Inquiry
Methods
Specialized methods of inquiry
appropriate for each form of
understanding.
Focus on paradigmatic theories
and conceptual structures.
The Secondary Stage
•The Secondary Stage is a critical phase in education.NEP 2020 introduces key considerations for reforming this stage.
NEP 2020 Vision No Hard Separation
•NEP 2020 aims to move away from traditional streaming into Science, Arts/Humanities, and Commerce.
•Students can choose subjects across Curricular Areas.
•Emphasis on breadth and depth of knowledge.

Breadth and Depth Curriculum content will be streamlined to

Content Simplification
Reduced Content Load
Core Principles

Students should have a strong foundation focus on core essentials.

in multiple disciplines. Creating space for critical thinking and
The option to delve deeper into chosen holistic learning.
subjects. Moving away from rote memorization.
Fostering well-rounded individuals. Reduced Exam Pressures Exam Reform :
Choice and Flexibility Board exams will be made 'easier' by
Students should have the flexibility to assessing core capacities/competencies.
select subjects across domains. Emphasis on evaluating understanding, not
Encouraging diverse learning experiences. just recall.
Reducing the need for extensive coaching
and memorization.
Curricular Structure Two Phases

Examination
Learning Standards

Assessment and
Secondary Stage divided into two Attaining Learning Standards Local Examination
phases: Grades 9 and 10, and Learning Standards are Schools must offer 3 Languages
Grades 11 and 12. articulated in corresponding and all 7 subjects for students to
Grades 9 and 10 provide Curricular Areas. complete Grade 10.
breadth, building on the Middle All students are expected to Art, Physical Education and Well-
Stage. achieve these standards. being, and Vocational Education
Subjects and Languages Standards aligned with core would be examined locally.
Study 3 languages, including at concepts and competencies. A holistic assessment approach.
least two native to India (R1, R2,
R3).
Study 7 subjects: Mathematics,
Social Science, Science, Art
Education, Physical Education
and Well-being, Vocational
Education, and Interdisciplinary
Areas.
Emphasis on integrated and
coherent study of multiple
disciplines within each subject.
 Two Phases
Curricular
Structure
Secondary Stage divided into two
phases: Grades 9 and 10, and Grades 11
and 12.
Grades 9 and 10 provide breadth,
building on the Middle Stage.
Subjects and Languages
Study 3 languages, including at least two
native to India (R1, R2, R3).
Study 7 subjects: Mathematics, Social
Science, Science, Art Education, Physical
Education and Well-being, Vocational
Education, and Interdisciplinary Areas.
Emphasis on integrated and coherent
study of multiple disciplines within each
subject.
Grade 11 and 12th Structure
Depth of Study Breadth Requirement
Depth of Study

Group for Depth Study

Breadth Requirement
Grades 11 and 12 provide Groups created to fulfill NEP 2020's
opportunities for in-depth study requirement for breadth of study.
based on student choices. Students must choose subjects
Students choose: from at least two groups.
• Two Languages from Group 1 (at In the long term, students are
least one native to India). encouraged to select subjects from
• Four subjects (with an optional all three groups for well-rounded
fifth) from at least two of these thinking
groups:
• Group 2: Art Education,
Physical Education and Well-
being, Vocational Education
• Group 3: Social Science and
Humanities, Interdisciplinary
Areas
• Group 4: Science,
Mathematics & Computational
Thinking
 A tleast 6 Subjects to be chosen from following groups

These Groups have been created to address the requirement of breadth of study in NEP 2020, which is why there is a requirement to
choose subjects from at least two groups. In the longer term, as schools develop the requisite capacity, it will be desirable for students to
have to take subjects from all three Groups above to develop well-rounded thinking. (For more details on Groups, Curricular Areas, and
Subjects see Figure 2.3ii)
Considerations for Subject Design- Key Considerations

Academic Disciplines:

Interdisciplinary Areas:

Learning Standards:

Assumptions:

Subjects can be offered

at different levels.
Provide exposure to Offer a wide range of
key conceptual subjects.
structures and theories Art Education and
of the discipline. Physical Education
Develop inquiry skills and Well-being can
within that discipline. provide specialized
Help students subjects. Specific Competencies Design subjects
understand the Vocational areas and Learning without assuming For example, there
discipline's role in the prepare students for Outcomes to be students will choose can be a Basic
Curricular Area. specific vocations. articulated by syllabus 'complementing' `Mathematics subject
Enable informed Contemporary developers. subjects. as well as Advanced
decisions for higher subjects (e.g., Artificial Not specified in NCF Avoid expectations like Mathematics. Students
education or Intelligence, Design but detailed Biology students also will be given the
independent study. Thinking) as illustrations provided studying Chemistry. choice of opting for
recommended by NEP for some disciplines. different levels.
2020.

Students are expected to make their choices on the basis of their passions and interests, and their future plans either in
the world of work or in higher education after their school completion. See Figure 2.3iv for some illustrative
combinations that students may choose.
Flexibility and Choice Preparing them for higher education or careers.
Grades 11 and 12 Adaptable Curriculum
offer flexibility and Encouraging students to explore their
choice. interests.

Curriculum adapts to
students' diverse Encouraging holistic and well-rounded development.
choices.

Transition to Higher Students equipped to make informed decisions.

Education or Work Ready for higher education or the workforce
Implications for Schools and Boards
Phase 1 (Grades 9
and 10) For Phase 2 (Grades 11 and 12)
Schools
• Offer all ten subjects For Schools
required for 10th-grade • Minimum of 2 Languages to be
certification (See Figure offered.
2.3i).
• Offer subjects from at least two
• Ensure students have a Groups (Groups 2, 3, or 4).
broad foundation. • In 5 years, aim to offer subjects
from all four Groups.
• Within 10 years, expand subject
offerings for more choice and
flexibility.
• Cover all Curricular Areas.
Phase 2 (Grades 11 and 12)For
For Boards of Examination.
Avoid restricting students to specific
streams (e.g., Science or Commerce).
•Avoid restricting students to specific streams (e.g., Science or
Commerce).
•Allow flexibility in subject choices from different Groups.
•Design a wide range of examinations for different subjects
within Groups.
•Provide options for subject examinations at different levels
(e.g., basic and advanced).
•Define processes for empaneling external examiners for Art
Education, Physical Education and Well-being, and Vocational
Education.
•Shift board examinations towards testing core
capacities/competencies rather than rote memorizatio
Implementation in Phases

