NATIONAL CURRICULUM

FRAMEWORK-2005 (NCF)

Submitted to: Mrs. Reeta mam.

Submitted by: Palwinder kaur.
 WHAT IS NCF?

• It is a document seeks to provide a framework within which teachers and

schools can choose and plan experiences that they think children should have.
• It address four issues such as educational purpose , educational experience ,
organization of experience and assessing learner.
• It differs from curriculum and syllabus.
• It is only suggestive and provides guidelines on different aspects of education.
• NCF came in 1975 , 1988 ,2000 and 2005.
 WHY NCF 2005 ?

• To remove ills of present school education.

• To remove loads of heavy school bags.
• Long walk to schools.
• Neglecting whole personality of child.
• Neglecting present of child for future.
 DEVELOPMENT OF NCF 2005:-

*National steering committee was set up under

Chairman ship of prof.Yash pal and 21 national focus
Groups.
* National focus groups are : Aims of education,
Teaching eng , teaching sc/ ss/maths.
* finally discussed and passed in CABE on 7th
September , 2005.
 SALIENT FEATURES:-

• Perspective
• Learning and knowledge.
• Curriculum areas, school stages and assessment.
• School and classroom environment.
• Systemic reforms.
 GUIDING PRINCIPLES:-

• Connecting knowledge to life outside school.

• Learning is shifted away from rote method.
• Overall development of child not textbook.
• Exam system more flexible and integrated
With classroom life and,
. Nurturing democratic polity of the country.
REFLECTION ON CORE ELEMENTS OF
NCF 2005:-

• The national curriculum framework 2005 is written by NCERT ( National

council for educational research and training , Delhi).
• It provides the framework for guiding syllabus , textbooks and teaching
practices for the entire school education system in india.
• DISAPPOINTING SPRINGS BEFORE NCF 2005:-
• Inflexible and rigid educational system.
• Learning as isolated and mechanical activity.
• Neglecting children’s present abilities and difficulties.
 REFLECTION ON CORE ELEMENTS OF NCF
2005 WITH RESPECT TO AIMS OF
EDUC ATION:-

• Independence of thoughts and action.

• Democratic values.
• Lifelong learning.
• Meaningful work leading to social transformation.
• Empower all children to learn.
 AIMS OF SCHOOL SUBJECTS IN THE
LIGHT OF NCF 2005:-

• Aims of science education.( scientific attitude , creativity, awareness of

environment concerns)
• Aims of art education .(to promote aesthetic awareness , ability to express
oneself)
• Aims of language teaching.(for multilingual classroom).
• Aims of teaching social science.(to think critically on social issues, to remove
gender, human rights, marginalised minorities etc).
 AIMS OF EDUC ATION AT DIFFERENT STAGES
OF SCHOOL IN THE LIGHT OF NCF 2005:-

• Aims at primary stage.

• Aims at upper primary stage.
• Aims at secondary stage.
HIGHLIGHTS OF AIMS OF EDUCATION
IDENTIFIED FROM NCF 2005:-

• Commitment to democratic values.

• Reducing burden of heavy load of curriculum.
• Discourages rote learning.
• Highlights the value of interaction.
• Child centered proposal.
 REFLECTION ON CORE ELEMENTS OF NCF
2005 WITH RESPECT TO PEDAGOGY:-

• Child centered pedagogy.

• Based on real life experiences.
• Based on psychological principles.
• Learning outside the classroom.
• Learning how to learn.
 REFLECTION OF CORE ELEMENTS OF NCF
2005 WITH RESPECT TO EVALUATION:-

• To motivate children to study under threat.

• To identify or label children as ‘show learners’ or ‘bright students’ or ‘problem
children’.
• To help teachers to think about each individual child .
STRATEGIES ADOPTED TO FULFILL THE
PURPOSE OF EVALUATION SET BY NCF
2005:-

a) Reducing stress in public examination.

b) Paper Setting , examination and reporting.
c) Assessment should be comprehensive.
 FUTURE STEPS:-

• Linkage between school knowledge in different subjects and children’s

everyday experience.
• Sensitivity to gender, caste,class, peace, health and needs of children with
disability.
• Need to nurture aesthetic sensibility and values.
• Learning task must be designed to enable children to seek knowledge other
than textbooks.