NCF 2005 and Teaching at Elementary Level

Dr. Asha KVD Kamath

Regional Institute of Education

Mysore

Structure of NCF 2005

Five Chapters- 140 pages

Chapter titles1.Perspective2. Learning and Knowledge3. Curriculum Areas, School Stages and

Assessment4. School and Classroom Environment5. Systemic Reforms

Guiding Principles of NCF 2005

- Connecting knowledge to life outside the school.- Ensuring the learning is shifted away from rote methods.- Enriching the curriculum to provide for overall

development of children rather than remain textbook centric.

- Making examinations more flexible and integrated into classroom life.

- Nurturing an over-riding identity informed by caring concerns within the democratic polity of the country.

School and Classroom Environment

• Teacher is a facilitator and supporter• Opportunities for intelligent guessing• Learner centeredness • Active learner engagement• Learning in the company of others• Giving primacy to learners experiences• Connecting school knowledge and local

knowledge, going beyond the textbook• Repeated opportunities to use the knowledge

School and Classroom Environment

• Learner friendly atmosphere• Understanding based learning• Respect for multiple views• Multilinguism• Learner autonomy• Flexibility• Opportunities to the learner

to evolve and create knowledge

School and Classroom Environment

• Greater use of Audio Visual materials including charts, photographs, maps, replicas of archeological and material cultures.

• Less of information transmission.• Softening subject boundaries.• Plurality of textbooks/learning materials.• Community participation to enhance

quality and accountability.

NCF 2005 and School Subjects

Languages – Emphasis on reading- a solid foundation for school learning.

Mathematics - Succeeding is the right of every child.

Enhance child’s resources to think and reason, to visualize and handle abstractions.

Science – enable child to:

- examine and analyze everyday experiences

- deal with issues related to environment

- take up activities involving outdoor project work

- generate knowledge through discovery learning

Social Science- integration as well as disciplinary approach

-sensitivity towards issues

Work Education- Transforms knowledge into experience and generates values.

Art Education- Music, dance, visual arts and theatre.

- to express oneself in different forms

- interactive approach and not instruction

Physical and Health Education- more attention to be given

Peace – pre condition for development

-socialising children into a democratic culture.

-appropriate activities

Teaching - learning strategies

Critical Pedagogy

- Provides opportunities to reflect critically on issues in terms of their political, social, economic and moral aspects.

- Accepts multiple views.- Democratic form of interaction.- Facilitates collective decision making through

open discussion by encouraging and recognizing multiple views.

Experiential Learning

• Direct participation in the events of life.• Reflect upon everyday experiences• Create space for exploration- data collection,

classification, labelling, analyzing……..

Concept Mapping and Concept Map

• Selecting key concepts and sub concepts, linking them through prepositions.

• Making meaning out of horizontal and vertical linkages.

Creative Writing / Work

- develops cognitive and affective abilities

- allows for free expression of thought, feeling and emotions

- poster making, story boards, story telling, etc.