• The NCF 2023 aims to respond meaningfully to the recommendations of NEP 2020 in giving
• more flexibility and choice to students and not creating hard separations between disciplines.
• Along with these responses, the Curricular Areas of Art Education, Physical Education and Wellbeing,
• Vocational Education, and Interdisciplinary Areas have received additional attention. In
• order to fully realise the vision of NEP 2020 in a practical manner, the NCF 2023 recommends a
• phased approach towards implementing the curriculum.
Summary of key recommendations and implications for schools and examination
boards as per the National Curriculum Framework (NCF) 2020:
Immediate Actions (0-2 years):
• Offer and assess all ten Curricular Areas for Grade 10.
• Offer a minimum of two Languages for Grade 12.
• Begin offering subjects from at least two Groups (Groups 2, 3, or 4) immediately.
Medium-Term Actions (3-5 years):
• Schools should be ready to offer subjects from all four Groups (Groups 1, 2, 3, and 4).
Long-Term Actions (Within 10 years):
• Move to a single unified stage for secondary education, allowing students choice and flexibility from Grade 9 through 12.
• Transition from the current system of annual patterns to a semester design for greater flexibility in course design.
• Examination boards should offer certification through 'easier' modular examinations, testing less material and taken immediately after
the course in order to reduce the coaching culture and eliminate the need for extensive memorization.
These recommendations aim to align the education system with the principles of the National Education Policy (NEP) 2020, providing
students with greater choice, flexibility, and opportunities for holistic development.
Content
For Grades 9 and 10, textbooks can
continue to be an important source of
content.
For Grades 11 and 12, each semester-
long course can have its own specific
course compendium.
At this Stage,a variety of content
addressing specific concepts and
methods of inquiry should be made
available to Teachers and the Teachers
should choose appropriate content
packages to meet the Learning
objectives of the courses.
Pedagogy
Pedagogy, at this Stage, should take into consideration the knowledge and capacities
that students will bring from the previous stages of schooling. The pedagogy should
encourage more self-study and exploration, with a focus on becoming fluent in the
methods of inquiry specific to the Curricular Area. At this stage, students can be
reasonably expected to become independent learners and the pedagogy in the
classroom should reflect this expectation.
Classroom interactions
should be a judicious mix of more direct instruction from the Teacher with discussion,
seminars for discussion, exploration and discovery, and opportunities for students to
prepare individual and group projects and present key concepts of the discipline.
 Assessment in Grades 9-12:

GRADES 11 AND 12 ASSESSMENT:

GRADES 9 AND 10 ASSESSMENT:
•Successful 'pass' in Board examinations at Grade 10. •Successful completion of Grade 12.

•Assessing Competencies as defined in Learning Standards.
•Three examinations for Languages (R1, R2, R3).
•One examination each for Mathematics, Science, Social Science,
and Interdisciplinary Areas.
•Assessing 2 Languages (at least one native to India) and 4
subjects (plus an optional 5th exam) from at least 2 Groups.
•Liberalized examination mode with modular exams.
•Cumulative result across multiple examinations.

•Assessment schemes for Art, Physical Education and Well-being, •Assessment schemes for Art Education, Physical Education
and Vocational Education by appropriate Boards. and Well-being, and Vocational Education by appropriate
Boards.
•Multiple examination cycles within one academic year.
•Local assessment and evaluation with external examiners
•Best performance across cycles within three academic years for
certification.
The classroom arrangement & Teachers
The classroom arrangement should take into consideration that students are expected to be
more independent learners. The physical arrangement should facilitate group discussions and
explorations. Laboratory spaces can be utilised for science classrooms, with adequate safety
National Curriculum Framework for School Education precautions, instead of separating the sites of learning theory and
practice. Dedicated classrooms
for specific subjects are very effective at this stage, where the classrooms are equipped with the necessary TLMs.
Teachers
Teachers at this stage must be subject specialists with deep understanding and interest in the
discipline. Art Education and Physical Education and Well-being would need specialists who are
able to teach theory and practice both
NCF 2023 –
Part Approach
Approach to Learning

Standards, Content,
Pedagogy,

and Assessment
 This Chapter describes the approach taken by the NCF
towards defining Learning Standards,
selection of content, methods of teaching, and assessments
to achieve these Aims in the context
of the four-Stage schooling structure.
 Approach to Learning Standards
Education can be viewed both as a process and as an outcome.
When seen as an outcome, it encompasses desirable knowledge, capacities, values, and dispositions aligned with the Aims of School Education.

NCF has articulated these desired educational achievements as Learning Standards.

a. Relevance to Age and Stage: b. Alignment with Aims of c. Cohesion and Consistency:
Objectives should be relatable and Education: Objectives should form a coherent,
actionable for individuals at different Objectives must derive from the consistent, and interconnected
educational stages. broader Aims of Education. framework. This cohesion is essential
Example: Preparatory Stage Language Achieving these objectives to realize the educational aims
Teachers need goals specific to that collectively fulfills the overarching effectively.
stage educational goals. Learning Standards in NCF

Goal Clarity: Clarity of objectives is vital for success in any endeavor.

Learning Standards provide clear educational objectives for all stakeholders, including teachers, students, parents, and society.

Learning Standards are the set of objectives stemming from the Aims of School Education.
They provide clarity on what students should achieve at each educational stage.
Definitions
Aims of School Education
Curricular Goals
Definition: Visionary statements that provide the
overarching direction for educational Definition: Statements directing curriculum development
These objectives, starting from Aimssystems.
of School Education, are referred and
to asimplementation.
Learning Standards in the NCF.
Role: Guide curriculum development, institutional
Derivation: Derived from Aims and specific to educational
arrangements, funding, and capacity-building efforts.
Source: Derived from NEP 2020, articulated in Chapter 1 of
= stages (e.g., Foundational Stage).

NCF. Example: "Develops effective communication skills for day-

to-day interactions in two languages" (Foundational Stage).
Objective: To achieve these aims through the development
of Knowledge, Capacities, Values, and Dispositions within
various subjects/areas of study.

Competencies Learning Outcomes

Definition: Observable, systematically assessable learning
achievements.
Source: Derived from Curricular Goals.
Expectation: Attained by the end of a specific educational
stage.
Example: "Converses fluently and can hold a meaningful
conversation" and "Understands oral instructions for a
complex task and gives clear oral instructions for the same
to others
Definition: Interim markers of learning achievements to
track progress.
= Role: Enable ongoing observation and response to learners'
needs.
Granularity: Milestones progressing toward Competency
attainment.
Autonomy: Curriculum developers and Teachers can define
context-specific Learning Outcomes while maintaining a
clear connection to Competencies.
Examples
A B C D E
Competency: Converses fluently and can hold a meaningful conversation
Ages 3 - 8
Illustration 1

Listens attentively and Initiates conversations Engages in Engages in Maintains thread of the
speaks in short in daily life with conversations conversations, conversation
conversations with peers and Teachers in based on waits for their turn across multiple
familiar people around a variety of school events, stories, or to speak, and allows exchanges
settings their needs and asks others to speak intains the
questions

Expresses their needs Narrates daily Narrates daily Engages with Engages in
and feelings through experiences in simple experiences in non-fictional discussion about
Illustration 2

short meaningful sentences and asks elaborate content read aloud a topic and raises
sentences simple questions, descriptions and or discussed in and responds to
using what/ when/ asks why questions class, is able to link questions
how/ whom knowledge from
their own experiences,
and talksabo ut it
 From Aims to Learning Outcomes
Establishing Clarity in the
Educational Pathway
Importance of 'Flow-Down': NCF
emphasizes the need for a clear
flow-down connecting Aims to
Curricular Goals, Competencies,
and Learning Outcomes.
Sequential Process: Each level
should stem from the one
immediately above, ensuring
comprehensive coverage of
objectives.
Concrete to Abstract
Conversion: The process involves
breaking down abstract,
consolidated ideas into practical
components for effective
educational implementation.
Achieving Educational Goals
Through 'Flow-Down'
Coherence, Coverage, and
Connection: Rigorous flow-down
ensures alignment of syllabi,
content, pedagogical practices, and
institutional culture with the desired
educational outcomes.
Everyday Focus: In the daily life of
teachers and institutions, efforts are
directed towards specific,
observable, short-term learning
objectives, known as Learning
Outcomes.
Guiding Trajectory: Learning
Outcomes lead the educational
journey, culminating in the
attainment of Competencies, which
collectively fulfill Curricular Goals,
ultimately achieving the
overarching Aims of Education.
NEP 2020 and NCF: Vision to
Reality
NEP 2020 Vision: Articulates the
purpose and vision of education.
NCF Contribution: Derives Aims of
School Education from NEP 2020,
shaping the development of
knowledge, capacities, values, and
dispositions required to achieve
educational aims.
Reflection in Subjects and
School Culture: These desirable
attributes are integrated into the
Aims of each subject of study and
recommended school culture and
practices.
The Sequential Process
Aims of School Education:
Derived from NEP 2020, guide the
overall educational vision.
Curricular Goals: Derived from
Aims, specifying stage-specific
directions.
Competencies: Drawn from
Curricular Goals, outlining
assessable learning achievements.
Learning Outcomes: Emerge from
Competencies, representing interim
markers of progress.

Curriculum Developer's Role
• Evaluation and Adaptation:
Curriculum developers should
evaluate the provided
Competencies and adapt them as
needed.
• Relevance to Specific Contexts:
Assess whether the Competencies
align with the unique needs and
context of the curriculum being
developed.
• Thoughtful Decision-Making:
Decisions regarding changes to
Competencies should be made
carefully, considering the potential
impact on the educational
outcomes.
Maintaining the Balance
• Preservation of Core Elements:
While customization is
encouraged, it's essential to
preserve the core Competencies
that ensure alignment with
educational goals.
• Balancing Stability and
Flexibility: Striking the right
balance between stability and
flexibility is crucial for effective
curriculum development.
Cross-Cutting Value of
Competencies
• Timelessness: Competencies
often stand the test of time,
remaining valuable for a wide
range of educational contexts.
• Foundation for Educational
Excellence: Competencies
contribute significantly to achieving
desired educational outcomes and
should be handled thoughtfully.

Thus, the States and their relevant institutions, and other institutions responsible for
curriculum and syllabus development, would need to conduct such a flow-down to arrive
at a full set of Learning Standards for their use.
From Aims to Curricular Goals
Alignment of Aims and Curricular Goals
• Primary Source: Aims of School Education, outlined in Chapter 1, provide direction for educational
achievements across School Stages and subjects.
• Stage-Specific Goals: Curricular Goals are designed to achieve these Aims, with stage-specific
adaptations.
Foundational Stage Focus
• Domain Alignment: At the Foundational Stage, the curriculum closely aligns with domains of child
development.
• Development-Centric: Goals for different domains of development are defined during this stage.
Transition to Curricular Areas
• Preparatory Stage and Beyond: Curricular Goals shift to specific Curricular Areas from the Preparatory
Stage onward.

Considerations in Articulating Curricular Goals

• Three Key Factors: Curricular Goals are determined by considering: a. Aims of School Education as
articulated in NCF (Part A, Chapter 1). b. Nature of Knowledge relevant to the Curricular Area. c. Age
Appropriateness specific to the Stage of schooling.

Flow-Down from Aims

• Curricular Goals Origin: Derived from the desirable Knowledge, Capacities, Values, and Dispositions
within the Aims.
• Contributing to Aims: Curricular Goals are designed to contribute to achieving the overarching Aims of
School Education
From Curricular Goals to Competencies
Determining Competencies: Four Key Factors From Competencies to Learning Outcomes
a. Curricular Goals: Form the basis for defining • Learning Outcomes: Markers of achievement toward
Competencies. Competencies.
b. Research Insights: Inform content, pedagogy, and
assessment choices. • Contextual Specifics: Defined based on context and
classroom dynamics.
c. Educational Experience: Insights from various
educational efforts. • Teacher Autonomy: Learning Outcomes as flexible
d. Context Matters: Resource, time, and teacher factors guidelines.
influence Competency selection. Nested Learning Standards
Stage-Specific Considerations • In Art & Physical Education: Require specialist Teachers
• Unique Development Needs: Each Stage influences and resources.
Competency selection.
• Two Sets of Learning Standards: Standards - 1 cover
• Clarity on Expected Competencies Curricular Goals and Competencies; Standards - 2 begin at
• Stakeholder Awareness: All should understand NCF implementation.
expected Competencies.
•
• Track Progress: Monitor Competency attainment for .
alignment with NCF Goals.
Content Sources Content Selection

Books: Including textbooks, workbooks, playbooks, and extracts. Curricular Guidance: Curricular Goals, Competencies, and Learning
Other TLM: Such as toys, puzzles, technology-based materials Outcomes provide direction for content selection.
(videos, kits).
Learning Environment: Classroom space, local environment, and Foundational & Preparatory Stages: Emphasize perceptive and
community engagement (safe, inclusive, stimulating). practical concepts derived from children's life experiences and cultural
context.
Development Process Middle & Secondary Stages: Include theoretical concepts and ideas
beyond immediate surroundings.
Books (Textbooks): Follow a rigorous process aligned with the
syllabus. Alignment with Capacities and Values: Content should foster the
Role of TLMs: Carefully selected TLMs play a crucial role in all development of capacities and values throughout schooling.
classrooms. Avoiding Stereotypes: Special attention to prevent the promotion of
Learning Environment: Vital at all stages, especially in the stereotypes in content selection.
Foundational and Preparatory Stages. General Principles
Holistic Approach: Content integrates various sources, creating comprehensive learning experiences.
Contextual Relevance: Content reflects the cultural, geographical, and social context.
Capacities and Values: Content aligns with the capacities and values students need to develop.
Inclusive Education: Content selection promotes inclusivity and avoids biases.
Role of Textbooks
Importance of Textbooks

Textbooks in Indian Education: Currently, textbooks are overemphasized, overshadowing other educational
materials.
NCF's Emphasis on Learning Standards

Shift in Focus: Learning Standards are now central, not just textbooks.
Classroom Focus: Classroom interactions should prioritize specific learning outcomes, with textbooks as one of
many resources.
Considerations for Textbooks

Reducing Textbook-Centrality: Over-dependence on textbooks should decrease.

Expansive Notion: Move beyond traditional textbook definitions.
Availability of Multiple Textbooks: Consider multiple textbooks for the same subject.
High Quality: Emphasize high-quality design, content, and production.
Affordability: Ensure textbooks remain cost-effective.
 Key Principles of Textbook Design
Principles for Textbook Design

• Curriculum Principle: Align textbooks with Competencies and

Learning Outcomes.
• Values Principle: Reflect desirable values and dispositions.
• Discipline Principle: Ensure content aligns with core principles of
disciplines.
• Pedagogy Principle: Match pedagogy with Competency and
content.
• Language Principle: Tailor language to expected Competencies.
• Technology Principle: Leverage technology for enhanced learning.
• Context Principle: Incorporate local context and balance familiar
and unfamiliar content.
• Presentation Principle: Design aesthetics should be engaging.
• Diversity and Inclusion: Maintain diversity and inclusion in content
selection.
Important Elements and Development Process
Key Elements in Textbooks Textbook Development Process
• Design Aesthetics:
• Syllabus Creation: Begin with a syllabus document based on Competencies,
Aesthetics matter as much as content.
Learning Outcomes, and research
• Learning Standards:
Clearly state intended Learning Outcomes.
• Panel of Experts: Collaborate with writers, reviewers, designers, and technical
• Consistent Design Elements: experts. Content, Pedagogy, Assessment Alignment: Ensure alignment of
content, pedagogy, and assessment.
Specific elements for each Curricular Area
and Stage.
• Structure and Presentation: Create clear textbook structure, with a Teacher's
• Activities and Exercises:
version for each student textbook. Writing, Review, and Pilot Run: Develop
Include exercises throughout the textbook. content rigorously, with regular reviews and a pilot run.
• Reference to Additional Materials: Provide
references to relevant external content. • Teacher Orientation: Educate Teachers about the textbook's purpose and
approach.
.
Encouraging Multiple Textbooks: Promote the development of multiple
textbooks based on the same syllabus
Teacher’s Handbook
The Limitations of Traditional Teacher Notes
Brief Notes: Minimal value for Teachers.
Elaborate Notes: Increases textbook size and can be intimidating for students .

Introducing Textbook+ for Teachers

Companion to Textbook: A Teacher’s version accompanying each student textbook.
Organized Alignment: Follows the same chapter sequence as the student's textbook .

•Enriched Content:
• Learning Objectives: Clearly defined objectives connected to Learning Standards.
• Pedagogical Strategies: Recommendations for effective teaching.
• Support for Struggling Students: Alternative activities for students facing difficulties.
• Digital Resources: References via QR-Codes for extra materials like digital resources, worksheets, assessments,
and pedagogical content knowledge packages.

Advantages
•Enhanced Teaching: Helps Teachers delve deeper into the content.
•Efficient Use: Provides valuable resources without overloading students.
•Improved Learning: Supports various teaching needs and enhances understanding.
Learning Environment and Teaching-Learning Materials
Key Elements for Effective Learning Environment

Safety: Physical, social, and emotional safety are paramount.

Inclusivity: Ensure an environment that accommodates diverse needs.
Stimulation: A stimulating atmosphere fosters active learning.
Importance of Classroom Setup

Clean & Well-Ventilated: Supports concentration and comfort.

Organized & Safe: Promotes orderly learning.
Displays: Showcase student work to encourage engagement.
Considerations for Diverse Needs

Developmental Delays/Disabilities: Adaptations for physical space and materials.

Foundational & Preparatory Stages: Learning Corners with diverse, stimulating materials.
Middle & Secondary Stages: Well-resourced libraries and laboratories for specialized subjects.
Community Integration

Local Context: Utilize community resources thoughtfully.

Balancing Learning Resources

Textbooks & TLMs: Careful distribution of curriculum content between books, teaching-learning materials, and the environment.
Learning Environment and Teaching-Learning Materials
Creating an Optimal Learning
Environment
Safety: Physical, social, and
emotional safety are paramount.
Inclusivity: Ensure an environment
that accommodates diverse needs.
Stimulation: A stimulating
atmosphere fosters active learning.
Components of an Effective Learning Environment
Classrooms: Clean, well-ventilated, well-lit, and organized.
Access & Safety: Physical, social, and emotional safety provisions.
Resources: Adequate materials for individual and cooperative work.
Displays: Showcase student work for engagement.
Accommodations: For students with developmental delays or
disabilities.
Learning Corners: Organized spaces for specific domains in
Foundational and Preparatory Stages.
Libraries & Laboratories: Well-resourced for Middle and Secondary
Stages.
Community Integration: Utilize local resources thoughtfully.
Effective Pedagogy for Student Learning

• Pedagogy is the method and practice of teaching to help students learn effectively.
• Understanding how children grow and learn is crucial for effective pedagogy.

How Do Children Grow and Learn?

• Brain's Role: The brain plays a vital role, forming new connections through experiences.

• Associations & Connections: Learning is based on connections children make with existing knowledge.

• Emotions & Learning: Positive emotions (curiosity, wonder, joy) aid attention, cognition, and memory.

• Learning Environment: Physical and psychological classroom environment shapes learning.

• Social & Cultural Context: Learning is meaningful when it connects to students' lives and experiences.
Pedagogy for Achieving Aims of School Education
• The central purpose of schools is to help students achieve valuable knowledge,
capacities, values, and dispositions.
• Effective pedagogy plays a vital role in achieving these aims.
• Key elements of effective pedagogy include:
• a. Knowledge (Knowing That)
• Children build concepts and theories from a young age.
• Teachers should structure and sequence concept teaching, connect new concepts to
existing knowledge, pose challenging questions, and encourage participation and hands-
on activities.
• Teaching concepts in isolation hinders true understanding .
• Importance of MemoryEmphasis on memory (smriti) is essential for learning.
• Memory encompasses various activities like practice, deep processing, generating cues, and
forming associations.
• Memory is crucial for cognition and comprehension.
Pedagogy for Achieving Aims of School Education
b. Capacities (Knowing How)
• Abilities and skills are best learned through practice.
• Good practice involves meaningful variety, appropriate quantity, and discussions on why
certain procedures work.
• Box 3.3ii: Importance of Practice
• Organized and steady practice leads to steady learning and positive impacts.
• Deliberate practice, involving attention and rehearsal, leads to the development of complex
knowledge and skills.
• Automaticity in skills frees mental resources for higher-level thinking.
c. Values and Dispositions
• Values and dispositions develop through school culture, practices, learning in subjects,
and direct goals of some subjects.
• Values are best nurtured through experiences and exemplars.
• Development of values includes democratic values, scientific temper, resilience, and
more.
Pedagogy for Achieving Aims of School Education

• Effective pedagogy is crucial for achieving the aims of school education.

• It encompasses teaching concepts effectively, promoting skills through practice, nurturing
values and dispositions, and encouraging questioning and debate.
• Understanding the importance of memory, practice, and questioning enhances the
pedagogical process.
• Effective pedagogy helps students achieve valuable knowledge, capacities, values, and
dispositions, aligning with the central purpose of schools.
Importance of Questioning

• Long tradition of questioning and debate in Indian knowledge

systems.
• Questioning fosters critical thinking, reasoning, and open-
mindedness.
• Encourages healthy competition and acceptance of new
concepts.
Key Elements that Enable Effective Pedagogy in the Classroom

• Respect and Care: Our schools prioritize secure and equitable environments. Teachers must
respect and value all students. Care, empathy, and respect are crucial.
• Positive Teacher-Student Relationships: Building positive bonds is vital for cognitive and
emotional growth. Key strategies include getting to know students individually, listening, observing,
encouraging questioning, and responding gently to behavior.
• Scaffolding Learning: Effective support helps students learn. Scaffolding, like the 'Gradual
Release of Responsibility' (GRR), involves providing guidance and gradually fading support.
• Differentiated Instruction: Tailoring teaching to individual student needs is essential. Teachers
adapt content, methods, materials, and assessments. Grouping students with similar needs allows
for differentiated instruction.
Key Elements that Enable Effective Pedagogy in the
Classroom
• Independent and Collaborative Work: Students benefit from both independent and
group work. It encourages understanding, reflection, idea sharing, and role diversity in
group tasks
• Varied Resources: Beyond textbooks, Teachers should use diverse resources, including
student-created, community, and digital materials. Dynamic classroom displays should
align with current topics.
• Work Habits and Responsibility: Developing good habits and taking responsibility are
vital for learning. This includes organization, time management, persistence, and
respecting others' workspace.
• Prompt, Meaningful Feedback: Immediate, focused feedback is essential for student
improvement. Tailor feedback to individual students, encouraging higher-level thinking
and self-esteem. Consider using technology for students with disabilities.
Planning for Teaching
Teaching as a Deliberate Act:
Teaching aims to facilitate learning in students and requires
careful planning. ‘
Effective planning is central to good teaching and includes
designing classroom tasks, selecting pedagogical
approaches, choosing resources, and planning assessments.
Components of Teaching Plan:
Competencies, Learning Outcomes, and Lesson Objectives
Activities (Teacher-directed, Teacher-guided, or student-led)
Consideration of students' prior understanding for pedagogy
Content and instructional materials
Duration and sequence of activities
Classroom arrangements
Strategies for students needing extra support
Assessment methods
 Planning for Teaching - Panchpadi - Five-Step Learning Process
1. Introduction (Aditi): The first step introduces new concepts by connecting them to students' prior knowledge. Teachers facilitate inquiry
and exploration to gather relevant information.
2. Conceptual Understanding (Bodh): In the second step, students seek core concepts through play, inquiry, experiments,
discussions, or reading. Teachers guide this understanding.
3. Practice (Abhyas): Step three focuses on practice to reinforce comprehension and skills. Group work and projects enhance
conceptual understanding and competency attainment.
4. Application (Prayog): The fourth step emphasizes applying acquired knowledge in daily life. Various activities and small projects
help students apply their understanding.
5. Expansion (Prasar): The final step involves expanding understanding through sharing (pravachan) and self- study (swadhyay).
Peer learning and engaging with related materials and experiences enhance learning and create lasting
neural pathways.

Teaching as Learning: Teaching what one has learned strengthens learning and makes it clear and
enduring. Sharing knowledge completes neural pathways in our brains, reinforcing our understanding.
Managing Student /Classroom Behavior
Understanding Student Behavior
• Behavior as Communication:
Students' behavior often reflects their unspoken feelings and thoughts. It can be a
way to seek attention, express anger, or cope with various challenges. Reasons may
include sleep, nutrition, health, developmental issues, family issues, or stress.
• Establishing Classroom Norms:
Clear classroom norms should be developed collaboratively to create a positive learning
environment. These norms should be owned by everyone and not enforced through fear.
Managing Student /Classroom Behavior
Managing Student Behavior
Developmental Perspective: Addressing indiscipline should consider students' development. Intervention
should balance humor and compassion, providing learning opportunities for problem-solving.

Self-Regulation and Responsibility: Discipline should promote self-regulation and self-discipline. As

students grow older, they must take responsibility for their behavior and face appropriate
consequences.

Fostering Respect and Equality

Adult Responsibility: Adults play a vital role in creating an environment of respect and equality. School
staff should intervene in cases of violence, bullying, or unkindness, promoting dialogue and communication
to resolve differences.

Importance of Concentration: Concentration is crucial for learning. It enables the realization of knowledge.
Methods like meditation, contemplation, witnessing thoughts, and silencing the mind can help attain
concentration, free from religious prescriptions. Concentration is a psychological process, independent of
rituals or doctrines.
Responding to Students with Disability or other
Individual Learning Needs

• Supporting Diverse Needs: Effective classroom processes should accommodate

diverse student needs. This includes providing an appropriate level of challenge and
support to each student. Teachers should identify those needing extra support without
labeling them and adapt teaching accordingly.

• Ways to Provide Support: Strategies include bridge courses, differentiated

assignments, additional resources, buddy systems, one-on-one conferences, and regular
communication with parents. External resources and technology can also assist students
with disabilities
Homework
• Homework's Purpose: Homework extends classroom learning,
consolidating knowledge. It should go beyond mere repetition
and encourage application in different contexts. Tasks must be
meaningful and age-appropriate to promote independent
student work.
• Avoiding Parental Assistance: Homework should not rely on
parental help; students should complete tasks on their own. It
can be enjoyable and connect school with the home
environment, especially in foundational stages.
Pedagogy Across Stages

• Effective Pedagogy by Development Stage: Pedagogy

should align with children's growth and learning stages,
covering physical, cognitive, socio-emotional, language, and
moral development, while also considering the aims of
education. There's a gradual transition with commonalities
between adjacent stages, enabling continuous development.
Pedagogical Considerations
Physical Development:

• Foundational Stage: Engage students through vibrant activities involving play, stories, and full-
body experiences. Emphasize health and hygiene.

• Preparatory Stage: Utilize concrete physical learning aids, hands-on activities, and practical
learning. Encourage active participation.

• Middle Stage: Be prepared for physical changes, restlessness, and adolescents' needs.
Understand gender, sexuality, and local culture.

• Secondary Stage: Accommodate maturing bodies, self-consciousness, and exploration. Encourage

physical activities, especially sports and games.
Pedagogical Considerations
Emotional Development:

•Foundational Stage: Teach emotional understanding, regulation, and positive learning habits.
Provide individualized care.

•Preparatory Stage: Guide emotional regulation and address emotional habits. Encourage emotional
independence.

•Middle Stage: Address mood fluctuations and emotional experiences through discussion and
reflection. Promote sensitivity, respect, and diversity.

•Secondary Stage: Encourage individual reflection, group discussions, and understanding emotions'
transient nature. Discuss rational decision-making based on emotions.
Overall Principles of Pedagogy

1. Universal Learning: Every child is capable of learning; they are natural learners.
2. Active Learning: Learning involves both understanding and doing.
3. Respectful Engagement: Children thrive when they are respected, valued, and actively involved in
the learning process.
4. Diverse Learning Methods: Children learn through various methods, including discussion, reading,
writing, exploration, and more.
5. Contextual Relevance: Learning is most effective when connected to students' lives, experiences,
and prior knowledge, focusing on conceptual clarity and providing variety and challenges.
6. Practice: Regular practice is integral to the learning process.
Overall Principles of Pedagogy
Non-Negotiable Principles:
1.No Punishment or Fear: Punishment and fear have no place in the classroom as they hinder
learning.
2.Equity and Inclusion: Inequity based on any factor is unacceptable, promoting an inclusive
environment.
3.Diverse Assessment: Memorization should not dominate learning or assessments.
4.Active Participation: Students are active agents in their education, not passive receivers of
Effective Pedagogy: Encourages conceptual understanding, active discovery, questioning, independent
information.
learning, values student experiences and voices, accommodates diversity, builds on previous knowledge,
employs varied teaching techniques, and offers timely feedback.
Section 3.4
Approach to Assessment
Purposes of Assessment:

Assessment serves two purposes: measuring student achievement and evaluating the effectiveness
of classroom processes and teaching materials. It plays a critical role in improving teaching and
learning and is used for certifying student progress at key stages.

Three Approaches to Assessment:

1. Assessment of Learning: Measuring student achievement.

2. Assessment for Learning: Gathering evidence of learning to guide teaching processes.
3. Assessment as Learning: Involving students in self-reflection and introspection for constructive
learning.
Current Challenges in Assessment:

• Assessment is often focused on rote learning rather than competencies and learning outcomes.
• Students experience assessment as intimidating, leading to fear, labeling, and social
consequences.
• Board examinations create significant stress and pressure.
• The current examination structure emphasizes rote memorization and coaching.
• Ideally, examinations should serve as both certification and learning experiences, but the current
system falls short.

Efforts are needed to reform the assessment system to promote holistic development and a focus on
meaningful learning experiences.
Key Principles of Effective Assessment
a. Assess Competencies and Learning Outcomes: Assessments should measure students' achievement of
Competencies and Learning Outcomes that lead to Curricular Goals. Assessments should align closely with these
objectives.
b. Be Constructive and Learning-Focused: Assessments should be viewed as an ongoing, integral part of the
teaching-learning process. They should provide feedback for teachers to improve their methods and for students to
understand and reflect on their learning.
c. Stage-Appropriate Assessments: Assessments should be adapted to the developmental stage of students.
Foundational Stage assessments rely on teacher-driven observations, while Secondary Stage assessments prepare
students for standardized tests.
d. Accommodate Student Diversity: Avoid a one-size-fits-all approach. Use various assessment methods and tools
to accommodate the different performance levels of students in a classroom.
e. Provide Timely, Constructive Feedback: Offer students meaningful feedback on their performance, highlighting
areas for improvement and how to achieve it. Consider using Holistic Progress Cards (HPCs) to detail student
progress.
f. Support Summation of Learning: Summative assessments, including certification exams, are essential to
understand overall student achievement. However, they should shift focus from rote memorization to evaluating
conceptual understanding, problem-solving, critical thinking, and other vital skills.
These principles aim to create a balanced and effective assessment system that benefits both students and teachers
Types of Assessment
Formative Assessments: These assessments are continuous and ongoing, intended to track student learning and
provide feedback for improvement. Formative assessments are low-stakes and have no significant consequences.
Examples include observing student behavior, concept mapping, and collaborative writing assignments in class.

Summative Assessments: These assessments evaluate student learning at the end of a lesson or a defined period
of teaching. They are typically higher-stakes assessments used to compare student performance against benchmarks
or standards. Examples include term-end tests and board exams. Summative assessments can also inform teaching
and learning processes.

The primary distinction between formative and summative assessments lies in their purpose. Formative assessments
inform ongoing teaching and learning, while summative assessments evaluate learning over a specific timeframe. The
same assessment tools can be adapted for either purpose depending on their design and application.
Forms of Assessment
a. Written Tests: These assessments involve written responses from students and are commonly
used across various school stages. They can include:

i. Objective Type Questions: Such as Multiple-Choice Questions (MCQs), fill in the blanks, matching,
sorting, labeling diagrams, and more.

ii. Constructed Response Questions: These require students to write answers, which can be either close-
ended or open-ended essays.

iii. Graphic Organizers: Visual representations of ideas and concepts, aiding students in organizing
information.

b. Oral Tests: These assessments require oral responses from students and can include various
methods like reading aloud, responding to questions, recitation, debates, discussions, group
discussions, presentations, and extempore talks.
Forms of Assessment
c. Practical Tests: These assessments evaluate students' skills and applications, including:
i. Experiments: Assessing students' scientific understanding and practical skills.
ii. Artefacts: Evaluating art and craft products, costumes, models, etc.
iii. Demonstrations: Assessing skills in subjects like physical education, vocational education, and more.
iv. Projects: Students work on structured activities, investigating real-world questions, and problems.
v. Portfolios: A collection of a student's work overtime, including writing samples, reports, artwork, and
more.

d. Open-Book Tests: These tests allow students to access resources and references (e.g.,
textbooks, class notes) while answering questions, emphasizing application and synthesis of
information.
These various forms of assessment offer a comprehensive way to evaluate student learning and
skills.
Designing Good Questions

Designing effective assessment questions is a skill that develops with practice. Here are some key guidelines
for creating good questions:
a. Relevance: Questions should assess concepts and capacities that are essential to the subject or area being tested. For example,
language assessments should focus on language learning skills rather than the specific content used for teaching those skills.

b. Clarity and Accuracy: Questions should be clear, factually accurate, and conceptually sound. Ambiguity and errors should be
avoided.

c. Appropriate Vocabulary: Use age-appropriate and context-specific vocabulary in questions. Ensure that the language used is
sensitive to bias and does not discriminate.

d. Multiple-Choice Questions (MCQs): In multiple-choice questions, avoid obviously incorrect or correct responses. The incorrect
options (distractors) should reflect common misconceptions students may have.

e. Marking Scheme: For descriptive questions, provide a clear and concise marking scheme to assess
student responses consistently.
By adhering to these guidelines, assessments can effectively measure competencies and learning outcomes,
ensuring they align with the curricular goals.
Designing Marking Schemes
• Marking schemes are vital for assessing descriptive answers and complex learning outcomes. Here
are key principles:
• Detailed Schemes: For descriptive answers and complex outcomes, use detailed marking
schemes to ensure clarity and reduce subjectivity.
• Clear Expectations: Define expectations for fully correct, partially correct, and incorrect
responses for transparency.
• Sample Responses: Include specific response samples for conceptual, applied, and reasoning
questions to accommodate variations.
• Project & Portfolio: Establish explicit evaluation criteria aligned with learning outcomes

Will come across a few samples when we are dealing with Section C
Assessments Across Stages
Foundational Stage: Preparatory Stage: Middle Stage: Secondary Stage:

Assessment should align with Competency-based Regular formative assessments for

Emphasize formative
the child's natural learning assessment with a focus on meaningful learning and feedback.
assessment as an
experience, without additional conceptual understanding and Continue with classroom
instructional tool.
burdens. higher-order capacities. assessments, self-assessment, and
Make students aware of
Competencies to be Use various formative monitoring.
Allow for diverse ways of techniques like projects, Design assessments using case-
achieved.
assessing learning, with debates, presentations, and based questions, simulations, and
Introduce a variety of oral
flexible tools. experiments. essays.
and written assessments,
testing conceptual Employ regular assessments Encourage creativity in assessments.
Enable systematic recording with MCQs, constructed Use various assessment types,
understanding and creativity.
and documentation. responses, and creativity- including written tests, practical tests,
Comprehensive summative
assessment at the end of focused questions. projects, and open-book tests.
Autonomy for Teachers in tool Introduce practical tests and Comprehensive summative
each year.
selection and record-keeping. projects. assessments, including Board
Comprehensive summative examinations, at the end of each
Assessment methods: assessment at the end of each year (or term).
observations and analysis of year.
created artefacts.
Holistic Progress Cards (HPC)

• Formal communication between school and home for progress updates.

• Individualized reports covering all learning areas based on Competencies and
Learning Outcomes.
• Highlights student progress and interests, aiding personalized support planning.
• Unlike single grades, HPCs offer detailed reporting, considering various
evidence sources.
• Focuses on a student's progress, not peer comparisons. Comparisons made
with the student's previous report, not peers.
Progression across Grades
• No detentions from Grades 1 to 8.
• Responsibility to ensure all students achieve requisite
Competencies by Grade 8.
• Checkpoints and support systems to aid student
progress by Grade 8.
• NEP 2020 requires examinations in Grades 3, 5, and
8 to test Competencies.
• Clear sharing of achievement assessments with
students and parents for improvement.
• students who haven't achieved Competencies.
Students who haven't achieved Competencies offered
support, with summer school options.
• Students choosing to repeat Grade 5 or 8 can do so.
Decision voluntary.
• Second attempt involves school evaluation and
corrective actions.
• No student retention in the same Grade twice.
Progression with support.
• Extra resources and measures for students progressing
without full Competencies.
• Integration into regular classroom without discrimination.
• Irregular attendance cases considered with
encouragement for Grade repetition.
• Annual reports prepared, ensuring anonymity for
• Data privacy rigorously addressed in IT systems and
processes.
Approach to Board Examinations in Grades 10 and 12
Current Challenges
• Board examinations are a significant source of stress for students and their families due to several factors:

• Social factors: Performance in board exams often carries societal judgments about a student's worth.

• High stakes: Board results heavily influence college admissions, which is crucial due to limited high-
quality Higher Education Institutions.

• No second chances: These exams are held once a year, leaving no room for improvement in case of
a single bad performance.

• Nature of examinations: The exams tend to focus on rote memorization, testing a narrow range of
competencies rather than genuine understanding.

• Commercial influences: A competitive ecosystem around board exams promotes coaching and
tutoring services, further intensifying the pressure on students.
Changes in Board Examinations
• Board examinations should transform into assessments that:
• Assess competencies as per the curriculum.
• Reduce student burden through several strategies:
• Lighter content load
• A focus on competencies instead of rote memorization
• Offering exams at least twice a year, allowing students to retake and improve.
• Long-term transition to semester or term-based systems.
• It's the responsibility of Boards of Examination to ensure fair, reliable,
and valid testing processes and instruments aligned with curriculum
competencies.
Assessing Values and Dispositions in Board Examinations

• While values and dispositions are best assessed through everyday school processes
and teacher observations, two options can be considered for board exams:
• Option 1: Present students with scenario-based questions that require them to propose
responses to ethical or value-based dilemmas within the subject context.
• Option 2: Assess values and dispositions through practical subjects like Physical Education,
Vocational Education, and Art Education. Prioritize demonstration-based assessment over
written exams.

• Boards of Examination should develop robust methods for such assessment,

maintaining coherence and objectivity.
Challenges of Entry into Higher
Education
India faces a shortage of high-quality Higher Education Institutions, leading to several issues:
• High stress and mental health problems among students and their families.
• Proliferation of commercial coaching and tutoring services, diverting from real learning.
• A focus on "cracking" entrance tests and board exams, sidelining the pursuit of knowledge.
NEP 2020 addresses these challenges with comprehensive recommendations, including:
• Common University Entrance Test.
• Substantial expansion of high-quality Higher Education Institutions.
The NCF focuses on school curricula to alleviate issues that contribute to the current situation
regarding board examinations.
NCF2023
Approach

Time Allocation
 Considerations for Reducing Content Load
NEP 2020 emphasizes reducing content load in NCF.
This reduction is guided by several key considerations for a more effective education system.
1. Promoting Conceptual Understanding
Goal: Develop genuine conceptual understanding.
Challenge: Content overload leads to rote learning.
Focus: Prioritize capacities over procedures.
2. Elevating Curricular Areas
Focus: Emphasize Art Education, Physical Education,
and Vocational Education.
Shift from 'co-curricular' to 'core' with explicit Learning
Standards.
Requires dedicated time allocation.
3. Optimizing Teaching Time
Challenge: Limited time for content-focused learning.
Solution: Rationalize and reduce content load.
Create space for other Curricular Areas.
Content Reduction Strategies
1. Competency Focus
Shift from content knowledge to essential
competencies.
Core essentials guide curriculum design.
Ensure achievable within available time.
2. Time Allocation
Illustrative timetable may show increased daily
and weekly hours.
Not indicative of heavier content load.
Schools/school systems to decide working
hours.
 Considerations for Reducing Content Load
Subject-Specific Strategies
c. Social Science
a. Science
- Theme and level-based approach.
- Emphasis on scientific inquiry capacities.
- Develop essential competencies.
- Select concepts promoting capacity development.
- Streamline content.
- Reduce content load.
d. Language Education
b. Mathematics
- Three languages up to Grade 10.
- Specialized prerequisite knowledge in choice-based curriculum.
- Transferable literary Curricular Goals.
- Retain foundational concepts.
- Specialized linguistic/literary goals in choice-
- Reduce content complexity.
based curriculum.

Content reduction in NCF vital for meaningful learning.

Prioritizes competencies, elevates core areas, and optimizes teaching time.
Ensures a balanced and effective curriculum.
 Considerations for Daily Routine in Foundational Stage
The Foundational Stage recognizes the evolving needs of young children.
A well-organized daily routine is crucial to cater to their developmental domains effectively.
1. Organized and Guided Play-Based Activities 4. Sequencing Activities

Young children benefit from structured and guided activities alongside Consider the flow of activities:
free exploration. Quieter activities following physical ones.
Play-based learning remains central. Group activities alternating with individual
ones.
2. Balancing Developmental Domains Indoor and outdoor activities balanced.

Ensure all Developmental Domains receive adequate time and attention. 5. Emphasis on Key Activities
Activities should interconnect and provide a range of experiences.
Prioritize Art and Craft, Outdoor Play, and
3. Planning for Attention Span Free Play.
Allocate sufficient time and focus to these
Tailor activities to match children's attention spans. activities
Balance child-initiated and Teacher-guided, group and individual/pair
activities.
Illustrative Daily Routines for Ages 3-6
Illustration 1: Teacher-Guided and Independent
Activities
•Suitable for contexts with teacher-guided experiences
like Circle Time, Story Time, and Concept/Pre-numeracy.
•Independent activities like Free Play and Corners Time
for children.
Illustration 2: Self-Learning with Teacher Support
•Suitable for smaller groups with self-directed learning and
teacher observation/support.
•'Work Time' allows children to choose activities
independently.
Slide Title: Illustrative Daily/Weekly Routine for Ages 6-8
•The daily routine for ages 6-8 is more structured and slightly longer.
•Dedicated time for each language, literacy, numeracy, and arts is essential.

Key Points for Daily Routine (Ages 6-8)

Structured Learning
Four blocks of time for literacy,
numeracy, and art.
R1 (Oral Language and Word
Recognition) - 90 minutes daily.
R2 (Oral Language and Word
Recognition) - 60 minutes daily.
Mathematics - 60 minutes daily.
Sample Weekly Timetable (Ages
6-8)
A structured daily routine ensures focused learning for children ages 6-8.
The weekly timetable allows for varied activities, including art, sports, and gardening, to enrich the learning
experience.
Considerations for Time Allocation across
Preparatory, Middle, and Secondary Stages

Several factors influence the time allocation for instruction. Consider a five-and-a-half-day school week, with
Key Considerations Saturdays as half-working days. Not all Saturdays
are working days for all students.
Annual Working Days
220 instruction days after accounting for national holidays, breaks, and Working School Year
vacations. Approximately 34 working weeks with around 29
hours of instruction per week.
Assessment Days
Allocate around 20 days for assessments and related activities across Flexible Timings
stages. Timings and subject order can be chosen to suit
School Events local contexts.
Establish a daily rhythm or vary subjects weekly
School events & Contingency Days based on local considerations (e.g., breakfast
Dedicate 20 days to school events and unforeseen activities (including the availability, daylight hours).
ten bagless days mandated by NEP 2020).
Effective time allocation is essential for a balanced
Instruction Days and comprehensive education.
Safe estimate: 180 days of instruction time across Preparatory, Middle, Flexibility in scheduling helps accommodate local
and Secondary Stages. needs and priorities.
Working School Week
 Illustrative Daily/Weekly Routine for Ages 6-8

Assembly with 25 minutes, plus 5 minutes to reach classrooms.

Class time: 40 minutes, with some subjects requiring 80 minutes

(1 hour 20 minutes) block periods.

5 minutes transition time between classes.

Working Saturdays have a different schedule.

15-minute snack break and 45-minute lunch break on weekdays;
30-minute lunch on Saturdays.

R1 Language shared with Library.

Adequate time for Languages (R1 and R2), Mathematics, TWAU,
Art Education, and Physical Education.
•Similar schedule to the Preparatory Stage with 40-minute
class time.
•Some subjects require 80-minute block periods.
•5-minute transition time between classes.
•Working Saturdays have a different schedule.
•15-minute snack break and 45-minute lunch break on
weekdays; 30-minute lunch on Saturdays.
•R1 Language shared with Library.
•Introduction of R3 Language with more time.
•Adequate time for Mathematics, Science, Social Science, Art
Education, Physical Education, and Vocational Education.

Carefully planned time allocation ensures a balanced and

comprehensive education in the Preparatory and Middle
Stages.
Number of classes in each subject on the illustrative timetable
Secondary Stage
Bagless Day
Bagless Days provide holistic, experiential learning to broaden students' horizons. NEP
2020 promotes a transformative education system in India.

Purpose: Bagless Days allow hands-on learning from local experts and real-world
experiences.

Activities: Students engage in crafts, field trips, meet artists, and visit educational
institutions.

Frequency: Grades 6-8 students have a 10-day bagless period for in-depth exploration.

Enrichment: Bagless days cover arts, quizzes, sports, and more.

Online Mode: Vocational courses can be offered online for flexibility.

Integration: Bagless days fit into the school calendar, eliminating the need for textbooks.

Local Needs: Crafts are chosen based on local skilling needs.

Curriculum: NCERT designs a practice-based curriculum for Grades 6-8.